INSTRUCTIONAL NORMS TEAM

January 7, 2014Christina Orsi

wiki.sjcoe.net/groups/jefferson

EVIDENTIARY

THINKING

Overview• Welcome• District Update• Reflection on Collaboration PD • Evidentiary Thinking Shift• Close Reading• Text Dependent Questions• Debrief• Site Planning Time

District Update on CC Implementation

• Upcoming Math Curriculum Adoption in Spring– Cadre formation in January

• Technology Pilot – Chromebooks and iPads– Training in December/January– Piloting different ratios

• Administrative walk-throughs• SBAC Field Test Window– March 18-April 25

• CST Science and CAPA– April 28-May 7

• ELA Instructional Guide Units

2012-13

• Create implementation plan• Leadership level training• Training on CC ELA• Instructional Guides for CC ELA• Preliminary look at Assessments & Technology

2013-14

• Implementation of CC ELA• Training of CC Math• Training for Illuminate & CC Itembank• Planning/Pilots for Assessment & Technology• Evaluating Math curriculum• Smarter Balanced Field Test

2014-15

• Implementing CC Math• Math curriculum adoption• Technology integration• Smarter Balance Operational

Number Talks & Multiple Approaches

Collaboration on

Performance Tasks

in Math

Collaborative Brainstorming

Project Based Learning & Technology

Overview

Student Actions• Using complete sentence

responses

• Working collaboratively

• Using more academic language

Teacher Actions• Sentence starters and

connectors

• Using Performance Tasks

• Finding resources online

Areas to Consider

• Differentiation• Student strategically asking for tools• Teachers connected to student answers • Explicitly requiring evidence from students to

support claims

Reflection on Collaboration

Discuss and decide the 5 most important practices to include when

planning a lesson using student collaboration.

Critical Thinking

Collaborative Thinking

Evidentiary Thinking

Argumentative Thinking

Today’s Focus

“Extraordinary claims require extraordinary evidence.”

-Carl Sagan

Evidentiary Thinking in the Common Core Standards

• Instruction is focused around a text, not the teacher

• Students engage in rich, evidence based discussions about a text

• Teachers budget time and support for close reading of text

• Writing emphasizes using evidence from multiple sources to form arguments

http://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf

3 Strategies for Evidentiary Thinking• Critically examining a text• Multiple readings with purposeClose Reading

• Keep drawing the student back to the text

• Use the text to build schema

Text Dependent Questions

• Inference• Drawing conclusions

Evidence Based Claims

Getting Students to Draw Inferences

Details from the Text

My Own Thinking

INFERENCES

The sun disappeared. Dark clouds rolled in and

surrounded me. Bright light filled the sky and I was

getting soaked.

Details from Text: My Thinking:

Based on the text, what inference can be made?

Danny stomped through the front door after school and

tossed his bag on the floor. He ran upstairs to the bedroom and

slammed the door. He flung himself on the bed and put his

pillow over his head.

Understanding one’s purpose for reading is a metacognitive process that supports a

reader’s comprehension of a text.(Paris, Wasik, & Turner, 1991)

Purpose plays a key factor in motivation for reading.

(Guthrie & Wigfield, 2000)

Close Reading• Critically analyze a text • How scholars read• Multiple readings of a text• Reading deliberately and with purpose• Focuses on details• Uses short passages or excerpts• Reading with a pencil, highlighter, or Post-its• Annotation• Discussing a text with others• Answering Text Dependent questions

Selecting a Worthy Text

• Dedicating a substantial amount of time to selection

• Should be appropriately complexity for grade level and task

Common Core Standards for English Language Arts & Literacy Appendix A p. 4

CC Complexity Bands

Common Core Standards for English Language Arts & Literacy Appendix A p. 8

Steps of Close Reading

(KEY IDEAS AND DETAILS)Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details.

