Boston 5-8Reading August2012

7/31/2019 Boston 5-8Reading August2012

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5-8 Reading Workshop

Boston, Massachusetts

August 14, 2012

Be Uncommon. Change History.



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5-8 Reading Workshop

Goals Agenda

Reflect on your strengths and weaknessesas literacy teachers and set goals for the

upcoming year

Master seven reading techniques that

support highly effective literacy instruction

Common Core Examples Reading Systems

o Control the Game

o Accountable Independent

Reading

Explicit Vocabulary Instruction

Implicit Vocabulary

Comprehension

o Don’t Wait

o Lower the Level

o Evidence Based Questioning Implementation in school teams

Do Now:

What book or books were your watershed texts as a student? Which ones changed the way you

thought, made you love the study of book, and just maybe, set you on the path to becoming an

English teacher?



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Common Core Sample Passages

The passages below are from a packet of sample assessment questions SED published in

June. After reading each article, answer: What grade level is this text from? Why do youthink so? How aligned is your teaching to what it takes to read this?

Why are evergreen trees green all year round?

Evergreen trees (also known as conifers because of the cones that hold their seeds) include

spruce, fir and pine trees. Evergreen trees do lose leaves, but not all at the same time the

way that deciduous trees (trees that lose their leaves) do. These trees are specially adapted

to live in climates where there may be limited annual sunshine and/or available water.

The evergreen thrives in cold climates and its leaves are adapted to make the most of its

environment. The leaves of evergreen trees are often small and narrow, like needles.

Evergreen leaves can remain on a tree for anywhere from 1-20 years depending on the

species of tree, but most leaves remain on the tree for less than five years. It is thought that

by keeping its leaves year round the plant might be able to take advantage of periods of

thaw during the winter to make food. It also means that the plant does not need to waste

energy re-growing a full set of leaves each year.

The leaves of an evergreen have the same function as leaves of other trees, mainly to make

food for the plant through photosynthesis. The leaves are often a dark green color

indicating that a lot of the sun-absorbing compound chlorophyll is present. By having a lot

of small leaves packed with chlorophyll, the plant gathers as much energy as it can from the

sparse sunlight. It uses this energy to make food in the form of glucose. The dark color alsohelps keep the plant warm in its cold environment (think about wearing dark clothing on

sunny day versus light or white clothing. The dark clothing absorbs more sunlight and is

hotter to wear).

The cold climate where evergreens often live means that even if there is a large amount of

precipitation, the water is often frozen and therefore unavailable to the plant. The small

surface area and the thick coating of wax on the needle-like leaves allow the plant to retain

more water (there is less surface area available for evaporation). The small leaves also have

small holes called stomata that are used for gas exchange; these can be closed very tightly

to stop water loss. Lastly the small pointy leaves and the cone-like shape of the tree itself

shed snow more easily than other trees so the evergreens are not as likely to break under

the weight of snow and ice.

1. According to the article, evergreen trees are often found in cold, icy climates where

water may be frozen. How does the tree survive in these conditions? Use two details

from the article to support your answer. Write your answer in complete sentences.



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1. What grade level is this text from? Why do you think so?

2. How aligned is your teaching to what it takes to read this?



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Excerpt from Common Core Examples

The Horse of Wood by Alfred J. Church

The Greeks besieged the city of Troy for nearly ten years. They could not take it because

the walls were so high and strong—some said that they had been built by the hands of

gods—but they kept the Trojans inside. This had not always been so. There had been a time

when the Trojans had gone out and fought with their enemies on the plain, sometimes they

had beaten them in battle, and once they had very nearly burnt their ships. But this was all

changed. They had lost some of the bravest of their chiefs, such as Hector, the best of the

sons of Priam, and Paris the great archer, and many great princes, who had come from the

countries round about to help them.

We can easily believe then that Priam, King of Troy, and his people were very glad to hear

that one day the Greeks had gone home. Two Trojans, who had left the city two weeks or sobefore on a message from King Priam to one of his allies, came back saying that they had

gone to the camp of the Greeks and had found it empty, and that there were no ships to beseen. Everyone who was not ill or too old to move about made all the haste they could to get out

of the city. The gates were opened wide for the first time during ten years, and men, women, and

children hurried out to see the plain where so many battles had been fought, and the camp in

which the enemy had lived, and the place where the ships had been dragged up on the shore.

