1. Presented by: Debi Bober, Ed.D, NBCT dbober@lbschools.net
Prove It! Text-Dependent Questions and Evidence-Based Claims Grade 3, Session 2 November 5, 2014
INTRODUCTIONS
Reading Standards (won’t get as much to research, language standards, etc.) / Integration of listening, speaking, reading, writing
Overview of Shifts – more is the same than is different
Close reading (practice with an adult text)
Designing text-dependent questions
Citing sources
Grade level expectations
Presented by:
Debi Bober, Ed.D, NBCT

2. AGENDA Introductions Text-dependent questioning
Depth of Knowledge (DOK)
Text-based answers
Evidence-based claims
Task Complexity
Grade-Level-Team Discussion and Commitments
Closing and Evaluation
Reading Standards (won’t get as much to research, language standards, etc.) / Integration of listening, speaking, reading, writing
Overview of Shifts – more is the same than is different
Close reading (practice with an adult text)
Reading complex texts
Designing close reading
Citing sources
Grade level expectations
Packet p. 1

3. Today’s Objectives You will leave with…
Effective strategies for teaching and practicing text dependent questioning
A deeper understanding of Webb’s Depth of Knowledge
Specific knowledge of evidence-based claims
Strategies for increasing task complexity
Collaborative relationships with colleagues
   Reading Anchor Standard 1: 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.

4. Norms for Collaborative Learning
Listen to understand
Watch (share) airtime
Be fully present (start and end on time; silence electronics)
Support one another’s learning
Honor all voices; invite different perspectives
Be open to new ideas

5. How have you tried close reading?
Turn and Talk
How have you tried close reading?
How is it going?
What does your reading/ language arts block lock like/ sound like? Turn and Talk.
Let’s list some of those structures you currently have in place.

6. Action Plans We will… Focus on understanding the standards
plan explicit learning targets/ goals
State the purpose for each close reading
Access a range of complex and appropriate text
Include cooperative engagement strategies
Execute “3 lenses”
1) What does the text say? (The gist)
2) How does the text say it?
3) What does the text mean?
Create a poster/ handout/ protocol for close reading
What does your reading/ language arts block lock like/ sound like? Turn and Talk.
Let’s list some of those structures you currently have in place.

7. Action Plans We will… Record student thinking on Post-Its OR
students will write directly on copied text during close reading BEFORE we come together to talk
Use close reading Literature Bookmarks
Hold a class discussion- “what is the purpose of close reading?”
NOT abandon already-good practice
Allow students & standards to guide my instruction, not the curriculum
What does your reading/ language arts block lock like/ sound like? Turn and Talk.
Let’s list some of those structures you currently have in place.

8. Reflection Questions How do you fit in writing genres?
Can I still incorporate balanced literacy?
How much frontloading should I provide before a close reading?
How do you get kids to make inferences?
How do you get kids to intentionally look for clues?
What about the kids who “don’t get the gist”?
What about advanced students? How complex is complex for MY students? How do I decide?
What is the legality of copying so much text?
What does your reading/ language arts block lock like/ sound like? Turn and Talk.
Let’s list some of those structures you currently have in place.

9. Instructional Shift #1 SHIFT #1
Students need regular practice with complex texts and their academic language
Text complexity
Academic vocabulary

10. Instructional Shift #2 SHIFT #2
Reading, writing, and speaking must be grounded in evidence from texts, both literary and informational
Close reading
Text-dependent questions
Evidence-based writing

11. Instructional Shift #3 SHIFT #3
Students need to build knowledge through content-rich nonfiction
Balance of fiction and non-fiction
Disciplinary literacy

12. CC ELA Anchor Standards
These anchor standards are necessary components ---and complement the grade-specific standards—the anchor standards provide broad standards, the grade specific standards provide additional specificity—that together define the skills and understandings that all students must demonstrate.

13. Unpacking Reading Standards for Informational Text
Packet pp. 2-5

14. Instructional Strategy #1: Consensus
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
What do the Grade 3 Standards for Informational Text say?
TO BEGIN-
Individually list the three most important ideas from reading the Grade 3 Standards for Informational Text.
Packet pp. 2-5

15. Instructional Strategy #1: Consensus
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
 Pair up to come to a consensus about the three most important ideas from the text.
 Pairs then form quads to discuss and come to a consensus about the three most important ideas.
 Debrief as a whole group, coming to a final consensus of the three most important main ideas.
(Beers & Howell, 2003)

16. Text-Dependent Questions
Text-dependent questions can only be answered by referring back to the text, producing a text-based answer
“These are questions designed to compel students to examine and analyze the author’s work.”
From Mapping and Designing Units
to the ELA Common Core

17. DESIGNING Text Dependent Questions
Step 1: Identify the essential understanding of the text
Step 2: Identify what is noteworthy about the text
Step 3: Target vocabulary and text structure
Step 4: Target key details
Step 5: Recognize challenging areas

18. Text-Dependent Questions
Read “River to the Sea”
In pairs, discuss and chart a text-dependent question for the text
Module 4: Unit 1: Lesson 8
Packet pp. 6-7

