close reading & text dependent questions - tps … reading presentation.pdf · close reading...
TRANSCRIPT
“Childrencomefirst,Losniños sonprimero”
CloseReading&TextDependentQuestions
DoNow…
Takeahandoutandanswerthequestionstrueorfalse.
Bepreparedtodiscussyourrationale.
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Objectivesfortheday…
üDevelopaclearunderstandingofwhatitismeantby“closereading”
ü Examinethekeyfeaturesofclosereadingandtheirimpactonstudentsaccessingcomplextext
ü Identifyanddescribeeachphaseofaclosereadthroughtextdependentquestions
ü Applystrategiestoagradeappropriatetext
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“Childrencomefirst,Losniños sonprimero”
Agenda
ØDoNowØObjectivesfortheDayØDefiningCloseReadingØBenefits ofCloseReadingØ5StrategiesforCloseReadingØ LevelsofTextDependentQuestioningØ TDQ&Bloom’sØ WalkingthroughaCloseReadØ AssessingaCloseReadØ ClosingOut
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WhatisCloseReading…
Closereadingisthoughtful,criticalanalysisofatextthatfocusesonsignificantdetailsorpatternsinordertodevelopadeep,preciseunderstandingofthetext’sform,craft,meanings,etc.ItisakeyrequirementoftheCommonCoreStateStandardsanddirectsthereader’sattentiontothetextitself.
“CloseReadingisaninstructionalroutineinwhichstudentscriticallyexamineatext,especiallythroughrepeatedreadings.”-FisherandFrey
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Whatdoesclosereadinglooklikeintheclassroom?
Students• Studentsshouldslowdown
whenreadingandbecome“textdetectives”.
• Theyshouldbemoreattentivetothetexts.
• Studentsshouldreadandrereaddeliberately.
• FocusonTierIIwordsand/orparticularphrasesorsentencestheauthoruses.
• Studentspresenttheirthinking,observations,andanalysesthroughwriting,technologyorspeaking
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Teachers•TeacherscanusetextexemplarsfromtheappendicesoftheCCSS.(http://elaccss.ncdpi.wikispaces.net/Resources)
•Teachersneedtoselecttextthatisrichenoughforstudentstodrawgoodevidencesfromthem.
•Teacherswillprovidestudentswithapurposeorfocusforreading.
•Strategiesshouldbeprovidedforreadingdifferentgenresandtexttypes.
ExampleofNonFictionCloseRead
Whatclosereadingisnot!
•The major difference between this framework and guided reading, shared reading, or read-aloud frameworks is that the teacher does not provide a lot of background information for the reader other than an initial purpose for the first reading.
•Donotfrontloadifthetextcanprovideanopportunityforstudentstopracticestrategicreading
•The rationale is that teachers need to give children the opportunity to focus on the text alone during the first reading instead of relying on pre-reading information from the teacher.
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CloseReading=DiggingDeeper
• 1stDig:readandscrapthesurface
• 2ndDig:lookatthestructureandgainalittlemoremeaning
• 3rdDigandFurther:Everytimeyoureadforadifferentpurposeuntilyourholegetstobejusttherightsizefordeepunderstandingandfullmeaning
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Studentsengageincollaborativeconversations.
BenefitsofRepeatedReadings
Studentsengageincollaborativediscussions
Studentslearntodigintothetexttobuildmeaning
Studentsimprovetheirfluencyand
comprehension
CloseReadingFivestrategiesbuttherearemore!
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CloseReading
ShadesOf
meaning
KeyWords
PulledQuotes
WreckingaText
TextDependen
tQuestions
exploressubtledifferencesinmeaningbetweensimilarwordsorphases
studentshighlightwhattheythinkarethekeywordsandthendefendtheirchoices.
requiringstudentsto“pullquotes”helpsthemdeterminesignificance
*makingthewritingdull
*anotherwaytosay,“summarizeit”
highlevelquestionsthatcanonlybeansweredthroughreadingthetext
“Childrencomefirst,Losniños sonprimero”
Exampleof“WreckingaText”inacloseread
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• Highlightingthechoicestheauthormakesinthetext.
• “WhenthearchitectsofourrepublicwrotethemagnificentwordsoftheConstitutionandtheDeclarationofIndependence,theyweresigningapromissorynotetowhicheveryAmericanwastofallheir”.
• Howcouldyourewritethissentence?Howdoesyourwordchoicechangethemeaning?WhydoyouthinkMartinLutherKingmadethewordchoiceshedid?
ExampleofShadesofMeaninginaclosereading
1.Atyourtable,openyourenvelope.
2.Putthe8wordsinorderfrom.MOSTDESTRUCTIVE
LEASTDESTRUCTIVE
3.Bereadytoexplainyourchoices.