According to lines 1 through 9, what was one problem with Troy’s defense against the

Greeks?

A They had lost many of the bravest chiefs.

B They had not tested the strategy for very long.

C They were not able to leave their city.

D They could not keep the Greeks out of Troy.

1. What grade level do you think this text is for?

2. If this were the state test at the end of this coming year, what is one thing your students

would need to be prepared to do in nine months’ time? (i.e. that they wouldn’t be readyfor today.)



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Excerpt from Common Core Examples

Martin Eden

by Jack London

The one opened the door with a latch-key and went in, followed by a young fellow whoawkwardly removed his cap. He wore rough clothes that smacked of the sea, and he was

manifestly out of place in the spacious hall in which he found himself. He did not know

what to do with his cap, and was stuffing it into his coat pocket when the other took it

from him. The act was done quietly and naturally, and the awkward young fellowappreciated it. “He understands,” was his thought. “He’ll see me through all right.”

He walked at the other’s heels with a swing to his shoulders, and his legs spread

unwittingly, as if the level floors were tilting up and sinking down to the heave and lunge

of the sea. The wide rooms seemed too narrow for his rolling gait, and to himself he was

in terror lest his broad shoulders should collide with the doorways or sweep the bric-a-

brac from the low mantel. He recoiled from side to side between the various objects andmultiplied the hazards that in reality lodged only in his mind. Between a grand piano and

a centre-table piled high with books was space for a half a dozen to walk abreast, yet heessayed it with trepidation.

Even before they analyze text, students need a basic understanding of what is happening in a

passage. In the passage above, underline sections where you think students may struggle to

follow the narrative or understand the description. Number them and list the questions you

would ask to support students’ understanding at each point.

1. 2. 3. 4. 5. 6. 7. 8.



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Takeaways from Common Core Samples

What are your takeaways from reading these three sample passages?

Reading and the Path to College

What’s the average number of minutes per day our kids need to spend reading to succeed in

college?

Consider:

How much time you spent reading to get ready for college

How much time you spent reading once you were there

Your answer: _________________________.

Some context:

What do you think is the average minutes per day spent reading in a “typical” school in

your district:________________. (A study found this to be the AMPD in one NYC

district:________________. )

Some Data:

Ok, here was the average number of minutes spent reading per hour in a dozen of ourtop reading classes: ______________.

Reflection:

What are some of the barriers that prevent students from reading more during class?



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Scene from a Life of a Teacher

Colleen Driggs, Clip # 0254 “Harmony”, 6th

Grade

How many students are reading in Colleen’s class? How do you know?

Control the Game (CTG) Technique Notes

Key Idea: A system for engineering student oral reading to make it productive, accountable and

efficient; and to ensure that kids read a lot.

Key Terms:

o Primary reader - A student who is reading aloud.

o Secondary reader - A student who is reading silently with the primary reader.

o Leverage - The degree to which anyone other than the primary reader is a secondary

reader (rather than a secondary non-reader) and the degree to which secondary

readers are attentive.

Skills:

o Keep durations unpredictable-

o Keep the identity of the next reader unpredictable-

o Keep durations short-

o Minimize transaction costs-

o Bridging-

o Spotting-



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Control the Game Video Analysis

Nikki Frame, Clip # 0273, “Tree Ear”, 6th

Grade

How does Nikki respond to students not being ready to read? What else does she add herethat’s effective?

Anna Myers, Clip # 0907 “Delegate”, 5th Grade

How does Anna support her most struggling reader during this Control the Game reading of a

non-narrative nonfiction text?

In September 1774, leaders from 12 colonies met in Philadelphia. The meeting was called the First

Continental Congress. All the colonies except Georgia elected delegates to the Congress. Fifty important

men attended, including George Washington, Patrick Henry, Samuel Adams, John Adams, and John Jay.

Many delegates were strong Loyalists who still thought of themselves as British. Still others, like George

Washington, were somewhere in between. Only one thing united the delegates – their loves of liberty

and hatred of tyranny. Even though they had different opinions, the delegates agreed to send arespectful letter to King George.

From the landing beach Tree-ear hurried toward the village. He had decided to go to Min first, to deliver themessage the message about the commission, and then return to the bridge to tell Crane-man the news.

