1. Developing a Deeper Understanding of Text A piece from Anthology Alignment Project Thursday, Aug 8 th, 2013 Presenters: Cristal Cisneros-Dilworth Karen Decker-Depoali Paul Heller-Cold Springs Jenny Reynolds-Mendive

2. Agenda Introductions/House Keeping/Etc “Glossary of Terms” Text Based Questions Vocabulary Lunch Additional PD options Differentiated work time Evaluations 2:45 Dismissal

3. Name Tags On your name tag(s) please tell us who you are and where you teach. At my signal, find someone NOT at your school and introduce yourself. Include 1 reason as to why you became a teacher.

4. Objectives We will gain a deeper understanding of text-based questions by participating in discussions and writing sample questions of our own. We will apply our knowledge of vocabulary instruction by selecting key terms from our text and justifying their importance.

5. Quick reference of terms Big Ideas/Key Understandings- Theme of the story; key ideas/concepts that you want the students understand Culminating Task- The big task, usually a writing task, that asks the students to demonstrate their deep understanding of the text.

6. Text-Based/Text-Dependent Questions Quick Review-what are they? (shout out) They are questions that continually ask the student to go back into the text. They scaffold student understanding towards the Big Idea. They become a resource for the student when given the Culminating Task.

7. Text-Based/Text-Dependent Questions…it’s as easy as 1-2-3-check 1.Look at your Teacher’s Edition (TE); let your TE be your starting point. 2.Write questions (and their answers) that scaffold understanding and spread the Bloom’s spectrum. 3.Take “you and I” out of it. Let the questions be about the text. Check. Revise/Get feedback on your questions.

8. Text-Based/Text-Dependent Questions…the checklist This a great tool to help you revise your questions. Take a few minutes and read this document. Use the following marks to annotate your list: Star at least 1 thing you did not know Write a question mark next to anything that puzzles you __________ Underline at least 1 thing that you think is a great idea

9. The First Americans 8 th Grade Anthology Our Turn!!

10. Brer Rabbit and Brer Lion…Your Turn! 8 th Grade Anthology Find the bright blue letter at the top right of your handout. Grab your stuff and find your 3 partners- in-crime who have the same letter as you. Once you have formed your group of 4, find some space within the room to set up camp. Take a minute or two and introduce yourselves.

11. Brer Rabbit and Brer Lion…Your Turn! 8 th Grade Anthology Read Brer Rabbit silently. Within your team, determine the Big Idea/Key Understanding of the text. Write at least 4 questions that scaffold understanding towards your agreed upon Big Idea. Remember to use your checklist!

12. Brer Rabbit and Brer Lion…Your Turn! 8 th Grade Anthology Find another group of 4 that is close to you and share your questions and what your team decided on as the Big Idea/Key Understanding. As a group of 8, please share what you discussed regarding the Big Idea and choose 2 questions that you would like to share with the whole group; one that you think is fantastic and one that you need help revising. Be Prepared to Share!

13. Break Time!! See you in 15 minutes

14. Vocabulary “…vocabulary is the glue that holds stories, ideas, and content together…making comprehension accessible for children” (Rupley, Logan, & Nichols, 1998/1999, p. 339).

15. The 4 Quadrants Meaning can be learned from context These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning needs to be provided

16. Vocabulary from First Americans Meaning can be learned from context These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) Page [500]- massacre Page 501 – handicrafts These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Page [500/501] - unjust Page [500] – treacherous * Meaning needs to be provided Page [500] – skin lodges Page [500] - quills Page [500] - noble Page [500] - motifs

17. Vocabulary for Brer Rabbit Meaning can be learned from context These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning needs to be provided

18. After Lunch PD Options…

19. Lunch! See you back here at 12:30

20. Differentiated Work Time Choice A: Work with peers and continue practicing/writing text-based questions for your curriculum. Choice B: Close Read Refresher for new- to-district teachers and anyone who is interested in a little refresher.

21. In Closing… We encourage you to share today’s information with your entire dept. so you can continue this great work. Remember, 2 heads are better than 1 and 4 heads are better than 2 especially when it comes to revising questions. Please complete an evaluation before you leave; your feedback is important to us. If you have any questions, please don’t hesitate to ask…we are here to help. Thank you for your participation!