INSTRUCTIONAL NORMS TEAM January 7, 2014 Christina Orsi wiki.sjcoe.net/groups/jefferson EVIDENTIARY THINKING

Overview Welcome District Update Reflection on Collaboration PD Evidentiary Thinking Shift Close Reading Text Dependent Questions Debrief Site Planning Time

District Update on CC Implementation Upcoming Math Curriculum Adoption in Spring – Cadre formation in January Technology Pilot – Chromebooks and iPads – Training in December/January – Piloting different ratios Administrative walk-throughs SBAC Field Test Window – March 18-April 25 CST Science and CAPA – April 28-May 7 ELA Instructional Guide Units

Create implementation plan Leadership level training Training on CC ELA Instructional Guides for CC ELA Preliminary look at Assessments & Technology Implementation of CC ELA Training of CC Math Training for Illuminate & CC Itembank Planning/Pilots for Assessment & Technology Evaluating Math curriculum Smarter Balanced Field Test Implementing CC Math Math curriculum adoption Technology integration Smarter Balance Operational

Number Talks & Multiple Approaches

Collaboration on Performance Tasks in Math

Collaborative Brainstorming

Project Based Learning & Technology

Overview Student Actions Using complete sentence responses Working collaboratively Using more academic language Teacher Actions Sentence starters and connectors Using Performance Tasks Finding resources online

Areas to Consider Differentiation Student strategically asking for tools Teachers connected to student answers Explicitly requiring evidence from students to support claims

Reflection on Collaboration Discuss and decide the 5 most important practices to include when planning a lesson using student collaboration.

Critical Thinking Critical Thinking Collaborative Thinking Evidentiary Thinking Argumentative Thinking Today’s Focus

“Extraordinary claims require extraordinary evidence.” -Carl Sagan

Evidentiary Thinking in the Common Core Standards Instruction is focused around a text, not the teacher Students engage in rich, evidence based discussions about a text Teachers budget time and support for close reading of text Writing emphasizes using evidence from multiple sources to form arguments

3 Strategies for Evidentiary Thinking Critically examining a text Multiple readings with purpose Close Reading Keep drawing the student back to the text Use the text to build schema Text Dependent Questions Inference Drawing conclusions Evidence Based Claims

Getting Students to Draw Inferences Details from the Text My Own Thinking INFERENCES

The sun disappeared. Dark clouds rolled in and surrounded me. Bright light filled the sky and I was getting soaked.

Details from Text:My Thinking: Based on the text, what inference can be made?

Danny stomped through the front door after school and tossed his bag on the floor. He ran upstairs to the bedroom and slammed the door. He flung himself on the bed and put his pillow over his head.

Understanding one’s purpose for reading is a metacognitive process that supports a reader’s comprehension of a text. (Paris, Wasik, & Turner, 1991) Purpose plays a key factor in motivation for reading. (Guthrie & Wigfield, 2000)

Close Reading Critically analyze a text How scholars read Multiple readings of a text Reading deliberately and with purpose Focuses on details Uses short passages or excerpts Reading with a pencil, highlighter, or Post-its Annotation Discussing a text with others Answering Text Dependent questions

Selecting a Worthy Text Dedicating a substantial amount of time to selection Should be appropriately complexity for grade level and task Common Core Standards for English Language Arts & Literacy Appendix A p. 4

CC Complexity Bands Common Core Standards for English Language Arts & Literacy Appendix A p. 8

Steps of Close Reading (KEY IDEAS AND DETAILS) Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details. (KEY IDEAS AND DETAILS) Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details. Burke, B. (2013). A Close Look at Close Reading

Scaffolding Students in Close Reading Shared reading Read aloud/Choral reading Book on CD/Audio file/Youtube/Text to Speech Question-Answer Relationship (QAR) Literature circles Essential questions Graphic organizers Jigsaws Ear-to-Ear Reading Reciprocal teaching Lessons should be conscientiously planned to include differentiation strategies for Close Reading.