No one answered his call at the front of the house, so Tree-ear walked around to the back. Ajima was in the vegetable patch, crouched over with her back to him.

He cleared his throat. “Ajima?"

She whirled around so quickly that for a moment he feared she would fall over. "Tree-car!" she exclaimed, herface breaking into the thousand wrinkles of her smile.

"You are safely returned!""Yes, Ajima."

The day was chilly, autumn fully arrived, but her welcome swept over Tree-ear like a warm breeze. He bowed andcould not keep himself from smiling in return. “ls the master home?"

“He is at the draining site- —" She hesitated as if making a decision, then spoke again. “You have news for him?”

Tree-ear felt his smile grow broader. “Yes, Ajima." He bowed again to her and scampered through the yardtoward the stream.



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Control the Game Practice

Choose one of the passages to read in your supplemental texts packet based on your grade

level and subject area. You will be working with this text throughout the day.

Review the passage in your packet. Using the names of “students” at your table, mark up the

text for how you would use CTG. Consider:

1. How will you make durations and the next reader unpredictable?

2. How will you keep durations short?

3. How will you minimize transaction costs? (i.e. how will you call on students to read)

4. When/how will you bridge?

5. Will you spot check? How?

Practice Directions

1. Teacher will lead class in Control the Game reading.

2. Students will comply with the teacher’s directions and be ready to read when called on.

ONE student (decide who in advance) will not be ready to read when called on.

3. Coach will be prepared to provide feedback at the midpoint of the role play. Use the

vocabulary from our technique notes in your feedback:

a. What did your teacher do well?

b. What could your teacher work on to maximize his/her use of Control the Game?



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Silent Reading Video Analysis

Boris Zarkhi, Clip # 0705 “Ben Franklin”, 5th

Grade

How does Boris combine Control the Game while also ensuring that students have the

opportunity to read independently?

Silent Reading Reflections

1. What else could a teacher do to make silent reading accountable?

2. When is silent reading most appropriate? When is silent reading least appropriate?

3. How could you adapt silent reading that is accountable to your classroom?



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Accountable Independent Reading (AIR) Technique Notes

Key Idea: Prepare students to read on their own productively, accountably and efficiently, but

remember that students can practice reading poorly. Encode success; then increase difficulty.

Elements of Accountable Independent Reading:

Accountability Tools

Question:

Mark Up:

Hash marks:

Read back:

What and When

Objective:

Mastery:

Pre-read:

o Fluency

o Close Reading

Re-Read:

Gradual Release

Start with Move Towards

Length of Reading Less than a page (1 paragraph) Ratchet up with proven success

Time Lag forFollow Up

“Let’s talk about what you justread.”

“Ok, last night you read chapter 3…”

Rigor of Questions Start with basic comprehension:

“What just happened?”

Move to analysis … when students show they

are ready1:

“What lines in the passage recall a key

theme we’ve discussed so far?”

“What points from our non-fiction text

can help us make sense of this?”

Difficulty of the

passage

Literal Text Figurative or inferential text;

The first is the last: The beginning is often

the hardest to part understand. The last

step may be to have students begin a textindependently.

Autonomy “Tell me what Holden says he

thinks about Judas.”

“Tell me what was most important and why.”

1This may be a multi-year process.



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Accountable Independent Reading Video Analysis

Christy Lundy, Clip # 0974 “World War II”, 7th Grade

What accountability tools does Christy use to support her AIR moment in this class?

Beth Verrilli, Clip # 0695 “Genesis”, 11th

& 12th

Grade

What is “High School” about Beth Verrilli’s use of Accountable Independent Reading in this clip?





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Control the Game and AIR Reflection

What factors would you consider in determining how long to allow an individual student to

read?

How can you best address the needs of both struggling and advanced readers during oralreading?

How can you effectively use Control the Game to support your use of Accountable Independent

Reading?



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glare (v) – to stare angrily

Word: _________________________________

Definition:

______________________________________________________________________________

______________________________________________________________________________

Similar to… Because…

scowl

Both are ___________ to express ___________.

But…

To __________ is an ____________________________ that is ______

necessarily directed at a _________________. It simply shows frustration or

anger—might be directed towards oneself.

