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Today’s Focus:. Shift # 4 text-dependent Q & A & Close Reading. Ex. “ When Charlie McButton Lost Power”. (Narrative poem in third grade basal ) - PowerPoint PPT Presentation
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SHIFT # 4 TEXT-
DEPENDENT Q & A
& CLOSE READING
Today’s Focus:
Ex. “When Charlie McButton Lost Power”
(Narrative poem in third grade basal ) It’s about a boy who panics when he can’t use his
precious electronic gadgets during a power outage, but unexpectedly finds that he can have plenty of imaginative, non-electronic fun with his little sister.
Teacher edition questions:What has happened during a bad storm you have
experienced?How do you feel when you can’t do your favorite things?What would you do when the power came on?Do you need to read the text to answer these
questions?
Some Text-Dependent Questions
In the last stanza, Charlie had another thought. What was this thought, and why couldn’t he explain it?
In the stanza where Charlie says, “Could anything be duller…,” what is he talking about?
Why is the word anything in italics?What is a summary of the poem’s central theme?
CCR-R1: Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ( Text support and interpretation)
CCR-R10: Read and comprehend complex literary and informational texts independently and proficiently.
(Fluency and Comprehension)
Bookend Standards 1 & 10
Standards 2-9 RL/RI
Tool box StrategiesComprehension Strategies and Thinking Skills
that students need to bring to bear to proficiently ask and answer questions.
Focus on Process, Not Just Content
The standards ask you to
“Read like a detective
and write like a reporter.”
--David Coleman
Defining Close Reading
Engaging with a text directlyExamining its meaning thoroughly and
methodicallyUsing texts of grade-level appropriate
complexityFocusing student reading on the particular
words, phrases, sentences, and paragraphs of the author
Read and re-read deliberately
Pearson ELA Instructional Practices
Shift # 4: Text-based Q&A/ Close Reading
More than surface reading; re-read reflectively
“Grapple with text-dependent questions: questions that can only be answered by referring explicitly back to the text in front of them
Use evidence from texts to present careful analyses and clear information
Focus on the “Four Corners” of the Text
Four steps of analysis in four types of reading:
1. What a text says Restatement
2. What a text does Description
3. What a text means Interpretation
4. So what does it mean to me? Application
•READ TEXT SELECTION
INDEPENDENTLY
Activity: The Golden Touch
Connecting Standards to Reading
RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL 3.5 Refer to parts of stories when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how successive parts builds on earlier sections.
Creating Text-Dependent Questions
Choose a grade levelLook at the standardsAt your table with one or two partners create three text-dependent questions for the King Midas story
Text-dependent Questions
Is the question text -based?
Does the question align with at least one of the standards?
Some Sample Questions
How does King Midas’ love of gold change from the beginning to the end of the story? (Use evidence from the story to explain)
When does King Midas realize that his wish that everything be changed to gold is a bad idea?
What details does the author give us to show King Midas’ love of gold? (character)
How has Marigold helped her father understand his mistake?
How can above questions be improved?
High Quality Text-Dependent Questions & Tasks
Explicit—cite detailsImplicit –make valid claims based on
evidenceFocus on specific phrases & sentences to
explain the text’s meaningQuestion sequences will build on each other
so students learn to stay focused on the textMove from “text-to-self” to “text-dependent”
Watch a video of a lessonhttp://commoncore.americaachieves.org/Pearson ELA Instructional Practices
Explicit—cite detailsImplicit –make valid claims based on evidenceFocus on specific phrases & sentences to
explain the text’s meaningQuestion sequences will build on each other
so students learn to stay focused on the textMove from “text-to-self” to “text-dependent”
Watch a video of a les
Pearson ELA Instructional Practices
Video Lesson Close Reading
http://commoncore.americaachieves.org/landing
Text-Dependent Questions
Possible Formula:
Why do you think______________________?
Using facts from the text and your own ideas, explain your reasoning…………….
•READ TEXT SELECTION INDEPENDENTLY
Activity: The Gettysburg Address
Close Reading Informational Text
Lincoln’s Gettysburg Address
Read silentlyListen / follow along to read aloudTranslate /paraphrase first paragraphRespond to text-dependent questions
Where to Find Close Reading Samples
Close analytic reading exemplars on www.achievethecore.org
New videos at www.americaachieves.org
Videos and lessons on www.engageny.org
Sample Close Reading Lesson Format
Read the text independentlyReread with partner or follow along
w/teacherParaphrase orally in writingShare with partnerReread to answer questions (text-dependent)Vocabulary—using contextWriting w/promptPair with another reading
How to Integrate Close Reading into the Curriculum
More time per book in K-2 read alouds3 times a week in upper elementary school
alternating social studies, science, ELAIn middle school and high school each subject
area teacher does one a monthQuestions and assignments all include writing
ASCD 2012/ Common Core State Standards
Close Reading Model
…. is a central guiding principle of the standards and as a result will be a central focus of the PARCC assessment system
6 Month Objectives: ELAMaterials: Shift in what students are reading-within existing
materials -Reading Lists include a balance of literature and informational
text; integrating non-fiction into assignments & instruction to meet targets
Teachers: Shift in student questions -Shift to 80% of questions asked as text-dependent instead of
text-to-self questions
Students: Evidence of close reading -Close encounters with sufficiently complex text demonstrated
verbally and through writing to inform or argue using evidence from text
Resources
“5 Things Every Teacher Should Be Doing to Meet the Common core’s Literacy Standards”
Eye on Education Professional Services“ELA Instructional Practices : Reaching New
Heights with the CCSS”Pearson School Achievement Services
Basal Alignment ProjectRead article “Teachers Embedding Standards in
Basal-Reader Questions” (Education Week)
HMH Medallion ReadingHMH Story TownHMH TrophiesMH Imagine ItMH Open CourtMH TreasuresPearson Reading StreetTraining Materials
Basal Alignment Project
http://www.edmodo.com/home