An Introduction to Reading, Writing and Speaking Grounded in the Text Office of Curriculum, Instruction and School Support 2012 ELA Implementation Module 1&2

Objectives Participants will learn: the meaning of close reading and text-dependent questions the purpose of close reading and text-dependent questions to get students deeply into the text that all teachers are responsible for the instruction in literacy through each discipline

Vocabulary Check College and Career Readiness (CCR) Anchor Standards: define general, cross-disciplinary literacy expectations that must be met for student to be prepared to enter college and career programs. K-12 grade-specific standards: define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations

Instructional Priorities The instructional priorities beginning in the 2012-13 school year are the implementation of: Common Core State Standards Master Plan for English Learners Teaching and Learning Framework

Common Core State Standards 2012-13 All schools-all grades Implement the following shift in all classrooms ELA: Reading and writing grounded in evidence from text (ELA and content) 2013-14 ELA: Regular practice with complex text and its academic vocabulary 2014-15 ELA: Building knowledge through content-rich nonfiction and informational texts District-wide phase in: Process for Implementation Full Transition

District-Wide Goals By May 2013, at a minimum, teachers will be expected to plan collaboratively in teams to: Develop at least one literacy task involving close reading and text- dependent questions aligned to the level of performance that the Common Core Standards demands. Engage all students in at least one literacy lesson involving close reading and text-dependent questioning in reading, speaking and listening, and writing. Look closely at student work to continue the cycle of inquiry and make future instructional adjustments. Use Standard 3b in the Teaching and Learning Framework Rubrics to self-assess questioning skills. Which goals are you closest to? Which of these goals are you furthest away from? Think/Pair/Share

Teaching and Learning Framework Rubric –Standard 3b Element Ineffective Developing Effective Highly Effective Quality & Purpose of Questions Questions are designed to challenge students and elicit high-level thinking CO Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students. Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students. Teacher’s questions require rigorous student thinking.  Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for sub-groups of students. Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class.   Discussion Techniques & Student Participation Techniques are used to ensure that all students share their thinking around challenging questions CO, SF Teacher makes no attempt to differentiate discussion. Interactions between the teacher and the students are characterized by the teacher generating all questions and most answers. The teacher and a few students dominate the discussion. Teacher makes some attempt to use differentiated strategies to engage all students in discussion with uneven results. Only some students participate in the discussion and/or the discussion is not intellectually challenging. Teacher uses intentional, differentiated strategies to engage all students in discussion, attempting gradual release from teacher directed to student initiated conversation. Students are expected to participate in an intellectually challenging discussion. Teacher uses various, differentiated strategies to engage all students in intellectually challenging student-to-student interactions Teacher creates conditions for students to assume considerable responsibility for the success of the discussion; initiating topics and making thoughtful, unprompted contributions that demonstrate innovative thinking.

Overall Shifts for Instruction in CCSS ELA/ Content Literacy Building knowledge through content-rich nonfiction and informational texts Reading and writing grounded in evidence from text Regular practice with complex text and its academic vocabulary

CCR Anchor Standards 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. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Assess how point of view or purpose shapes the content and style of a text. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Read and comprehend complex literary and informational texts independently and proficiently. Critical Point College and Career Readiness (CCR) Anchor Standard: define general, cross-disciplinary literacy expectations that must be met for student to be prepared to enter college and career programs   Step-by-Step Instructions This slide shows all 10 Anchor Standards Briefly review them Let the participants know that they will study the first standard more deeply in the next few slides and do an activity The slide contains an animation that will fade away Standards 2-10 and move Standard 1 to the center – press any key to begin the animation Read Standard 1

CCR Anchor Standard-Reading Key Ideas and Details 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. This standard relates directly to close reading and text dependent questions. In the following slides and Handout 2, read how this standard develops across the grade levels.