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Exampleof KeyWordinaclosereading
• Allowsreaderstolocatethecenterofapieceofwriting
• Studentscanhighlightkeywords.
• Read“IHaveaDream”Speech*Identifyoneormorewordsyouconsidertobecentraltothemeaningofthespeech.*Bepreparedtoexplainyourchoices.*WhydoyouthinkDr.Kingchosethiswordinsteadofanother?*Howdoesthiswordcapturethecentralityofthetext?
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StrategiesforCloseReading
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First,RereadthefirsttwoparagraphsofMartinLutherKing’sSpeech,“IHaveaDream.”
Exampleof“PulledQuotes”inaclosereading
Now,“PullaQuote”fromoneofthetwoparagraphswejustread.
Whatsentencecapturesthemainmessageoftheparagraph?
“TextDependentQuestions”inacloseread
1. Areforestfiresevergood?Usingevidencefromthetext,explainyouranswer.
2.Ifyouweretalkingtoyour6yearoldcousin,howwouldyouexplainhowtouseonomatopoeiainawriting.
3.WasDr.MartinLutherKingwasagreatman?Usingevidencefromthetext,explainyouranswer.
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TextDependentQuestions
WhatAreThey?
• specificallyasksaquestionthatcanonlybeansweredbyreferringexplicitlybacktothetextbeingread
• doesnotrelyonanyparticularbackgroundinformationnordependonstudentshavingotherexperiencesorknowledge
• usesthetextandwhatstudentscanextractfromwhatisbeforethem.
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4LevelsofTextDependentQuestions
• Level1:Whatdoesthetextsay?
• Level2:Howdoesthetextwork?
• Level3:Whatdoesthetextmean?
• Level4:Whatdoesthetextinspireyoutodo?
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JigsawReading-4LevelsofTDQ
Examine the text dependent question level your group is assigned.
Create a group poster that
1. defines your level of text dependent questions.
2. describes the information obtained from this level
3. describes why this level of questioning is important
Pay close attention to the intersection of standards with the assigned phase of close reading
Group 1: What does the text say?
Group 2: How does the text work?
Group 3: What does the text mean?
Group 4: What does the text inspire you to do?
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4LevelsofTextDependentQuestions
Level1:Whatdoesthetextsay? literalmeaningofthetextandcentralideasortheme
Level2:Howdoesthetextwork? mechanics,vocabularyincontext,structure,author’scraftLevel2:FourthGrade- "WhyWisdomIsFoundEverywhere.“
Level3:Whatdoesthetextmean? integratingknowledgeandideasinordertolocateadeepermeaning,inferences,etcLevel3:Kindergarten:TheDaytheCrayonsQuit
Level4:Whatdoesthetextinspireyoutodo? acriticalreadingthatisoftenexpressedthroughpresentationdebate,socratic seminar,writingLevel4:FourthGradeComparisonofTwotexts
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4LevelsofTDQandBloom’sDOK
4LevelofTDQ
• Level1:Whatdoesthetextsay?
• Level2:Howdoesthetextwork?
• Level3:Whatdoesthetextmean?
• Level4:Whatdoesthetextinspireyoutodo?
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Bloom’sDOK
• Level1:Recallandrecognitiontasks
• Level2:Skillandconceptstasks
• Level3:Strategicthinkingandreasoningtasks
• Level4:Extendedthinkingtasks
“Childrencomefirst,Losniños sonprimero”
ExamplesofCloseRead
Secondary- “IHaveaDream”Elementary- “MyShadow
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“Childrencomefirst,Losniños sonprimero”
DuringCRStudents….
TrentonPublicSchools
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Read Think Write Discuss
“Childrencomefirst,Losniños sonprimero”
CloseReadingProcess
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“Childrencomefirst,Losniños sonprimero”
AnnotatingtheText:Elementary
• underliningmajorpoints
• star,asterisk,or markinmarginforimportantstatements
• numbersinmarginstoindicateasequenceofpointsindevelopmentofargumentorplot
• circlingkeywordsorphrases
• writinginmarginsforquestionsthatpassageraises
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“Childrencomefirst,Losniños sonprimero”
AssessingaCloseRead
Canbeavarietyofforms:• Writingfromsource• Creatingadebate• Presentingviavideo• Creatinganartisticrepresentation• Creatingamultimediarepresentation
*canusepeerfeedbackanddiscussion*
TrentonPublicSchools 26
Resources• CCSSReadingAnchorStandardDescriptions
• AchievetheCoreModelCloseReadingLessons
• EngageNYVideos- CloseReading
• Whoistaughtwhat- CloseReading
• TeachingtheCore- CloseReadingSecondGrade
• TheAspenInstitute- CloseReadingResources
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Resources- Books
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