1. Going Deeper with the CCSS Day 2 June 21,2013
6/21/2013
Going Deeper with the CCSS Day 2 June 21,2013
Curriculum & Instruction Department

2. Leadership is….

3. Re-Cap of Day 1 Text Complexity (RS. 1 & 10)
Text Sets: Non-Fiction or Fiction
Essential Question: Reading with a Purpose
Close Reading: Marking the Text, Cornell Notes
Structured Collaborative Conversations (LS.1)
Think, Pair, Square
Socratic Seminar
Interactive Triads
Argument/Opinion Writing (W.1)
Stop and Jot
Flash Draft
On Demand or Extended Day Writing

4. Today’s Agenda Text Dependent Questions Project Based Learning Lunch
6/21/2013
Today’s Agenda
Text Dependent Questions
Project Based Learning
Lunch
Gradual Release of Responsibility
Lesson Planning
Project & Planning Share-out

5. Text Dependent Questions and the CCSS

6. Doug Fisher on Text-Dependent Questions and Creating a Close Reading

7. Text-dependent Questions
Answered through close reading
Evidence comes from text, not information from outside sources
Understanding beyond basic facts
Not recall!
Courtesy of Fisher and Frey

8. Which of the following questions require students to read the text closely?
If you were present at the signing of the Declaration of Independence, what would you do?
What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?
Courtesy of Fisher and Frey

9. If you were present at the signing of the Declaration of Independence, what would you do?
What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?
Courtesy of Fisher and Frey

10. Progression of Text-dependent Questions
Whole
Opinions, Arguments,
Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings
Across texts
Entire text
Segments
Paragraph
Sentence
Word
Part
Courtesy of Fisher and Frey

11. Annotating/Marking the Text Coding Strategy
Use the Coding Strategy or Marking the Text to read and annotate the essay, “A Quilt of our Country”, by Anna Quindlen

12. General Understandings
Overall view
Sequence of information
Story arc
Main claim and evidence
Gist of passage

13. General Understandings in 9th Grade
6/21/2013
General Understandings in 9th Grade
What is the main idea of the essay? What is her major idea?
Meghan: Great addition of an upper grade example.
Anna Quindlen’s “A Quilt of a Country” (2001)

14. Key Details Search for nuances in meaning
Determine importance of ideas
Find supporting details that support main ideas
Answers who, what, when, where, why, how much, or how many.

15. Key Details in 9th Grade
Where are there examples of freedom and oppression? What other juxtapositions does our author use?
Anna Quindlen’s “A Quilt of a Country” (2001)

16. Vocabulary and Text Structure
Bridges literal and inferential meanings
Denotation
Connotation
Shades of meaning
Figurative language
How organization contributes to meaning

17. Vocabulary and Text Structure in 9th Grade
What role does the word conundrum play in this essay? What is the structure of the essay? How does she build her argument?
Anna Quindlen’s “A Quilt of a Country” (2001)

18. Author’s Purpose Genre: Entertain? Explain? Inform? Persuade?
Point of view: First-person, third-person limited, omniscient, unreliable narrator
Critical Literacy: Whose story is not represented?

19. Author’s Purpose in 9th Grade
Look at the date of this essay, and then let’s talk about why she might have written it. Whose side of the story is not being told?
Anna Quindlen’s “A Quilt of a Country” (2001)

20. Inferences
Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole.

21. Inferences in 9th Grade
What does the author believe about the benefits and limitations of tolerance?
Anna Quindlen’s “A Quilt of a Country” (2001)

22. Opinions, Arguments, and Intertextual Connections
Author’s opinion and reasoning (K-5)
Claims
Evidence
Counterclaims
Ethos, Pathos, Logos
Rhetoric
Links to other texts throughout the grades

23. Arguments in 9th Grade
To quote, she says, “These are the representatives of a mongrel nation that somehow, at times like this, has one spirit.” What does that mean and what evidence does she provide for this statement?
Anna Quindlen’s “A Quilt of a Country” (2001)

24. Annotating/Marking the Text Coding Strategy
Use the Coding Strategy or Marking the Text to read and annotate the essay, “The Melting Pot”, by Anna Quindlen

25. Intertextual Connections in 9th Grade
In what ways does this essay differ from “The Melting Pot,” written by the same author 10 years earlier?
Anna Quindlen’s “A Quilt of a Country” (2001)

26. Progression of Text-dependent Questions
Whole
Opinions, Arguments,
Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings
Across texts
Entire text
Segments
Paragraph
Sentence
Word
Part
Courtesy of Fisher and Frey

27. Progression of Text-dependent Questions
See Handout on CCRs
Progression of Text-dependent Questions
Standards
Whole
8 & 9
Opinions, Arguments,
Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings
Across texts
3 & 7
Entire text 6
Segments
4 & 5
Paragraph 2
Sentence
Word 1
Part
Courtesy of Fisher and Frey

28. Reading with a pencil (Close Reading)
As you read, mark the text for evidence that answers the following questions.
What are two events from the text that show ____ is a good leader? (Use biographical document as evidence)
What examples does the text provide of how ____ demonstrates great leadership? (Use famous speech as evidence)
According to the text, how did others view ___as a leader? (Use op-ed piece as evidence)

29. Structured Collaborative Conversations
Find a partner with the same text. Use the frames below to discuss the evidence you found in your reading.
Two events that show ____ is a good leader are _____.
(Use biographical document as evidence)
___ showed great leadership when they said, “____”.
(Use famous speech as evidence)
According to the opinions of others, ___was ___.
(Use op-ed piece as evidence)

30. Don’t over-teach. Students with disabilities and English learners have the right to appropriately struggle!

31. Accommodations for Close Reading
Provide students with copies of text-dependent questions in advance of reading.
Pre-teach reading, especially background knowledge and cognates.
Provide realia or visual glossaries to support student learning.
Highlight contextual clues.

