Building Awareness of the Common Core

Deepening Awareness of Common Core September 26th

Seat teachers in like grade level or like curriculum teams; groups of 4 are ideal.1Classroom ConnectionWhat Makes a Great TeacherVideoWhat can you see about yourself in this video?What are you doing differently in your classroom because of what you have learned about Common Core?

Video (3-4 min)After watching, pose these two questions (as rhetorical, thinking questionsnot for discussion yet) and then move to the next slide.

2Classroom ConnectionThink about your Deliberate Practice Plan. Which component do you want to increase? How do the changes you need to make relate to Common Core?

Think on their own (1 min). Pair with a shoulder partner (2 min).Choose 2-3 pairs to share with the whole group (2 min). 3AgendaObjectivesReview Close Reading/Rereading TextLiteracy Strategy: Text Dependent QuestionsVideo Examples of Text Dependent QuestionsCommon Core/VSET Connection 1AStrategy PracticeExtended Learning OptionsExit slip: 3-2-1

Briefly review the agenda4ObjectivesTeachers will be able to:Gain a deeper understanding of what the close reading strategy looks likeUnderstand the importance of making students support their responses with the text

Review the training objectives5ObjectivesTeachers will be able to:See connections between requirements for VSET and for Common CoreWrite text-dependent questions for reading materials related to their courses

Review the training objectives6Anchor Literacy Strategy Review: CLOSE READING and REREADINGReading and rereading multiple times, each time with a different purpose and focusBreaking text into smaller segmentsGet beyond surface reading or skimmingFormulate questions and seek answers to the questions while reading

Have teachers read through to review.If you would like, you could have 2-3 teachers give examples of how they have been implementing close reading in their classrooms during the past weeks.7This Sessions StrategyAsk text dependent questions from a range of question types.

What does this mean for my content area(s)?

Great text dependent questions are the key to building knowledge from content rich text. Text dependent questions will point students toward parts of the text that are most important to pay attention to. Teachers can use questions to highlight and scaffold key knowledge and information from texts, and provide the necessary practice with complex text.However, most clearly answering text dependent questions requires students to examine and use evidence from the text.8The Shift to Text-Dependent Questions

Before beginning the video, give teachers the following task to complete as they view.

Write down 3 things that you hear the educators discuss about text-based questions. Click on the picture to access the video.After viewing, have 2-3 people share their responses.9

Text-dependent questionsAll discussion is not created equal.We must ask students to spend more instructional time inside text.It is easier to talk about our experiences than to analyze the textespecially for students reluctant to engage with reading.

Call teachers attention to the handout, Guide to Creating Text-Dependent Questions. They can highlight or make notes on this handout as the slides progress. Common Core requires us to give students more experience within the text. We are now asking them to build their knowledge of the subject matter primarily through reading, to use evidence that can be found only in the text, and to become familiar with the academic vocabulary found in the texts we use.As reading becomes challenging its easier for students to disengage with the text and go to what they know (or think they know based on their experience.) Requiring students to persevere through difficult text builds critical reading muscles. Those reading muscles are what students will need to be successful in college and career. By the time they leave us in Grade 12, our students need to be able to read what comes their way without us there to support themwhether its difficult subject matter or more technical, job-related information.

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Text-dependent questions are not:Low-levelRecallJust questions

Its very important to realize what kinds of questions are NOT text-dependent questions. Low-level refers to Blooms Taxonomy or Webbs Depth of Knowledge; good TDQs can be very complex and require students to make inferences.Questions are meant to point towards the most important, striking, and salient aspects of the text.TDQs are not just questions; they can be powerful. Along with high quality complex text they will drive the CCSS in the classroom

Now that we know what TDQs are not, the next slide takes a closer look at what TDQs are.

11Text-dependent questionsCan only be answered with evidence from the text.Can be literal (checking for understanding), but must also involve analysis, synthesis, evaluation.

TDQs should not require background knowledge (stores of background knowledge can be added to by collecting the evidence from the text to further build knowledge, or can be tapped into to make meaning of the text.)Questions that involve analysis, synthesis, evaluation actually point towards the most difficult parts of text. Literal questions alone do not.

12Text-dependent questionsFocus 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.

TDQs will drive the CCSS in the classroom if questions are asked about words, sentences, paragraphs, big ideas, themes, relationships, etc.You should design TDQs to offer your students the opportunity to address the features that make text difficult for students--the academic vocabulary and syntax that are features of complex text.This means that good questions actually make students stronger and more capable readers.TDQs often lead to another larger activity, such as a writing or debate.

133 types of text-dependent ?sWhen writing or reviewing a set of questions, consider the following three categoriesQuestions that assess themes and central ideasQuestions that assess knowledge of vocabularyQuestions that assess syntax and structure

Text-dependent questions require students to pay attention to the text at hand and to draw evidence from that text.

14In Casey at the Bat, Casey strikes out. Describe a time when you failed at something.

