+ Evidence and Argument in reading, writing, speaking and listening.

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+ Evidence and Argument in reading, writing, speaking and listening

Transcript of + Evidence and Argument in reading, writing, speaking and listening.

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Evidence and Argument

in reading, writing, speaking and listening

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+A Study of the ELA Standards

that illustrate the role of evidence

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Essential Question

What role does evidence play across the grade bands and how is it integrated

into reading, writing, speaking & listening?

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+Three Shifts in ELA/Literacy

1.Building knowledge through content-rich nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

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+Defining Evidence

Read and annotate your article, indicating words and phrases that help define what we mean by “evidence.”

When you have finished share your notes with those at your table, paying special attention to commonalities.

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Evidence

Definition Facts/Characteristics

Examples Nonexamples

Evidence

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+Evidence in the Standards

ReadingStandard 1Standard 8

WritingStandard 1Standard 8Standard 9

Speaking and ListeningStandard 3Standard 4

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+Coordinated structure

• Standards are usually somewhat random lists of skills, knowledge, and strategies;

however,

• the common core state standards have very strong progressions and an organization that requires attention.

• Strong connections exist across reading, oral language, and writing.

As a result,

• Progressions require careful study

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+ Back-mapping the ELA CCSS

Starting with college and career readiness

Standards for each grade level are identified

Working backward from grade 11-12 to 9-10 to 8 etc.

Establishes a clear, aligned K-12 pathway, linking elementary, middle, high school, and end-of-high school college and career readiness

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+ A vertical view of the standards

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+ Analyzing the StandardsREADING STANDARDS FOR LITERATURE

Key Ideas and Details

College and Career Ready Anchor Standards #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. Grade 11-12

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Grade 9-10 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 8 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 7

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 6 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 5

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 4

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 3

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Grade 2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Grade 1

Ask and answer questions about key details in a text. Grade K

With prompting and support, ask and answer questions about key details in a text.

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+Standard to Practice

With a partner:

Highlight the first place “evidence” appears in the grade level standard as it progresses toward College and Career Ready Anchor Standards (CCRS)

Highlight the references to “evidence” from K-12 in the standard. In early grades, the word “evidence” may not appear, but foundational skills will be present.

Write a summary statement regarding the development of the role of evidence in this standard.

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+ A Closer Look

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INSRUCTIONAL IMPLICATIONS

How will the emphasis on evidence affect my instruction?

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+ Evidence in the Classroom

What do you observe about the role of evidence in the classrooms you are viewing? How is it related to rigor? Engagement? What do the classroom examples imply for your classroom practice?

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Classroom Practice: Evidence-based QuestionsDeveloping text-dependent questions

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Shift # 2: Text Dependent Questions

1. Building knowledge through content-rich

nonfiction

2.Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

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+Time – In and Out of the Text

• More instructional time spent outside the text means less time inside the text.

• Departing from the text in classroom discussion privileges only those who already have experience with the topic.

• It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.

• The CCSS are College and Career Readiness Standards.

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+Text-Dependent Questions are not…

Low-level, literal, or recall questions

Focused on comprehension strategies

Just questions…

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+Text-Dependent Questions...

• Can only be answered with evidence from the text.

• Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.

• Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.

• Focus on difficult portions of text in order to enhance reading proficiency.

• Can also include prompts for writing and discussion questions.

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+Three Types of Text-Dependent Questions

When you're writing or reviewing a set of questions, consider the following three categories:

•Questions that assess themes and central ideas

•Questions that assess knowledge of vocabulary

•Questions that assess syntax and structure

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+Non-Examples and Examples

In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Text-DependentNot Text-Dependent Text-Dependent

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+Creating Text-Dependent Questions

Step One Identify the core understandings and key ideas of the text.

Step Two Start small to build confidence.

Step Three Target vocabulary and text structure.

Step Four Tackle tough selections head-on.

Step Five Create coherent sequences of text-dependent questions.

Step Six Identify the standards that are being addressed.

Step Seven Create the culminating assessment.

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+Core Understanding and Key Ideas

• Reverse-engineered or backwards-designed

• Crucial for creating an overarching set of successful questions

• Critical for creating an appropriate culminating assignment

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+Core Understanding and Key Ideas

Core Understanding and Key Idea:

Two people of very different ages may still have much in common and become friends.

Synopsis:

Opal has just moved to a new town in a new state and has no friends yet. Through a series of comic mishaps inadvertently started by her very special dog, Winn-Dixie, Opal meets Miss Franny, the town librarian. Opal realizes they have much in common and a friendship is ignited.

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+Vocabulary

Which words should be taught?

Essential to understanding text

Likely to appear in future reading

Which words should get more time and attention?

More abstract words (as opposed to concrete words)

persist vs. checkpoint

noticed vs. accident

Words which are part of semantic word family

secure, securely, security, secured

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+Vocabulary and Text Dependent Questions

From “Hot and Cold Summer” - 5th grade fictional text

• “To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first?” (pg. 23)

• Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia?

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+Syntax and Text Dependent Questions

• Syntax can predict student performance as much as vocabulary does.

• Questions and tasks addressing syntax are powerful.

Example:

Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg. 377. The semi-colons separate or list each member in the pack.

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+Structure and Text-Dependent Questions

Text-dependent questions can be crafted to point students’ attention to features of text that enhance understanding (such as how section headers and captions lead to greater clarity or provide hints regarding what is most important in informational text, or how illustrations add to a narrative).

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+Structure and Text Dependent Questions

Examples:

• “Look at the illustrations on page 31. Why did the illustrator include details like the power outlets in the walls?”

• “Dillard is careful to place opposing descriptions of the natural and man-made side-by-side. How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?”

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+Reading Strategies and Text-Dependent Questions

• Text-dependent questions generally call on students to employ reading strategies.

• Strategies are no longer taught in isolation.

• The text and readers’ need to comprehend it should determine what strategies are activated - not the other way around.

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+A Constant Presence

Bands

11-CCR

9-10

6-8

4-5

2-3

K-1

Bands

11-CCR

9-10

6-8

4-5

2-3

K-1

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Standard One Standard Ten

Standards Two through Nine

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+Culminating Tasks• Should relate to core understanding and key ideas.

• A coherent sequence of text dependent questions will scaffold students toward successfully completing the culminating task.

Example:

“The title of this selection is ‘Because of Winn-Dixie.' Using your answers from the questions above and class discussion, explain why this is an appropriate title for the selection. Be sure to clearly cite evidence from the text for each part of your answer.”

“Officer Buckle’s final safety tip is 'ALWAYS STICK WITH YOUR BUDDY.' How did he and Gloria each learn this lesson for themselves throughout the story?”

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Final ThoughtsText-Dependent Questions

• There is no one right way to have students work with text dependent questions.

• Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text.

• Listening and speaking should be built into any sequence of activities along with reading and writing:

• “Re-read it, think it, talk it, write it”

• The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms.

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ASSESSMENT IMPLICATIONS

How will the emphasis on evidence be assessed?

Smarter Balanced

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Evidence and Argument

in reading, writing, speaking and listening

Workshop 2–Using Evidence: Instructional Strategies

Workshop 3—Analyzing Student Work and Instructional Strategies