Steps of Close Reading (CRAFT AND STRUCTURE) Step 2:Second reading of a “close read worthy” section of the text. A clear purpose should be given to students. Focus on complex elements, vocabulary choices, and text structure and features, and illustrations. (CRAFT AND STRUCTURE) Step 2:Second reading of a “close read worthy” section of the text. A clear purpose should be given to students. Focus on complex elements, vocabulary choices, and text structure and features, and illustrations. Burke, B. (2013). A Close Look at Close Reading (KEY IDEAS AND DETAILS) Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details. (KEY IDEAS AND DETAILS) Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details.

Sentence Starters _____ help a reader understand a text because… Some authors use tools like ____ in order to… _____ help readers by…. I agree with _____ because…

Steps of Close Reading (KEY IDEAS AND DETAILS) Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details. (KEY IDEAS AND DETAILS) Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details. (CRAFT AND STRUCTURE) Step 2:Second reading of a “close read worthy” section of the text. A clear purpose should be given to students. Focus on complex elements, vocabulary choices, and text structure and features. (CRAFT AND STRUCTURE) Step 2:Second reading of a “close read worthy” section of the text. A clear purpose should be given to students. Focus on complex elements, vocabulary choices, and text structure and features. (INTEGRATION OF KNOWLEDGE AND IDEAS) Step 3:Third reading of the text where students go deeper with their analysis, draw inferences, synthesize concepts, and make connection between texts. (INTEGRATION OF KNOWLEDGE AND IDEAS) Step 3:Third reading of the text where students go deeper with their analysis, draw inferences, synthesize concepts, and make connection between texts. Burke, B. (2013). A Close Look at Close Reading

Sentence Starters The author’s point of view is… According to this author… My evidence supports that the author… Based on my evidence, I think…

Next Steps… Short augmentative writing activity – Is spelunking exciting or dangerous? Use evidence to support your answer. Narrative piece – Writing descriptive settings for Caves Science exploration or lab about stalactites/stalagmites

Using Close Reading in Math Mathematical Practice 1: Make sense of problems and persevere in solving them. – Noticings and Wonderings Researching background information on a broad topic Breaking down a complex word problem/task

Think Outside the Box What can teachers do if they are unable to highlight in their text?

Social Skill T-Chart: Evidentiary Thinking What does it Look Like? Multiple readings of a text Heads down in the text Page turning to find evidence Student discussions Students pointing at pictures or text Highlighting and annotating Teacher relentless requiring evidence from students What does it Sound Like? “What is your evidence?” “How can you support that claim?” “Where does it say that in the text?” “What words did the author use that led you to that answer?” “What in the text helped you to know?” “According to the author…” “Based on the evidence, I claim…”

Facts are stubborn things; and whatever may be our wishes, our inclinations, or the dictates of our passions, they cannot alter the state of facts and evidence. -John Adams

Text Based Answers

Text Dependent Questions Require students to dig into the text to answer them Cannot be answered without the text Do not require background knowledge or prior experience Require teachers to read and thoroughly plan questioning prior to instruction Can be given in written or oral responses Draw students back to the text for deeper analysis and engagement

Cues to Use After a Text Dependent Question: Remember to use textual evidence to support your ideas. Remember to use words and phrases from the text to prove your answer. Be sure to include specific evidence from them text to support your ideas. Be sure to include specific words and phrases from the text to support your opinion. Use specific words or details from the text or illustrations to support your ideas. Inferences should be supported by text. Is that statement an inference or an observation? What in the text helped you to know? What words and phrases did the author use that lead you to your answer? Cues to Use After a Text Dependent Question: Remember to use textual evidence to support your ideas. Remember to use words and phrases from the text to prove your answer. Be sure to include specific evidence from them text to support your ideas. Be sure to include specific words and phrases from the text to support your opinion. Use specific words or details from the text or illustrations to support your ideas. Inferences should be supported by text. Is that statement an inference or an observation? What in the text helped you to know? What words and phrases did the author use that lead you to your answer?

Resources for Text Dependent Questions Engage NY Curriculum Exemplars HM Basal Alignment Project Grades 3-5 Edmodo Group: F4Q6NM Anthology Alignment Project Grades 6-8 Edmodo Group: pkx4sp Holt Anthology Resources

What Should I Google? Close Reading Activities Text dependent questions for _____ Common Core Curriculum Exemplars Textual evidence Inference passages Achieve the Core