Burke, B. (2013). A Close Look at Close Reading

Scaffolding Students in Close Reading

• Shared reading• Read aloud/Choral reading• Book on CD/Audio file/Youtube/Text to Speech• Question-Answer Relationship (QAR)• Literature circles• Essential questions • Graphic organizers• Jigsaws• Ear-to-Ear Reading• Reciprocal teaching

Lessons should be conscientiously planned to include differentiation

strategies for Close Reading.

Steps of Close Reading

(CRAFT AND STRUCTURE)Step 2:Second reading of a “close read worthy” section of the text. A clear purpose should be given to students. Focus on complex elements, vocabulary choices, and text structure and features, and illustrations.

Burke, B. (2013). A Close Look at Close Reading

(KEY IDEAS AND DETAILS)Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details.

Sentence Starters

_____ help a reader understand a text because…

Some authors use tools like ____ in order to…

_____ help readers by….

I agree with _____ because…

Steps of Close Reading

(KEY IDEAS AND DETAILS)Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details.

(CRAFT AND STRUCTURE)Step 2:Second reading of a “close read worthy” section of the text. A clear purpose should be given to students. Focus on complex elements, vocabulary choices, and text structure and features.

(INTEGRATION OF KNOWLEDGE AND IDEAS)Step 3:Third reading of the text where students go deeper with their analysis, draw inferences, synthesize concepts, and make connection between texts.

Burke, B. (2013). A Close Look at Close Reading

Sentence Starters

The author’s point of view is…

According to this author…

My evidence supports that the author…

Based on my evidence, I think…

Next Steps…

• Short augmentative writing activity– Is spelunking exciting or dangerous? Use evidence

to support your answer.• Narrative piece– Writing descriptive settings for Caves

• Science exploration or lab about stalactites/stalagmites

Using Close Reading in Math

• Mathematical Practice 1: Make sense of problems and persevere in solving them.– Noticings and Wonderings

• Researching background information on a broad topic

• Breaking down a complex word problem/task

Think Outside the Box

What can teachers do if they are unable to highlight in their text?

Social Skill T-Chart:Evidentiary Thinking

What does it Look Like?

• Multiple readings of a text• Heads down in the text• Page turning to find evidence• Student discussions• Students pointing at pictures or

text• Highlighting and annotating• Teacher relentless requiring

evidence from students

What does it Sound Like?

• “What is your evidence?”• “How can you support that claim?”• “Where does it say that in the

text?”• “What words did the author use

that led you to that answer?”• “What in the text helped you to

know?”• “According to the author…”• “Based on the evidence, I claim…”

Facts are stubborn things; and whatever may be our wishes, our inclinations, or the dictates of our passions, they cannot alter the state of facts and evidence.

-John Adams

Text Based Answers

Text Dependent Questions

• Require students to dig into the text to answer them

• Cannot be answered without the text• Do not require background knowledge or prior

experience• Require teachers to read and thoroughly plan

questioning prior to instruction• Can be given in written or oral responses• Draw students back to the text for deeper analysis

and engagement

Cues to Use After a Text Dependent Question:

• Remember to use textual evidence to support your ideas.• Remember to use words and phrases from the text to prove

your answer.• Be sure to include specific evidence from them text to

support your ideas.• Be sure to include specific words and phrases from the text

to support your opinion.• Use specific words or details from the text or illustrations to

support your ideas.• Inferences should be supported by text.• Is that statement an inference or an observation?• What in the text helped you to know?• What words and phrases did the author use that lead you to

your answer?

Resources for Text Dependent Questions

Engage NY Curriculum ExemplarsHM Basal Alignment Project Grades 3-5

Edmodo Group: F4Q6NM

Anthology Alignment Project Grades 6-8Edmodo Group: pkx4sp

Holt Anthology Resources

What Should I Google?

• Close Reading Activities• Text dependent questions for _____• Common Core Curriculum Exemplars• Textual evidence• Inference passages• Achieve the Core