essential question
DESCRIPTION
What does it look like and sound like when students use evidence to support their thinking?. Essential Question. TRADITIONAL DEFINITION The writing in a book or magazine, rather than the pictures, or any written material. The words, phrases, or sentences on a printed page. - PowerPoint PPT PresentationTRANSCRIPT
ESSENTIAL QUESTION
What does it look like
and sound like when students use evidence to support
their thinking?
linguistic structures or symbols
TRADITIONAL DEFINITION
•The writing in a book or magazine, rather than the pictures, or any written material.
•The words, phrases, or sentences on a printed page.
We don’t ‘read’ to find one idea, we ‘read’ to find layers of meaning. This helps students to develop claims and defend them using evidence from the text. Unlocking Complex Texts by Laura Robb, 2013
CCSSCCSSR.1 Reading
Standard
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.1 Speaking & Listening Standard
GOAL: To identify
differences between
grade level expectations
in SL Anchor Standard 1
SPEAKING & LISTENING STANDARD
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
MATHEMATICAL MATHEMATICAL PRACTICESPRACTICES
Students expected to…
•Create oral, visual, and multimedia presentations using…
eye contact
speaking rate, volume and
enunciation
gestures
Students expected to… •come prepared for discussion
•Collaborate with diverse partners
•Build on each others’ ideas
•Express ideas clearly & persuasively
THEN NOW
KEY FEATURES OF S & L ANCHOR STANDARDS
QUALITY CONVERSATIONS LOOK FORS
Discussing content as well as tasks
Using academic language and vocabulary
Asking questions of one another
Building on ideas
Providing evidence to support their thinking
• Critical for accessing complex texts
• Supports learning & improves understandings (GRR)
• Provides opportunities to apply skills and strategies
• Allows for authentic practice of academic language
QUALITYCONVERSATIONS WITHIN CCSS
Quality Conversations
are at the
of Reading
CLOSE READING/LISTENING ~PRIMARY~
“Engage students with the thinking necessary for Close
Reading.”
POSSIBILITIES
Poetry
Picture Books
Non-fiction Texts
1st Reading ~ Big Idea
(Main Idea & Details)
2nd Reading ~ Analyze Text
(Craft & Structure)
3rd Reading ~ Make Connections
(Integration of Ideas & Knowledge)
CLOSE READING~PRIMARY~
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Purpose/Lens: Describing Characters
Discuss the Big Idea
FIRST READING
Analyze the Text
SECOND READING
Make Connections
THIRD READING
Integration of Knowledge and Ideas
Craft and Structure
Key Ideas and Details
DOK
TYPES OF TEXT DEPENDENT
QUESTIONS
CLOSE READING RESOURCES
CLOSE READING—INTERMEDIATE
How do we know it is ‘worthy of a close reading?”
What could we teach with this text?
ANALYZING TEXT FORPLANNING
Analyze text for possible teaching points
Identify text dependent questions
Discuss
21
ONE EXAMPLE
First Reading: What is the main idea of this text?
Second Reading: How does the first paragraph in “Buried Alive!” differ from the introduction in “A Brief History of Pompeii?
Third Reading: Find evidence in “Buried Alive!” about how the author feels about this topic. Why did the author title the article “Buried Alive!”?
CLOSE READING PLANNING TEMPLATE
Begin with the students in mind “What instruction do my students need?”
Match a text with the objective
Plan text-dependent questions to support the objective
CLOSE READING CONSIDERATIONS FOR ELS
Literacy Squared•Close reading instruction in Spanish K-5•Build connections in English through Lit-based ESL
ESOL•Consider language proficiency level•Scaffold by giving exposure to text prior to the whole group instruction (Especially levels 1-3)
Use a second language lens when selecting text
Level 1: Recall and Reproduction
Level 2: Basic Application of Skills & Concepts
Level 3: Focus on Strategic Thinking
Level 4: Extended Thinking
With table groups…
•Sort examples of math assignments by levels
•Brainstorm ways to raise the rigor of an assignment
(take it from Good to Better to Best)
DOK MATH ANALYSISPROTOCOL
Analyze the Math Assessment Tasks.
• Identify the levels of DOK within the assessments.
• Determine how quality conversations prepare students for these types of assessment tasks.
EXTENDING DOK ANALYSIS:
MATH ASSESSMENTS
How can attending to DOK as we plan improve student learning?
How will you apply this learning
in your classroom?
DEBRIEF WITH 9 O’CLOCK TEAMS
We help students to develop the ability to interpret
text through…
* Close reading & annotating
* Text-dependent questions
* Quality conversations
* Expressing thinking in writing
REVIEW
• A safe environment, creating a community of learners
• Regular time to talk about text
• Intentional planning of quality questions and prompts
• Engaging & complex tasks (DOK)
KEY FACTORS TO FOSTER CRITICAL THINKING THROUGH QUALITY
CONSERVATIONS
Observe student behaviors that demonstrate…
Using evidence from textTalking about text
OBSERVATION
You may have observed…
Text
Citing text (pointing)
Analyzing text (talking)
OBSERVING STUDENT DISCOURSE
It was weird. When we finished talking, we had a totally new idea.
It was weird. When we finished talking, we had a totally new idea.
Conversations
not only made
us sound
smarter, I think
they actually
made us
smarter.
Conversations
not only made
us sound
smarter, I think
they actually
made us
smarter.
I never realized how much was
involved in a good conversation.
I never realized how much was
involved in a good conversation.
Science
wasn’t very
interesting
until we
started
talking about
it.
Science
wasn’t very
interesting
until we
started
talking about
it.
APPLICATION: NEXT STEPS