SHIFT # 4 TEXT-

DEPENDENT Q & A

& CLOSE READING

Today’s Focus:

Ex. “When Charlie McButton Lost Power”

(Narrative poem in third grade basal ) It’s about a boy who panics when he can’t use his

precious electronic gadgets during a power outage, but unexpectedly finds that he can have plenty of imaginative, non-electronic fun with his little sister.

Teacher edition questions:What has happened during a bad storm you have

experienced?How do you feel when you can’t do your favorite things?What would you do when the power came on?Do you need to read the text to answer these

questions?

Some Text-Dependent Questions

In the last stanza, Charlie had another thought. What was this thought, and why couldn’t he explain it?

In the stanza where Charlie says, “Could anything be duller…,” what is he talking about?

Why is the word anything in italics?What is a summary of the poem’s central theme?

CCR-R1: Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ( Text support and interpretation)

CCR-R10: Read and comprehend complex literary and informational texts independently and proficiently.

(Fluency and Comprehension)

Bookend Standards 1 & 10

Standards 2-9 RL/RI

Tool box StrategiesComprehension Strategies and Thinking Skills

that students need to bring to bear to proficiently ask and answer questions.

Focus on Process, Not Just Content

The standards ask you to

“Read like a detective

and write like a reporter.”

--David Coleman

Defining Close Reading

Engaging with a text directlyExamining its meaning thoroughly and

methodicallyUsing texts of grade-level appropriate

complexityFocusing student reading on the particular

words, phrases, sentences, and paragraphs of the author

Read and re-read deliberately

Pearson ELA Instructional Practices

Shift # 4: Text-based Q&A/ Close Reading

More than surface reading; re-read reflectively

“Grapple with text-dependent questions: questions that can only be answered by referring explicitly back to the text in front of them

Use evidence from texts to present careful analyses and clear information

Focus on the “Four Corners” of the Text

Four steps of analysis in four types of reading:

1. What a text says Restatement

2. What a text does Description

3. What a text means Interpretation

4. So what does it mean to me? Application

•READ TEXT SELECTION

INDEPENDENTLY

Activity: The Golden Touch

Connecting Standards to Reading

RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.

RL 3.5 Refer to parts of stories when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how successive parts builds on earlier sections.

Creating Text-Dependent Questions

Choose a grade levelLook at the standardsAt your table with one or two partners create three text-dependent questions for the King Midas story

Text-dependent Questions

Is the question text -based?

Does the question align with at least one of the standards?

Some Sample Questions

How does King Midas’ love of gold change from the beginning to the end of the story? (Use evidence from the story to explain)

When does King Midas realize that his wish that everything be changed to gold is a bad idea?

What details does the author give us to show King Midas’ love of gold? (character)

How has Marigold helped her father understand his mistake?

How can above questions be improved?

High Quality Text-Dependent Questions & Tasks

Explicit—cite detailsImplicit –make valid claims based on

evidenceFocus on specific phrases & sentences to

explain the text’s meaningQuestion sequences will build on each other

so students learn to stay focused on the textMove from “text-to-self” to “text-dependent”

Watch a video of a lessonhttp://commoncore.americaachieves.org/Pearson ELA Instructional Practices

Explicit—cite detailsImplicit –make valid claims based on evidenceFocus on specific phrases & sentences to

explain the text’s meaningQuestion sequences will build on each other

so students learn to stay focused on the textMove from “text-to-self” to “text-dependent”

Watch a video of a les

Pearson ELA Instructional Practices

Video Lesson Close Reading

http://commoncore.americaachieves.org/landing

Text-Dependent Questions

Possible Formula:

Why do you think______________________?

Using facts from the text and your own ideas, explain your reasoning…………….

•READ TEXT SELECTION INDEPENDENTLY

Activity: The Gettysburg Address

Close Reading Informational Text

Lincoln’s Gettysburg Address

Read silentlyListen / follow along to read aloudTranslate /paraphrase first paragraphRespond to text-dependent questions

Where to Find Close Reading Samples

Close analytic reading exemplars on www.achievethecore.org

New videos at www.americaachieves.org

Videos and lessons on www.engageny.org

Sample Close Reading Lesson Format

Read the text independentlyReread with partner or follow along

w/teacherParaphrase orally in writingShare with partnerReread to answer questions (text-dependent)Vocabulary—using contextWriting w/promptPair with another reading

How to Integrate Close Reading into the Curriculum

More time per book in K-2 read alouds3 times a week in upper elementary school

alternating social studies, science, ELAIn middle school and high school each subject

area teacher does one a monthQuestions and assignments all include writing

ASCD 2012/ Common Core State Standards

Close Reading Model

…. is a central guiding principle of the standards and as a result will be a central focus of the PARCC assessment system

6 Month Objectives: ELAMaterials: Shift in what students are reading-within existing

materials -Reading Lists include a balance of literature and informational

text; integrating non-fiction into assignments & instruction to meet targets

Teachers: Shift in student questions -Shift to 80% of questions asked as text-dependent instead of

text-to-self questions

Students: Evidence of close reading -Close encounters with sufficiently complex text demonstrated

verbally and through writing to inform or argue using evidence from text

Resources

“5 Things Every Teacher Should Be Doing to Meet the Common core’s Literacy Standards”

Eye on Education Professional Services“ELA Instructional Practices : Reaching New

Heights with the CCSS”Pearson School Achievement Services

Basal Alignment ProjectRead article “Teachers Embedding Standards in

Basal-Reader Questions” (Education Week)

HMH Medallion ReadingHMH Story TownHMH TrophiesMH Imagine ItMH Open CourtMH TreasuresPearson Reading StreetTraining Materials

Basal Alignment Project

http://www.edmodo.com/home