What makes Caseys experiences at bat humorous?Not Text-DependentText-Dependent

What does this look like in the classroom?Here are some non-examples and examples.

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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.What can you infer from Kings letter about the letter that he received? Not Text-DependentText-Dependent16In 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?The Gettysburg Address mentions the year 1776. According to Lincolns speech, why is this year significant to the events described in the speech?Not Text-DependentText-Dependent

17Creating text-dependent Questions1. Identify texts core understandings & key ideas.2. Start small to build students confidence.3. Target vocabulary and text structure.4. Tackle tough sections head-on.5. Create coherent sequences of TDQs.6. Identify the standards that are being addressed.7. Create the culminating assessment.

Now look at page 2 of the Guide to Creating Text-Dependent Questions.This is not a formula not every text will require the same process. These are guidelines.Questions that directly address the difficult sections of the text will help students to break down the complexity of the texts. They can also help students to extract and create meaning where they otherwise might not.How many questions is enough? It varies from text to text.Check alignment to the standards" last, but use the language of the standards in the questions as much as possible.Over the next few slides well see more details about these steps to creating effective text dependent questions.18core understandingCrucial for creating an overarching set of successful questionsCritical for creating an appropriate culminating assignment

Clarify your own thinking about the core understanding, themes, and key ideas of the text, so it can serve as your guidepost for creating questions. A coherent sequence of text dependent questions will lead students toward understanding these ideas for themselves.In literature the core understandings and big ideas can focus on the theme, interactions of characters, events in the story, important events, or any other features that are central.In informational texts the core understandings and big ideas can be closely aligned to the important ideas, the authors purpose, claims, or arguments.

19vocabularyWhich words should be the focus?Essential to understanding textLikely to appear in future readingMore abstract words Words which are part of semantic word family

There is a clear link between word knowledge and successful reading and learning outcomes.Concrete words are mastered much more quickly than are abstract words. Academic words are far more likely to be abstract and will need as much attention as you can provide. These words are also the ones that students are likely to encounter over and over again. By teaching your students the meaning of a word that is the member of a larger family of related words, you are giving them the power to learn many words from your focus on just one.

20Syntax question exampleWho 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.

Syntax can predict student performance as much as vocabulary does.Questions and tasks addressing syntax are powerful.

21Structural questionsConsider the features that point students attention to text features that enhance understanding section headers captions illustrations

Structural question exampleLook at the illustrations on page 31. Why did the illustrator include details like the power outlets in the walls?

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

Culminating tasksQuestions should scaffold students toward successfully completing the culminating task.The title of this selection is Because of Winn-Dixie. Using answers from our questions and discussion, explain why this is an appropriate title. Cite evidence from the text for each part of your answer.

Culminating tasks must be text-centered. If done well, the sequence of questions, and students' written answers to the questions, and the students notes from the discussion should provide lots of raw material for developing a solid response to a culminating writing assignment or other appropriate ending activity, such as a debate or project. This is another way text-dependent questions provide scaffolding that will help students build their capacity to approach complex and challenging text independently.

25Final thoughts on text-dependent questionsThere is no one right way.Providing for the differing needs of students means providing and scaffolding supports differentiallynot asking easier questions or substituting simpler text.

A variety of approaches is best: small groups working together question by question, pair/shares, tackling some independently through a written response, whole class discussions...are all powerful ways to work with students on this kind of evidence gathering and careful reading.The Common Core Standards exist for all students. We must create new and powerful ways to make this access happen for all students.

26SAMPLE videoselementaryGrade 2, Finding Evidence: The Wonders of Nature (15 min)

Grade 5, Close Reading: The Making of a Scientist (15 min)

Grade 4, Socratic Seminar on M.C. Escher (7 min)As teachers watch the video you choose, ask them to note what the students are doing and being asked to do.

These video clips demonstrate how teachers can use text-dependent questions in the classroom. Choose the video most appropriate for your faculty.The links on the Grade 5 and Grade 2 pictures will take you to the http://commoncore.americaachieves.org site, but you must use the tab called Find a Video to search for the video using the title given before your training. The link on the Grade 4 picture will take you directly to the You Tube site to the video itself.

Special Note if you choose the Grade 4 video: The use of this video is NOT for the purpose of learning the Socratic Seminar process BUT the video does show how text dependent questions can be used. This video is interesting because in it the text is actually a piece of artwork. The purpose of a Socratic Seminar is to achieve a deeper understanding about the ideas and values in a text. In the Seminar, participants systematically question and examine issues and principles related to a particular content, and articulate different points-of-view.