Sentence:

I glared at my boyfriend as he greedily gobbled the last slice of my chocolate birthday cake.

Other Forms:

This word can also be seen as a noun.

Ex: After he noticed my glare from across the room, my boyfriend quickly brushed cake crumbsfrom his chin and placed his plate in the dishwasher.

+ - neutral



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Explicit Vocabulary Technique Notes

Key Idea: Definitions are insufficient for word mastery. Focus on using words correctly to

develop depth of word knowledge.

For reflection: How many times do you have to use a word before you ‘own’ it?

Principles of Vocabulary Instruction

Start with the Definition-should be written by the teacher to make it:

o o

Multiple Takes-Have students use (and hear; and say) the word as many times a possible

by

o o o o

Stress the Syntax-Ensure that students can use new words correctly by asking them to

o o

Combine, Compare, and Contrast -Beware the ‘synonym model.’ Mimic is not the same

as imitate and it’s the difference between them that creates meaning in a passage. Ask

students to:

o o

Picture This-Create a multidimensional image of the word by

o o



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Explicit Vocabulary Practice

Directions:

1. Choose a word from your article or reading that would be important to explicitly teach.

Use the template below to write a roll out script. You can use the glare script that

follows as a guide.

Explicit Vocabulary Script

Part 1: Word, Definition, and Part of Speech:

Demonstrate use of the word (with example sentence):

Part 2: Different Forms and Examples:

Part 3: Similar to… Because…..

BUT Different from _____________ because…..



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Part 4: Application - Write 4-5 questions here. Be sure to incorporate other words from your

“Word Wall”, you can use the other words from “Improving Definitions” to do so.

1.

2.

3.

4.

5.

Part 5: Picture/Sentence

Prep for Picture:



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Explicit Script Example for “Glare”

Part 1:

Word and Definition: Glare (verb)-to stare angrily

Pronounce and Model: Call and response for glare. Model glare and have students do the same on the

second call and response.

Example: I glared at my husband as he greedily gobbled the last slice of my chocolate birthday cake.

Quick Qs (to frame students’ understanding and connect to novel): Who glared at Annemarie in the

beginning of Number the Stars? Why? What did Lois Lowry want to show about the soldiers? About

Annemarie’s relationship with the soldiers? How did the soldier’s glare make Annemarie feel?

A glare is a type of look that conveys a particular emotion. It’s really useful while we’re doing our work

with characters—particularly when we’re talking about character perspectives or emotions. Authorschoose certain facial expressions or actions for characters to reveal their perspective. Instead of saying,

“Anna looked Caleb, and she was feeling angry.” an author can say “Anna glared at Caleb” The second

sentence has the same meaning BUT it’s more sophisticated, more specific, more interesting and

shorter.

Part 2: Other Forms: (at the bottom of the organizer):

(noun): an angry stare

After he noticed my glare from across the room, my husband quickly brushed cake crumbs from his chin

and placed his fork in the dishwasher.

Explain: Glare can also mean a very, bright dazzling light as in glare from the sun. Why might the glare

from the sun or bright headlights on a dark night be related to an angry stare?

Today we’ll primarily focus on glare as an angry stare from a person, but it’s important to be familiar

with the other meaning.

Part 3: Similar Word

Similar to: Scowl (have a participant read, but I will explain the similarities and differences)

Because: Both are looks that express anger

But: To scowl is an expression of anger that is not necessarily directed at a person. It simply shows

frustration or anger—might be directed toward oneself

When you glare, it is directed at another person. You want them to feel your anger.

Q: What is the charge of glare? scowl? Is one stronger?



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Explicit Script Example for “Glare” (Cont’d)

Part 4: Application:

Q: (Mine the Exceptions): If you drop your ice cream cone are you more likely to glare or scowl?

Think about a dropped ice cream cone again. What might cause a person to glare in this situation?

Q: (Associations and Details):

What’s a place that might be filled with people that are glaring at one another?

What’s an activity that might cause people to glare at each other?

Q: (Personal/Novel Connections): Describe the last time you glared at someone.

Why might Anna glare at Caleb?

Would Scout glare at Boo Radley? Why or why not?

Q: (Connect to Previous Words): Describe a situation that might cause a teacher to first glance then

glare at a student.

Why might you glare at an oblivious person?

How might a glare be connected to intimidation?