Video Discussion Whole Group Share Out After the video, share with your elbow partner: What key learning did you take away from the video? What are the implications for teaching and learning? Whole Group Share Out

Close Reading with Dr. Douglas Fisher Introduce Fisher While watching the video consider the following questions: What key learning did you take away from the video? What are the implications for teaching and learning? http://smartjaguar.wordpress.com/ccss/

Close Reading Is careful, purposeful reading and rereading of a text Looks at structure and flow of the text to understand what the author had to say Has text-dependent questions used to move students deeper into the text Makes students think and understand what they read

Professional Reading Read the article Principles Informing Close Reading 3-2-1 Strategy 3 Things You Found Out 2 Interesting Things 1 Question You Still Have Handout 1 Critical Point Students read the text for multiple purposes using text-dependent questions to guide the search for evidence based answers. Text-dependent questions guide the exploration of the meaning of words in context.   Step-by-Step Instructions Pass out the article – Handout 1 Principles Informing Close Reading Have the participants read all three pages. The reading may produce discussion or disagreement as to the need for background knowledge and significant scaffolds for English learners. Emphasis that in the CCSS, this is a major shift and 3-2-1 strategy 3 Things You Found Out 2 Interesting Things 1 Question You Still Have Facilitator Notes The purpose is to give participants a chance to summarize some key ideas, rethink them in order to focus on those that they are most intrigued by, and then pose a question that can reveal where their understanding is still uncertain. Resources to support the discussion about English Learners and scaffolding are available on page 9 of the Common Core State Standards Appendix A. Scaffolding for students as they increase reading of complex text to discussed. Additional information to support the understanding of the implementation of CCSS with English Learners can be found at the Understanding Language website developed by Stanford University. Http://ell.stanford.edu Instruction for Diverse Groups of English Language Learners What Does Text Complexity Mean for English Learners and Language Minority Students

Close Reading and Text- Dependent Questions The CCSS for reading focus strongly on students gathering evidence, knowledge, and insight from what they read. Eighty to ninety percent of the Reading Standards in each grade require text-dependent analysis. The Leadership and Learning Blog

Text-Dependent Questions Can only be answered with evidence from the text Can be literal but can also involve analysis, synthesis and evaluation Focus on words, sentences and paragraphs as well as larger ideas, themes or events Focus on difficult portions of text in order to enhance reading proficiency ----- Meeting Notes (1/24/13 10:55) ----- 3-2-1 strategy 3 things you found out 2 interesting things 1 questions you still have

Non-Text-Dependent Questions and Real Texts Was there ever a time when an animal scared you? Should Ms. Franny have felt embarrassed? Can bears really eat people? Will Opal and Amanda ever be friends? Explain how reading the story made you feel about visiting a library. ----- Meeting Notes (1/24/13 10:55) ----- identify non-text dependent key words

WHY use TEXT-DEPENDENT QUESTIONS and NOT GO OUTSIDE THE TEXT? It is a strategy to prepare students for college and career Going outside the text privileges those who have had that experience It is easier to talk about our experiences than to analyze the text ----- Meeting Notes (1/24/13 10:55) ----- bullet 3: how you think, how you feel

What does the text say? Examples of TDQs How would you summarize or write a shortened version of the text containing only the main points? What is the gist? What are the ideas in order of importance or presentation? What ideas might the author be suggesting rather than directly stating? What can you infer from the hints or suggestions?

Non-Examples and Examples Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Text-dependent questions require students to pay attention to the text at hand and to draw evidence from that text. What does this look like in the classroom? Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary argument both in conversation, as well as in writing to assess comprehension of a text. Students have rich and rigorous conversations and develop writing that are dependent on a common text. 20

Summary Think-Pair-Share What are the implications of this shift for your instructional planning and design process? What are some of the implications for reading and literacy instruction, including disciplinary literacy? What supports might you need to help make this shift?

“The purpose of close reading is to build the habits of readers as they engage with the complex texts of the discipline and to build their stamina and skills for being able to do so independently.” (Fisher, Frey, and Lapp) Critical Point Participants understand and can restate the concept of close reading. Step-by-Step Instructions   Share the 3 major components of close reading from the slide. Ask participants to read the purpose of close reading as a strategy. Ask: How might they use it in their respective disciplines? ----- Meeting Notes (1/24/13 11:08) ----- module 2 start analyze for new key words about close reading

Text-Dependent Questions are not Low-level, literal, or recall questions Focused on comprehension strategies TDQ’s are not just questions… Low-level referring to Bloom’s Taxonomy or Webb’s Depth of Knowledge; good TDQ’s can be very complex and inferential. Questions are meant to point towards the most salient aspects of the text; questions are not meant to test the skill or strategy of the week. TDQ’s are not just questions; they can be powerful. Along with high quality complex text – they will drive the CCSS in the classroom We know what TDQ’s are not. The next slide takes a closer look at what TDQ’s are. 23