27SAMPLE videossecondaryGrade 8, The Declaration of Independence (14 min)

Grade 9, Symbolism in The Lottery (16 min)These video clips demonstrate how teachers can use text-dependent questions in the classroom. Choose the video most appropriate for your faculty.The links on the Grade 5 and Grade 2 pictures will take you to the http://commoncore.americaachieves.org site, but you must use the tab called Find a Video to search for the video using the title given. 28Vset connection 1ADemonstrating Knowledge of Content and Pedagogy

Does the teacher organize content that builds upon previous information, thereby scaffolding essential critical information present in the course standards?Is the teacher identifying information which is essential to unpacking the standard for the students?

Say something like:These questions come from the states document that aligns Common Core Standards to the Danielson components. If you are using the anchor literacy strategies you are learning in the early release PDs, you can be confident that the answers to these questions will be yes. 29Vset connection 1ADemonstrating Knowledge of Content and Pedagogy

Are the connections between common critical elements being made?Do the activities and strategies used to transform the content into manageable pieces yield their intended results in terms of ensuring mastery of the standards?

Read these questions and then have teachers spend (2-3 min) discussing with a partner. You might ask: If you were observing the teachers in the videos youve seen today, how would you answer these questions?30Activity: create and evaluate text-dependent questions

Teachers will read an appropriately complex text for a particular grade level. You could have teacher teams bring their own texts to the meeting, or you can use the samples provided on our website (CCSS Online Help Tab in MyPGS). Participants will work with peers to create and then evaluate some text-dependent questions. They will use the handout they used earlier during the explanation of text-dependent questions Guide to Creating Text-Dependent Questions and the Checklist for Evaluating Question Quality.

Special Area Sample Ideas: For art, the text could be a work of art; for music, the text could be song lyrics, a musical score, etc.; for PE, the text could be the rules for a game or sport.

31Activity: create and evaluate text-dependent questionsUsing your Guide for Creating Text-Dependent Questions handout, divide steps 1-4 amongst the group. Take out the sample text.Read the text with your step in mind.Create 1-2 questions.Use the Checklist for Evaluating Question Quality to analyze your groups questions.

Read the following directions before having teachers do this activity.(2 min) Using your Guide for Creating Text-Dependent Questions handout, divide the work so that each group member has 1 type of questions to create. (1 min) Have each team take out the sample text they will be working with.(7 min) Thinking about the step you have been given, read the selected text, noting the parts you would want to focus on with students.(5 min) Write 1-2 questions for the step you have been given. (15 min) After creating your questions, teams use the Checklist for Evaluating Question Quality to rate the overall quality the questions they have created.

323-2-1 Exit Slip3 things you learned about TDQs

2 ways you can incorporate TDQs into your classroom next week

1 thing you think will challenge your students about TDQs

3-2-1 Exit Slip (Use paper handout on website or Edmodo to respond)Side Note: This is a great formative assessment strategy to use with your students if it is aligned to a standard.

3 things you learned about Text-Dependent Questions2 ways you can incorporate Text-Dependent Questions in your classroom in the coming weeks1 thing you think will challenge students about Text-Dependent Questions33Extended Learning Options: WEBINARTo access the follow-up webinar referenced during last months training:Log into VIMSOn the front page, locate the box entitled Early Release Follow-up Optional WebinarsClick on appropriate webinar linkYou can also access this webinar through MyPGS on the CCSS Online Help tab

Remember, this part is all optionalThese webinars are an optional extended learning opportunity for educatorsthere are separate webinars for elementary and secondary teachers. Please click on the appropriate link to view the webinar.

This webinar will give them information on: The Shift to Standards Referenced Grading and How to Grade the Common Core State Standards in VIMS

Teachers should send their questions about this webinar to their Elementary APs or Middle and High School Curriculum APs. APs should send their questions to Kelly Conway, Karyn Scarcella, or Christine Cyrier.

34Extended Learning Options: ACTION RESEARCH Information on the optional Action Research Project available for use with Deliberate Practice Plans can be found in the same two sitesClick on: Optional Extended Learning Activities Document or Optional Action Research Project

Remember this part is all optionalThe action research is designed to be completed after viewing the webinars. This is an option for teachers to use in support of their Deliberate Practice Plan, provided that participating in this action research aligns with the component on which they have chosen to focus for their Deliberate Practice Plan. Teachers should send their questions about this webinar to their Elementary APs or Middle and High School Curriculum APs. APs should send their questions to Karen Beattie.

35Extended Learning Options: Earning inservice pointsKeep your work in a folder. End of 3rd 9 weeks: Common Core Contacts request work folders, review them for completion of activities, and determine points. Individuals can receive partial points.

Once again, this part is all optional 1. Teachers wishing to receive inservice points for watching the optional webinars with reflection questions and doing the optional Deliberate Practice Action Research will need to keep their work in a folder. At the end of the third quarter, Common Core Contacts are to request the work folders from the teachers, review them for completion of activities and determine awarding of the points. Individuals can receive partial points (i.e. watch only 2 webinars and receive only 2 points of the 8 available for webinars). For administrators who choose to complete these webinars and their own version of the action research project, the principal of the school is responsible for reviewing their work folders and awarding points to administrators.

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