Would you be more likely to glare at a modest or boastful person? Why?

Part 5: Picture

Prep for Picture: Describe who is glaring and why

Sentence: Students verbally share ideas for sentence and we write one together.

Part 6: Quick Review (OPTIONAL-only if time)

What do you anticipate that you will do this weekend? Why?

Can you find solitude at an amusement park?

What does your conscience help you with?

Name a solemn event

Why would a student sit meekly in his/her chair?

Where do mice emerge from?

How could a teammate coax you to give them your favorite mechanical pencil?



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Implicit Vocabulary Technique Notes – Blank Version

Key Idea: Deep teaching of explicit vocabulary is critical to student’s developing strong word

knowledge, but it’s also insufficient. In addition to teaching a word or two daily with depth andsubtlety, teachers also have to reinforce implicit vocabulary, words that appear during

students’ reading.

There are four things that we observe top teachers doing in response to challenging words in

students’ reading. They are:

1. Define

Drop it In

Call and Response

2. Define and practice

3. Pronounce.

4. Ignore.



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Implicit Vocabulary Video Analysis

Nikki Frame and Patrick Pastore, “Hearse”, Clip 0839, 6th

Grade

What criteria do you think about to decide whether to use Patrick’s or Nikki’s technique?

Tondra Bailey, “Unanimous,” Clip 0408, 8th

Grade

What is especially effective about how Tondra addresses Implicit Vocabulary in this clip? What

other elements of reading instruction do you see here?



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Implicit Vocabulary Planning and Practice (Cont’d)

Planning Directions:

1. Review your grade level text in the supplementary text packet.

2. List the possible vocabulary words that you find into the categories below based on how you’d approach them. Use the two examples to guid

you.

Implicit Vocabulary Organizer

Word Define

(Draft brief Definition)

Define / Define and

Practice

Pronounce Ignore

Example: Delegate “That word is delegate. What

word?”

Example: Partition Underline “partition” and write

“Divider” in the margin.”



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Implicit Vocabulary Planning and Practice (Cont’d)

Practice Directions:

1. Teachers: Plan to ask ‘students’ to read a portion of the text you prepared usingControl the Game. As you encounter implicit vocabulary, use the methods you

planned to reinforce vocabulary (i.e. Define and Practice, Define, Pronounce, Ignore)

as you would with a group of students.

2. Students: Be prepared to read and answer questions when called on

3. Coach: One person should play the role of coach. He or she should prepare to give

feedback on:

What did the teacher do best? How could he/she use that approach more?

What could the teacher add to his/her approach to strengthen it or try something

new?

Which specific question(s) best developed student understanding of the word?

How was the teacher’s pacing? Was he/she able to keep the story going while also

reinforcing vocabulary? Why or why not?

Practice Debrief

What did you learn from practicing and/or observing during the role play?

What observations did your peers make during the large-group debrief that are most

worth remembering?

What are your two most important personal take-aways from this activity?





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Lower the Level Technique Notes

Kerry Salvatierra, Clip # 0148 “Make My Own Bed”, 5th

Grade

In this clip Ms. Salvatierra and her students are coming to the very end of their novel, Joey PigzaSwallowed the Key by Jack Gantos. Compare the question she asks here versus what she could

have asked at this point.

What would have happened to the conversation about the conclusion of the book and this

students’ comprehension had she not asked this question?

Lower the Level:

Remember to ask questions about a text at all of the following levels of meaning:

Pay particular attention to word, phrase and sentence level. These are often the root of larger

misunderstandings and are easily overlooked.

Remember: Lower Level does not necessarily mean less rigorous!

You aren’t going down the ladder on Bloom’s Taxonomy when you Lower the Level.



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Lower the Level Video Analysis

Read the text excerpt from Esperanza Rising by Pam Muñoz Ryan below. Identify as many

words or phrases that students might struggle to fully understand.

Text from Esperanza Rising by Pam Muñoz Ryan

She huddled in the field near a smudge pot to keep warm and mentally counted the money she

would need to bring to Abuelita here. Every other week, with the small amounts she saved, she bought

a money order from the market and put it in her valise. She figured that if she kept working until

peaches, she would have enough for Abuelita’s travel. Her problem would then be how to reach

Abuelita.