Text-Dependent Questions Can only be answered with evidence from the text. Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. Focus on difficult portions of text in order to enhance reading proficiency. TDQ’s should not require background knowledge (stores of background knowledge can be added to by collecting the evidence from the text to further build knowledge, or can be tapped into to make meaning of the text.) Questions that involve analysis, synthesis, evaluation actually point towards the most difficult parts of text. Literal question do not. TDQ’s will drive the CCSS in the classroom if questions are asked about words, sentences, paragraphs, big ideas, themes, relationships, etc. TDQ’s are an opportunity to address the academic (tier two) vocabulary and syntax that are features of complex text – the features that make text difficult for students. This means that good questions actually make students stronger and more capable readers. ----- Meeting Notes (1/24/13 11:15) ----- popcorn reads bullets standing up 24

Let’s Practice In a triad, read the questions provided in the reading selection provided, determine if they are text-dependent or non-text-dependent. Explain your rationale using evidence from the text and questions. Handout 2 & 3 Critical Point This is an opportunity for the participants to look at a text used in 11th grade US History and to evaluate the questions asked. Step-by-Step Instructions Review Handout 2. This is a section from the US History book used in 11th grade. It is a primary source document on the Gettysburg Address. Have the participants read the document then read the 3 questions asked in the text. As a triad, determine whether the questions are text-dependent or not. Teams must have a rationale for their responses. Take one share out on each question. ----- Meeting Notes (1/24/13 11:15) ----- 10-15 minutes

Connecting to the Teaching and Learning Framework Rubric Next, look at all the questions in the reading selection. Where would you rate the questions using the TLFR-ineffective, developing, effective, highly effective? Be prepared to defend your choice. Handout 4 Critical Point The Teaching and Learning Framework describes what effective questioning looks like in a classroom. This tool should be used on conjunction with the CCSS to assist in determining effectiveness. Step-by-Step Instructions Read the directions on the slide. Using Handout 2 Participants should very quickly determine where the questions fall. Have the team give a thumbs up if they rated as ineffective, developing, effective, or highly effective. Have one person share their rationale. ----- Meeting Notes (1/24/13 11:15) ----- 3-5 minutes

Text-Dependent Question Exemplars Now look at the exemplar on the same subject. How are the questions different from handout 2? How are they the same? How might these questions influence teaching and learning? Handout 5 Critical Point The exemplars were developed by teachers working with the CCSS authors. They are models for this work but are not designed to be all inclusive of this work. They provide examples of effective text-dependent questions.   Step-by-Step Instructions Review Handout 5. Look at the questions on the bottom. How are these questions the same or different? Have the teams discuss at their table.

Connecting to the Teaching and Learning Framework Rubric Next look at the questions in the exemplar. Go back to the TLFR. Look at the questions in the exemplar. Where would you rate these questions- ineffective, developing, effective, highly effective? Be prepared to defend your choice. Handout 4 Critical Point Teachers should see the difference between the two sets of questions. The TLFRs have more than just the types of questions listed but the questions are a major component of this rubric.   Step-by-Step Instructions Have the participants go back to Handout 4. In a different color, rate the quality of these questions. Have the team give thumbs up if they rated as ineffective, developing, effective, or highly effective. Have one person share their rationale. ----- Meeting Notes (1/24/13 11:15) ----- 5 minutes

Summary Students need to be taught how to read and think about complex text. Our current tools contain a mixture of text- dependent and non-text dependent questions. As teachers, we can develop or modify the existing questions to draw students deeply into the text. Questions can be used to highlight and scaffold key knowledge and information from texts, and provide the necessary practice with complex text. Critical Point Our current tools can be used to achieve the Common Core State Standards when teachers work together to develop determine the critical learning and develop text-dependent questions to ensure students get deeply into the text.   Step-by-Step Instructions Summarize the information learned today. This slide provides some additional information.

Next Steps In the next several months, work with your grade, department, or other teams to analyze lessons for opportunities for close reading with the use of text dependent questioning. Teach a lesson using this strategy. With your team, reflect on the lesson you provided and develop future instructional actions. Critical Point The next steps will involve teachers working together to analyze identify sections of the text or identify primary documents that might warrant a close read and use of text-dependent questions.   Step-by-Step Instructions. Discuss with the participants the expectations in grade or department alike groups.