32. Video Lesson – Using Text Dependent Questions

33. Let’s Practice Use a text of your choosing to
develop text-dependent questions.
Courtesy of Fisher and Frey

34. Developing Text-dependent Questions for Your Text
Do the questions require the reader to return to the text?
Do the questions require the reader to use evidence to support his or her ideas or claims?
Do the questions move from text-explicit to text-implicit knowledge?
Are there questions that require the reader to analyze, evaluate, and create?
Courtesy of Fisher and Frey

35. Re-Cap – Addressing the Shifts
Text Complexity (RS. 1 & 10)
Text Sets: Non-Fiction or Fiction
Essential Question: Reading with a Purpose
Close Reading: Marking the Text, Cornell Notes, Text Dependent Questions
Structured Collaborative Conversations (LS.1)
Turn and Talk
Interactive Triads
Socratic Seminar
Argument/Opinion Writing (W.1)
Stop and Jot
Flash Draft
On Demand or Extended Day Writing

36. Common Core is the “What” ... Project Based Learning is the “How”
Engage in a rigorous process of inquiry focused on complex, authentic questions and problems
Work as independently from the teacher as possible, and have some degree of “voice and choice”
Demonstrate in-depth understanding of academic knowledge and skills
Apply and practice 21st century skills such as critical thinking, creativity, collaboration, and communication
Create products which are presented to a public audience

37. Chinese Proverb

38. Tell Me
“I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.”

39. Show Me

40. Involve Me

41. 7 Essentials for Project-Based Learning
A Need to Know
A Driving Question
Student Voice & Choice
21st Century Skills
Inquiry and Innovation
Feedback and Revision
Publicly Presented Product
7 Essentials for Project-Based Learning

42. Project-Based Learning

43. The Main Course, Not Dessert
A Need to Know
A Driving Question
Student Voice & Choice
21st Century Skills
Inquiry and Innovation
Feedback and Revision
Publicly Presented Product
The Main Course, Not Dessert
“In a typical unit on instruction containing a project […] the teacher covers the main course of study in the usual way, and then a short ‘project’ is served up for dessert. In […] Project Based Learning it is the project that is the main course—it contains and frames the curriculum and instruction”

44. Online Resource for PBL
An experienced teacher mentors her colleague, sharing her strategies to engage students in projects that enhance their learning.
You’ll also see how students are benefiting from Project-Based Approaches.

45. Intel Teach Elements: Project-Based Approaches
Module 1:
Project Basics
Lessons
include
3 types of
activities
1. E-learning:
learn concepts in
interactive tutorials
Module 2:
Project Planning
Module 3:
Project Assessment
2. Action Planning:
apply concepts to
one’s own classroom
Module 4:
Project Management
3. Facilitated Discussion:
share ideas and give
feedback on action plans
Module 5:
Project Instruction

46. Project Assignment Sheet

47. Project Planner

48.
PBL Checklist -

49. Voki - http://www.voki.com

50. VoiceThread – http://www.voicethread.com

51. VoiceThread – http://www.voicethread.com

52. Xtranormal – http://www.xtranormal.com

53. Lunch

54. Why Do We Need The Common Core?

55. Gradual Release of Responsibility
6/21/2013
Gradual Release of Responsibility
Essential Question
Text Sets, TDQ, Cornell Notes
Cornell Notes,
Socratic Seminar
Cornell Notes, Flash Draft, Stop and Jot, Marking the Text Writing over time, PBL
Teacher Model ( I Do)
Essential Question (Purpose)
Text Sets, Text Dependent Questions (We Do)
Text Sets, Socratic Seminar, Cornell Notes (We Do Together)
Writing, Marking the Text, Cornell Notes, Project (You Do)

56. Strategies/Concepts Used
Essential Questions
Stop and Jot
Cornell notes
Collaborative Conversations
Listening with a purpose
Socratic Seminar
GRR
Partner Reading (w/ scaffold)
Marking the Text
Sentence Frames
Flash Draft
Text Dependent Questions
Project-Based Learning

57. Your Turn to Plan…… Use you GRR Thinking/Planning Template as a guide:
brainstorm/develop possible grade level appropriate topics
essential questions
Texts to possibly use for text sets
activities for teaching argument/opinion writing at your grade level.
Be prepared to share out some of your thinking.

58. Planning & Project Share Out
Provide the link to your “What is a good leader?” project -
Tell us how you will transform your instruction to meet the expectations of the new standards and deepen understanding for your students.
Share
Essential Question
Text Set
Project/Performance Task Description