The men went down the rows first, pruning the thick grapevines and leaving a few long branches

or “canes” on each trunk. She followed along with the others, and tied the canes on the taut wire that

was stretched post to post. She ached from the cold and had to keep moving all day long to stay warm.

That night, as she soaked her hands in warm water, she realized that she no longer recognized them as

her own. Cut and scarred, swollen and stiff, they looked like the hands of a very old man.

Colleen Driggs, Clip # 0256 “Until Peaches, 5th Grade

Colleen asks: “What does she mean when she thinks to herself, ‘If she kept working until

peaches, she would have enough for Abuelita’s travel’? What does she mean by that?”

How does this question support students’ comprehension and prepare them for close reading?

Why is the follow up that Colleen does (using Right is Right ) with the student who doesn’t fully

answer her question especially important?



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Lower the Level Practice

Script your word and phrase level questions: Reread the nonfiction article you’ve beenworking with today (or choose a new one!). Star (*) 3-5 places where word or phrase level

questions are critical to preventing larger misunderstandings. Script a question for each. Use

the Lower the Level examples from the previous page to support you. Be prepared to share

with a partner.

1.

2.

3.

4.

5.

Practice Your Questions: Using Control the Game, read a small portion of the text before your

question and stop to ask your Lower the Level questions. Remember the principles of Don’t

Wait and return to the text after your question is answered by students. Maximize your road

miles!

Feedback:

How did your partner’s questions support students in reading closely?

What do you like about the questions?

What suggestions do you have for improvement?

Practice again, integrating feedback. Switch roles.



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Evidence Based Questioning

Evidence Based Questioning (EBQ): Ask questions where students must make reference to the

text, even on opinion questions.

You can’t fake:

Evidenced Based Questions Video Analysis

Hannah Solomon, Clip # 0092 “Commander Toad”, 5th

Grade

In this clip of Hannah Solomon, how does she anchor her question in the text and insist that

students use evidence in their answers?

Lauren Catlett, Clip # 0486 “All the Evidence”, 5th

Grade

How does Lauren increase the level of rigor through her questioning? How does asking for all

of the evidence give her a better check for understanding?



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EBQ Spectrum

Review the variables on Evidence Based Questioning below and reflect on the following

questions:

1. Which types of EBQs do teachers tend to ask most frequently? Least frequently?

2. Which types of EBQs are the most rigorous? Least rigorous?

Different Types of Evidence Based Questioning

Provide Direct Citation, Ask for Conclusion

“Who can read me the line from this

paragraph that shows that Carlos is kind-

hearted?”

Paraphrase and Ask for Evidence

“Who can describe what it is that shows us that

Carlos is kind-hearted?”

Give Evidence; Draw Conclusion

“Carlos says to his mother, “I’ll empty the

dishwasher; you’re busy right now.” What

does that tell you about him?

Give Conclusion; Find Evidence

“Carlos’ mother says that he’s become more

thoughtful lately. What evidence is there that

explains why she might have said that?”

Support One Best Answer

There’s really one best answer to support.

The evidence shows that Carlos is selfish.

There are a limited range of interpretations.

The task is to prove it with evidence.

Support Multiple Viable Answers

There are a variety of viable conclusions to be

drawn from a scene. The interesting part is to see

how various readers assemble the evidence to

interpret it differently.

Evidence for Your Own Conclusion

Teacher: “What kind of character isAmanda?”

Student Jane: “She’s a little bit selfish.”

Teacher: “Interesting. Can you find some

evidence to support that?”

Evidence for Someone Else’s Conclusion

Teacher: “What kind of character is Amanda?” Student Jane: “She’s a little bit selfish.”

Teacher: “Interesting. Who can find some

evidence to support Jane’s conclusion?”



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Evidence Based or Not?

Review the text excerpts and questions below. For each question, determine if it is an Evidence

Based Question or NOT. For those questions which are NOT evidence based, re-write the

question to require evidence. For those questions that are EBQs, indicate what makes it

evidence based.

Excerpt #1 (from Ch. 1 of Number the Stars)

Annemarie looked up, panting, just as she reached the corner. Her laughter stopped. Her heart seemed to skip a beat.

“Halte!” the German soldier ordered in a stern voice.

The German word was as familiar as it was frightening. Annemarie had heard it often enough before, but it had never bee

directed at her until now.

