Prove It! Text-Dependent Questions and Evidence-Based Claims Grade 3, Session 2 November 5, 2014...

Prove It!Text-Dependent Questions and Evidence-Based Claims

Grade 3, Session 2November 5, 2014

Presented by:Debi Bober, Ed.D, NBCTdbober@lbschools.net

AGENDA• Introductions• Text-dependent questioning• Depth of Knowledge (DOK)• Text-based answers• Evidence-based claims• Task Complexity• Grade-Level-Team Discussion and

Commitments• Closing and Evaluation

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Today’s ObjectivesYou will leave with…• Effective strategies for teaching and practicing

text dependent questioning• A deeper understanding of Webb’s Depth of

Knowledge• Specific knowledge of evidence-based claims• Strategies for increasing task complexity• Collaborative relationships with colleagues

Norms for Collaborative Learning

• Listen to understand • Watch (share) airtime • Be fully present (start and end on

time; silence electronics)• Support one another’s learning • Honor all voices; invite different

perspectives• Be open to new ideas

How have you tried close reading? How is it going?

Turn and Talk

We will…• Focus on understanding the standards• plan explicit learning targets/ goals• State the purpose for each close reading• Access a range of complex and appropriate text• Include cooperative engagement strategies • Execute “3 lenses” • 1) What does the text say? (The gist)• 2) How does the text say it? • 3) What does the text mean?

• Create a poster/ handout/ protocol for close reading

Action Plans

We will…• Record student thinking on Post-Its OR• students will write directly on copied text during close

reading BEFORE we come together to talk• Use close reading Literature Bookmarks• Hold a class discussion- “what is the purpose of close

reading?”• NOT abandon already-good practice• Allow students & standards to guide my instruction,

not the curriculum

Action Plans

• How do you fit in writing genres?• Can I still incorporate balanced literacy?• How much frontloading should I provide before a

close reading?• How do you get kids to make inferences?• How do you get kids to intentionally look for clues?• What about the kids who “don’t get the gist”?• What about advanced students? How complex is

complex for MY students? How do I decide?• What is the legality of copying so much text?

Reflection Questions

Instructional Shift #1

SHIFT #1Students need regular practice with complex texts and their academic language–Text complexity–Academic vocabulary

Instructional Shift #2

SHIFT #2Reading, writing, and speaking must be grounded in evidence from texts, both literary and informational– Close reading – Text-dependent

questions – Evidence-based

writing

Instructional Shift #3SHIFT #3Students need to build knowledge through content-rich nonfiction– Balance of fiction and non-fiction– Disciplinary literacy

CC ELA Anchor Standards

Unpacking Reading Standards for Informational Text

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• What do the Grade 3 Standards for Informational Text say?

TO BEGIN- • Individually list the three most important ideas

from reading the Grade 3 Standards for Informational Text.

Instructional Strategy #1:

ConsensusRI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

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Instructional Strategy #1:

Consensus

Pair up to come to a consensus about the three most important ideas from the text. Pairs then form quads to discuss and come to a consensus about the three most important ideas. Debrief as a whole group, coming to a final consensus of the three most important main ideas. (Beers & Howell, 2003)

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Text-Dependent Questions

• Text-dependent questions can only be answered by referring back to the text, producing a text-based answer

“These are questions designed to compel students to examine and analyze the author’s work.” From Mapping and Designing Units to the ELA Common Core

DESIGNING Text Dependent Questions

Step 1: Identify the essential understanding of the text Step 2: Identify what is noteworthy about the text Step 3: Target vocabulary and text structure Step 4: Target key details Step 5: Recognize challenging areas

Text-Dependent Questions

Module 4: Unit 1: Lesson 8

• Read “River to the Sea”

• In pairs, discuss and chart a text-dependent question for the text

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Evidence-Based Claims

MAKING A CLAIM means….– Taking a position or making an inference,

and supporting your position or inference with evidence from the text

When a CLAIM is provided…– Students look for evidence to support the

claim

When the EVIDENCE is provided…– Students choose a claim that is supported

by the evidence

Evidence-Based Claims

Locate the author’s claims about rivers in this text.

What questions could you ask students in order to practice supporting the claim with evidence from the text?

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CLAIM: Nature plays the most important role in preserving Earth’s water supply. Does the author support this claim?

• TASK: Each group locates a key detail to defend whether or not the author supports the given CLAIM.

Instructional Strategy #2:

CLAIM Defense

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CLAIM: Nature plays the most important role in preserving Earth’s water supply. Does the author support this claim?

The author supports / does not support this claim based on the key detail ___________.

This detail demonstrates that the author believes ____________________.

Instructional Strategy #2:

CLAIM Defense

https://www.engageny.org/resource/grade-3-ela-making-a-claim-which-more-powerful-land-or-water-ri31

Evidence-Based Claims

Rigor & Complexity

We can create easy, simple, literal questions that are still text-dependent, or we can create harder questions or tasks that may or may not be text-dependent.

Task ComplexityTo determine task complexity or rigor, use Webb’s Depth of Knowledge: Level 1: Recall and ReproductionLevel 2: Skills and ConceptsLevel 3: Strategic ThinkingLevel 4: Extended Thinking

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• Read your text dependent question.

• Choose one of the four DOK levels you feel aligns with your text dependent question.

• Discuss your reasoning for choosing that level with the others in your group.

Levels of DOKin Text-Dependent Questions

Task Complexity

“Indicators of high-quality, appropriate task complexity include structures that elevate academic language, a design that requires students to work together at grade-level work, and the opportunity for productive failure.” (Source: Frey and Fisher-- http://www.nassp.org/tabid/3788/default.aspx?topic=Task_Complexity)

Task Complexity

What happens

when people don’t have access to

clean water?

Task Complexity

http://www.youtube.com/watch?v=6m_3omxat1Y

• Read one section of text provided in, “Where in the World is Water?”

• Determine the main idea of your text, and be ready to PROVE IT!

Instructional Strategy #4:

Prove It!RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

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Grade 3: Module 4: Unit 1: Lesson 4

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Grade 3: Module 4: Unit 1: Lesson 4

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Grade 3: Module 4: Unit 1: Lesson 4

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Grade 3: Module 4: Unit 1: Lesson 4

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• Determine which main idea statement matches your part of the text.

• Locate a key detail from the text that supports your main idea.

• Each group should share their “proof” to determine the main idea.

Instructional Strategy #4:

Prove It!RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

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1. Large bodies of water can affect the weather.

2. You can’t drink most of Earth’s water.

3. Our Earth stores clean water.4. Water constantly moves.5. Snow shapes the Earth’s

surface.

Instructional Strategy #4:

Prove It!RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

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Think-Pair-Share

• How might you incorporate these strategies into your reading instruction?

• What challenges might you encounter?

Grade-Level-Team Work

• Set a goal to focus on one of today’s topics:

• Text-dependent questioning• Depth of Knowledge (DOK) • Text-based answers• Evidence-based claims• Task Complexity & Rigor

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Before you go…..

1. Complete the Grade Level Planning Sheet and take with you.

2. Complete the individual Evaluation Form and leave on the table.

3. Write your personal goal on an index card.

See you again soon!

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