19. Evidence-Based Claims
MAKING A CLAIM means….
Taking a position or making an inference, and supporting your position or inference with evidence from the text
When a CLAIM is provided…
Students look for evidence to support the claim
When the EVIDENCE is provided…
Students choose a claim that is supported by the evidence
When students make an inference or prediction (anything that is not explicitly stated in the text) around theme, characterization, plot, or an author’s point of view, they support their CLAIM (position, belief, thesis, opinion, prediction, inference) with specific details (or evidence) from the text

20. Evidence-Based Claims
Locate the author’s claims about rivers in this text. What questions could you ask students in order to practice supporting the claim with evidence from the text?
Packet pp. 6-7

21. Instructional Strategy #2: CLAIM Defense
CLAIM: Nature plays the most important role in preserving Earth’s water supply. Does the author support this claim?
TASK: Each group locates a key detail to defend whether or not the author supports the given CLAIM.
Packet pp. 6-7

22. Instructional Strategy #2: CLAIM Defense
CLAIM: Nature plays the most important role in preserving Earth’s water supply. Does the author support this claim?
The author supports / does not support this claim based on the key detail ___________.
This detail demonstrates that the author believes ____________________.
Packet pp. 6-7

23. Evidence-Based Claims

24. Rigor & Complexity
We can create easy, simple, literal questions that are still text-dependent, or we can create harder questions or tasks that may or may not be text-dependent.
We can create easy, simple, literal questions that are still text-dependent, or we can create harder questions or tasks that may or may not be text-dependent.
DOK is how SBAC ranks its test questions, and helps us know if we’re asking a range of questions (simple to complex), or requiring students to engage in a range of tasks (simple to complex).
Task complexity and rigor are ways in which we evaluate what we are asking of students. Webb’s Depth of Knowledge scale is one way to determine task complexity or rigor.

25. Task Complexity
To determine task complexity or rigor, use Webb’s Depth of Knowledge:
Level 1: Recall and Reproduction
Level 2: Skills and Concepts
Level 3: Strategic Thinking
Level 4: Extended Thinking
We can create easy, simple, literal questions that are still text-dependent, or we can create harder questions or tasks that may or may not be text-dependent.
DOK is how SBAC ranks its test questions, and helps us know if we’re asking a range of questions (simple to complex), or requiring students to engage in a range of tasks (simple to complex).
Task complexity and rigor are ways in which we evaluate what we are asking of students. Webb’s Depth of Knowledge scale is one way to determine task complexity or rigor.
Packet pp. 10

26. Levels of DOK in Text-Dependent Questions
Read your text dependent question.
Choose one of the four DOK levels you feel aligns with your text dependent question.
Discuss your reasoning for choosing that level with the others in your group.

27. Instructional Strategy #3: Four Corners
GRADE 3: MODULE 4: Unit 1: Lesson 4
Where in the World is Water?
Packet pp

28. Depth of Knowledge
1. Describe the Pacific Ocean. Use specific details from the text to support your answer.
2. Why do you think Lake Superior is an important water source? Use specific details to support your answer.
Packet pp

29. Depth of Knowledge
3. The text says, “The Nile River is very important to the people who live by it.” Why do you think the Nile River would be important for people living next to it?
4. Explain how glaciers are formed. Use specific details from the text to support your answer.
Packet pp

30. Task Complexity
“Indicators of high-quality, appropriate task complexity include structures that elevate academic language, a design that requires students to work together at grade-level work, and the opportunity for productive failure.”
(Source: Frey and Fisher--

31. Mistakes are the portals of discovery.
Task Complexity
Mistakes are the portals of discovery.
-James Joyce (1882 – 1941)
If you don’t make mistakes, you’re not working on hard enough problems. -Frank Wilczek (1951 – )

32. What happens when people don’t have access to clean water?
Task Complexity
What happens when people don’t have access to clean water?

33. Task Complexity

34. Instructional Strategy #4: Prove It!
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Read one section of text provided in, “Where in the World is Water?”
Determine the main idea of your text, and be ready to PROVE IT!
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35. Grade 3: Module 4: Unit 1: Lesson 4
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36. Grade 3: Module 4: Unit 1: Lesson 4
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37. Grade 3: Module 4: Unit 1: Lesson 4
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38. Grade 3: Module 4: Unit 1: Lesson 4
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39. Instructional Strategy #4: Prove It!
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Determine which main idea statement matches your part of the text.
Locate a key detail from the text that supports your main idea.
Each group should share their “proof” to determine the main idea.
Packet p

40. Instructional Strategy #4: Prove It!
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Large bodies of water can affect the weather.
You can’t drink most of Earth’s water.
Our Earth stores clean water.
Water constantly moves.
Snow shapes the Earth’s surface.
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41. Think-Pair-Share
How might you incorporate these strategies into your reading instruction?
What challenges might you encounter?

42. Grade-Level-Team Work
Set a goal to focus on one of today’s topics:
Text-dependent questioning
Depth of Knowledge (DOK)
Text-based answers
Evidence-based claims
Task Complexity & Rigor
Packet p.19

43. Before you go….. See you again soon!
Complete the Grade Level Planning Sheet and take with you.
Complete the individual Evaluation Form and leave on the table.
Write your personal goal on an index card.
See you again soon!
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