Behind her, Ellen also slowed and stopped. Far back, little Kirsti was plodding along, her face in a pout because the girls

hadn’t waited for her.

Annemarie stared up. There were two of them. That meant two helmets, two sets of cold eyes glaring at her, and four tall

shiny boots planted firmly on the sidewalk, blocking her path to home.

And it meant two rifles, gripped in the hands of the soldiers. She stared at the rifles first. Then, finally, she looked into the

face of the soldier who had ordered her to halt.

“What is your name?”

“Annemarie Johansen.”

“Your friend—is she a good student too?” He was looking beyond her, at Ellen, who hadn’t moved.

Annemarie looked back, too, and saw that Ellen’s face, usually rosy-cheeked, was pale, and her dark eyes were wide.

She nodded at the soldier. “Better than me,” she said.

“What is her name?”

“Ellen.”

And who is this?” he asked, looking to Annemarie’s side. Kirsti had appeared there suddenly scowling at everyone.

“My little sister.” She reached down for Kirsti’s hand, but Kirsti, always stubborn, refused it and put her hands on her hips

defiantly.

The solder reached down and stroked her little sister’s short, tangled curls. Stand still, Kirsti, Annemarie ordered silently,

praying somehow the obstinate five-year-old would receive the message.But Kirsti reached up and pushed the soldier’s hand away. “Don’t,” she said loudly.

Both soldiers began to laugh. They spoke to each other in rapid German that Annemarie couldn’t understand.

Question: Why do children fear soldiers? EBQ or NOT?

Why is it Evidence Based? OR Re-Write to Make it Evidence Based

Question: On page 6 Kirsti tells her mother, “But I wasn’t scared. Annemarie was, and Ellen, too. But not me!”

What piece of evidence do we have that shows that Kirsti wasn’t scared? EBQ or NOT?




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What is one “tip” you would give to teachers in writing effective EBQs?

Excerpt #2 (from Ch. 1 of To Kill a Mockingbird)

“Folks call me Dill,” said Dill, struggling under the fence.

“Do better if you go over it instead of under it,” I said. “Where’d you come from?”

Dill was from Meridian, Mississippi, was spending the summer with his aunt, Miss Rachel, and would be

spending every summer in Maycomb from now on. His family was from Maycomb county originally; his mother

worked for a photographer in Meridian, had entered his picture in a Beautiful Child contest and won five dollars.She gave the money to Dill, who went to the picture show twenty times on it.

Dill blushed and Jem told me to hush, a sure sign that Dill had been studied and found acceptable. Thereafter

the summer passed in routine contentment. Routine contentment was: improving our tree house that rested

between giant twin chinaberry trees in the back yard, fussing, running through our list of dramas based on the

works of Oliver Optic, Victor Appleton, and Edgar Rice Burroughs. In this matter we were lucky to have Dill. He

played the characters formerly thrust upon me—the ape in Tarzan, Mr. Crabtree in The Rover Boys, Mr. Damon i

Tom Swift. Thus we came to know Dill as a pocket Merlin, whose head teemed with eccentric plans, strange

longings, and quaint fancies.

But by the end of August our repertoire was vapid from countless reproductions, and it was then that Dill gav

us the idea of making Boo Radley come out.

The Radley place fascinated Dill. In spite of our warnings and explanations it drew him as the moon draws

water, but drew him no nearer than the light-pole on the corner, a safe distance from the Radley gate. There he

would stand, his arm around the fat pole, staring and wondering.

Question: What kind of character is Dill? What evidence from this excerpt supports that? EBQ or NOT?


Question: Why do Jem and Scout enjoy spending time with Dill? EBQ or NOT?




Writing Evidence Based Questions

Instructions: As needed, re-read your article. Write 3-5 Evidence Based Questions for your

chapter (either in the space below or directly into your text). For each question that you write,

use a different type from the chart on p. 24.

1)

2)

3)

4)

5)

Feedback: Swap your questions with a partner and explain your choices. Consider the following

questions when providing feedback:

How did your partner’s questions require evidence?

How are the questions rigorously text based?

Do the questions represent the various types from page 24?

What did the teacher say/do to effectively prompt for more evidence?

What suggestions do you have for improvement?

Documents

Boston 5-8Reading August2012