1. RESPONDING TO TEXT WITH A CRITICAL- ANALYTIC STANCE Text-Dependent Writing

2. Purpose & Agenda Purpose  Provide information on text-dependent writing and provide time for teacher planning and collaboration Agenda TimeActionPurpose 2:25- 2:50Presentation/DiscussionShare information on text-dependent writing 2:50-3:30ApplicationProvide time for planning, collaboration 3:30-3:40Wrap-UpShare final thoughts/questions

3. The “WHAT” Text-dependent writing is writing that “can only be completed by referring back to the specific text read… [and] does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them” ( www.acheivethecore.com)students www.acheivethecore.com Together, they create cognitively challenging contexts for students to read and write for multiple, responsive stances

4. Text-Dependent Writing Text-dependent writing is writing that “can only be completed by referring back to the specific text read… [and] does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them” ( www.acheivethecore.com) www.acheivethecore.com

5. The “WHY”  Close Reading  “When students are not required to use the information from the text in subsequent tasks, they often forget what they’ve read. Or worse, they learn that reading isn’t that important and that they can complete the requirements for a class without really doing the readings” (Fisher & Frey, 2012, p. 126)  CC Anchor Standards  CCR Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.  CCR Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.  CCR Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.  CCR Anchor Standard 10: Write routinely extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

6. The “HOW” Build to text-dependent writing…  Text choice  Authentic  Complex  B-D-A  Before Reading: Build schema, introduce domain-specific vocabulary necessary for comprehension  During Reading: Monitor comprehension  After Reading: Text-Dependent Writing RAFT I-Poetry Magnetic Poetry

7. The “WHAT”: RAFTs RAFTs are writing tasks emphasizing perspective and critical thinking by forcing students to consider Role, Audience, Format, and Topic

8. The “HOW”: RAFTs Steps Students have read and comprehended a piece (or pieces) of complex text (possible sources). As a teacher, consider the different perspectives created by the topic and the different written genres that might be authentic in the context and relevant in students’ lives. Provide a format for planning, genre instruction, and ample time to model how to plan. Let students plan and write with others who are writing in the same role. Provide time to share Facts Role Makes him/her feel Which means the tone is….

9. The “WHAT”: I-Poetry A short, preformatted structure that forces students to consider facts from varied perspectives

10. The “HOW”: I-Poetry v Steps Students have read and comprehended a piece (or pieces) of complex text (possible sources). As a teacher, consider the different perspectives created by the topic and the different written genres that might be authentic in the context and relevant in students’ lives. Provide a format for planning and ample time to model how to plan. Let students plan and write with others who are writing in the same role. Provide time to share Great Wall Facts

11. Template Mentor Texts http://www.readwritethink.org/files/reso urces/lesson_images/lesson391/I-am- poem.pdf http://www.readwritethink.org/files/reso urces/lesson_images/lesson391/I-am- poem.pdf  Bunting, Eve. I Am the Mummy Heb Nefert.  Janeczko, Paul. Dirty Laundry Pile: Poems in Different Voices.  Karas, G. Brian. Atlantic.  Siebert, Diane. Sierra The “HOW”: I-Poetry

12. The “WHAT”: Magnetic Poetry Free verse poem created from key sentences/passages of informational and/or literary text

13. The “HOW”: Magnetic Poetry Steps 1. Have students select key sentences/short passages around the theme/central idea of a text. 2. Students write those selections on their own paper. 3. Students cut apart each word. 4. In groups of three, students combine piles and words and arrange them to create a sentence of free verse poem around the theme/central idea of a text. 5. Individually, explain their sentence/poem and justify their choices by connecting it to the text they’ve read.

14. Your Turn… Consider the topics and texts you’re covering or about to cover...  Authentic texts?  Ensure comprehension?  Form of text-dependent writing?  Support student planning?  Provide opportunities for collaboration?

15. Final Thoughts/Questions Take-Away: How would you summarize today’s work in one sentence? Jamie.abercrombie@cabarrus.k12.nc.us Literacy Wiki: www.ccsliteracyresources.wikispaces.comwww.ccsliteracyresources.wikispaces.com

16. Literacy Stances