ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?

ESSENTIAL QUESTION

What does it look like

and sound like when students use evidence to support

their thinking?

linguistic structures or symbols

TRADITIONAL DEFINITION

•The writing in a book or magazine, rather than the pictures, or any written material.

•The words, phrases, or sentences on a printed page.

We don’t ‘read’ to find one idea, we ‘read’ to find layers of meaning. This helps students to develop claims and defend them using evidence from the text. Unlocking Complex Texts by Laura Robb, 2013

CCSSCCSSR.1 Reading

Standard

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.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SL.1 Speaking & Listening Standard

GOAL: To identify

differences between

grade level expectations

in SL Anchor Standard 1

SPEAKING & LISTENING STANDARD

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

MATHEMATICAL MATHEMATICAL PRACTICESPRACTICES

Students expected to…

•Create oral, visual, and multimedia presentations using…

eye contact

speaking rate, volume and

enunciation

gestures

Students expected to… •come prepared for discussion

•Collaborate with diverse partners

•Build on each others’ ideas

•Express ideas clearly & persuasively

THEN NOW

KEY FEATURES OF S & L ANCHOR STANDARDS

QUALITY CONVERSATIONS LOOK FORS

Discussing content as well as tasks

Using academic language and vocabulary

Asking questions of one another

Building on ideas

Providing evidence to support their thinking

• Critical for accessing complex texts

• Supports learning & improves understandings (GRR)

• Provides opportunities to apply skills and strategies

• Allows for authentic practice of academic language

QUALITYCONVERSATIONS WITHIN CCSS

Quality Conversations

are at the

of Reading

CLOSE READING/LISTENING ~PRIMARY~

“Engage students with the thinking necessary for Close

Reading.”

POSSIBILITIES

Poetry

Picture Books

Non-fiction Texts

1st Reading ~ Big Idea

(Main Idea & Details)

2nd Reading ~ Analyze Text

(Craft & Structure)

3rd Reading ~ Make Connections

(Integration of Ideas & Knowledge)

CLOSE READING~PRIMARY~

Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Purpose/Lens: Describing Characters

Discuss the Big Idea

FIRST READING

Analyze the Text

SECOND READING

Make Connections

THIRD READING

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

DOK

TYPES OF TEXT DEPENDENT

QUESTIONS

CLOSE READING RESOURCES

CLOSE READING—INTERMEDIATE

How do we know it is ‘worthy of a close reading?”

What could we teach with this text?

ANALYZING TEXT FORPLANNING

Analyze text for possible teaching points

Identify text dependent questions

Discuss

21

ONE EXAMPLE

First Reading: What is the main idea of this text?

Second Reading: How does the first paragraph in “Buried Alive!” differ from the introduction in “A Brief History of Pompeii?

Third Reading: Find evidence in “Buried Alive!” about how the author feels about this topic. Why did the author title the article “Buried Alive!”?

CLOSE READING PLANNING TEMPLATE

Begin with the students in mind “What instruction do my students need?”

Match a text with the objective

Plan text-dependent questions to support the objective

CLOSE READING CONSIDERATIONS FOR ELS

Literacy Squared•Close reading instruction in Spanish K-5•Build connections in English through Lit-based ESL

ESOL•Consider language proficiency level•Scaffold by giving exposure to text prior to the whole group instruction (Especially levels 1-3)

Use a second language lens when selecting text

Level 1: Recall and Reproduction

Level 2: Basic Application of Skills & Concepts

Level 3: Focus on Strategic Thinking

Level 4: Extended Thinking

With table groups…

•Sort examples of math assignments by levels

•Brainstorm ways to raise the rigor of an assignment

(take it from Good to Better to Best)

DOK MATH ANALYSISPROTOCOL

Analyze the Math Assessment Tasks.

• Identify the levels of DOK within the assessments.

• Determine how quality conversations prepare students for these types of assessment tasks.

EXTENDING DOK ANALYSIS:

MATH ASSESSMENTS

How can attending to DOK as we plan improve student learning?

How will you apply this learning

in your classroom?

DEBRIEF WITH 9 O’CLOCK TEAMS

We help students to develop the ability to interpret

text through…

* Close reading & annotating

* Text-dependent questions

* Quality conversations

* Expressing thinking in writing

REVIEW

• A safe environment, creating a community of learners

• Regular time to talk about text

• Intentional planning of quality questions and prompts

• Engaging & complex tasks (DOK)

KEY FACTORS TO FOSTER CRITICAL THINKING THROUGH QUALITY

CONSERVATIONS

Observe student behaviors that demonstrate…

Using evidence from textTalking about text

OBSERVATION

You may have observed…

Text

Citing text (pointing)

Analyzing text (talking)

OBSERVING STUDENT DISCOURSE

It was weird. When we finished talking, we had a totally new idea.

It was weird. When we finished talking, we had a totally new idea.

Conversations

not only made

us sound

smarter, I think

they actually

made us

smarter.

Conversations

not only made

us sound

smarter, I think

they actually

made us

smarter.

I never realized how much was

involved in a good conversation.

I never realized how much was

involved in a good conversation.

Science

wasn’t very

interesting

until we

started

talking about

it.

Science

wasn’t very

interesting

until we

started

talking about

it.

APPLICATION: NEXT STEPS