shifting instruction to the core
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Shifting Instruction to the Core. Text Complexity and Text-Dependent Questions. Essential Questions:. How can a deeper understanding of Shifts 3 & 4 guide us in moving our instruction into the Core? How can collaboration help us share and vet ideas and resources?. Objectives. - PowerPoint PPT PresentationTRANSCRIPT
Shifting Instruction to the Core
Text Complexity and Text-Dependent Questions
Essential Questions:How can a deeper understanding of Shifts 3 & 4 guide us in moving our instruction into the Core?
How can collaboration help us share and vet ideas and resources?
Objectives
Use a common rubric for evaluating text complexity
Collaboratively engage in a process for crafting TDQs
Continue the conversation and accessing resources using Edmodo
Instructional Shifts• Students read a true balance of informational and literary
texts… Shift 1: PreK-5 Balancing Informational and Literary
Text
• Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction
Shift 2: 6-12 Knowledge in the Disciplines
• In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the staircase.”
Shift 3: Staircase of Complexity
• Students have rich and rigorous conversations which are dependent on a common text.
Shift 4: Text –Based Questions and Answers
• Writing needs to emphasize the use of evidence to inform or make an argument.
Shift 5: Writing from Sources
• Students constantly build their vocabulary they need to access grade level complex text.
Shift 6: Academic Vocabulary
Text ComplexityShanahan on text complexity
Former President of the International Reading Association
Advisory Board for National Institute for Literacy
http://www.youtube.com/watch?v=b5-uhmwsD6Y
http://www.youtube.com/watch?v=-dL1AuuE93M
What is text complexity?
Source:6
Overview of Text Complexity
Qual
itativ
e2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Quantitative
1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Reader and Task3. Reader and Task considerations –
background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.
Measuring Text Complexity Exceedingly Complex Very Complex Moderately Complex Slightly Complex
MEANING
o Meaning: Several levels and competing elements of meaning that are difficult to identify, separate, and interpret; theme is implicit or subtle, often ambiguous and revealed over the entirety of the text
o Meaning: Several levels
of meaning that may be difficult to identify or separate; theme is implicit or subtle and may be revealed over the entirety of the text
o Meaning: More than one
level of meaning with levels clearly distinguished from each other; theme is clear but may be conveyed with some subtlety
o Meaning: One level of
meaning; theme is obvious and revealed early in the text.
TEXT STRUCTURE
o Organization:
Organization is intricate with regard to elements such as narrative viewpoint, time shifts, multiple characters, storylines and detail
o Use of Graphics: If
used, minimal illustrations that support the text
o Organization:
Organization may include subplots, time shifts and more complex characters
o Use of Graphics: If
used, a few illustrations that support the text
o Organization:
Organization may have two or more storylines and occasionally difficult to predict
o Use of Graphics: If
used, a range of illustrations that support selected parts of the text
o Organization:
Organization of text is clear, chronological or easy to predict
o Use of Graphics: If
used, extensive illustrations that directly support and assist in interpreting the written text
LANGUAGE FEATURES
o Conventionality: Dense
and complex; contains abstract, ironic, and/or figurative language
o Vocabulary: Generally
unfamiliar, archaic, subject-specific, or overly academic language; may be ambiguous or purposefully misleading
o Sentence Structure:
Mainly complex sentences often containing multiple concepts
o Conventionality:
Complex; contains some abstract, ironic, and/or figurative language
o Vocabulary: Somewhat
complex language that is sometimes unfamiliar, archaic, subject-specific, or overly academic
o Sentence Structure:
Many complex sentences with several subordinate phrases or clauses and transition words
o Conventionality: Largely
explicit and easy to understand with some occasions for more complex meaning
o Vocabulary: Mostly
contemporary, familiar, conversational; rarely unfamiliar or overly academic
o Sentence Structure:
Simple and compound sentences, with some more complex constructions
o Conventionality:
Explicit, literal, straightforward, easy to understand
o Vocabulary: Contemporary, familiar, conversational language
o Sentence Structure:
Mainly simple sentences
KNOWLEDGE DEMANDS
o Life Experiences:
Explores complex, sophisticated themes; experiences are distinctly different from the common reader
o Intertextuality and
Cultural Knowledge: Many references or allusions to other texts or cultural elements
o Life Experiences:
Explores themes of varying levels of complexity; experiences portrayed are uncommon to most readers
o Intertextuality and
Cultural Knowledge: Some references or allusions to other texts or cultural elements
o Life Experiences:
Explores a single theme; experiences portrayed are common to many readers
o Intertextuality and Cultural Knowledge: A few references or allusions to other texts or cultural elements
o Life Experiences:
Explores a single theme; experiences portrayed are everyday and common to most readers
o Intertextuality and
Cultural Knowledge: No references or allusions to other texts or cultural elements
Evaluate Roald Dahl’s “Little Red Riding Hood and the
Wolf”Appendix B, 4/5 complexity band
http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=7428
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Break
TEXT DEPENDENT QUESTIONS?Questions that can only be answered with
evidence from the textCan be literal but can also involve analysis,
synthesis, evaluationFocus on word, sentence and paragraph as
well as larger ideas, themes or eventsFocus on difficult portions of text in order
to enhance reading proficiency
WHY TEXT DEPENDENT QUESTIONS? or, WHY NOT GO OUTSIDE THE TEXT?
More time outside the text less insideGoing outside the text privileges those
who have that experienceIt is easier to talk about our experiences
than to analyze the textThese are college and career standards
Text-Dependent Questions are not…
Low-level, literal, or recall questions
Focused on comprehension strategies
Just questions…12
Three Types of Text-Dependent Questions
When you're writing or reviewing a set of questions, consider the following three categories:
• Questions that adress themes and central ideas
• Questions that target knowledge of vocabulary
• Questions that highlight syntax and structure
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VocabularyFrom “Hot and Cold Summer” - 5th grade fictional text
• “To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first?” (pg. 23)
• Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia?
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Culminating Tasks• Should relate to core understanding and key ideas.
• A coherent sequence of text dependent questions will scaffold students toward successfully completing the culminating task.
Example: “The title of this selection is ‘Because of Winn-Dixie.' Using your answers from the questions above and class discussion, explain why this is an appropriate title for the selection. Be sure to clearly cite evidence from the text for each part of your answer.”
“Officer Buckle’s final safety tip is 'ALWAYS STICK WITH YOUR BUDDY.' How did he and Gloria each learn this lesson for themselves throughout the story?”
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Final Thoughts• There is no one right way to have students
work with text dependent questions.
• Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text.
• Listening and speaking should be built into any sequence of activities along with reading and writing:
• “Re-read it, think it, talk it, write it”
• The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms.
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Where do we find the resources?
www.edmodo.com
Key word: etuyrm
Basal Alignment Project
ClosureHow can a deeper understanding of Shifts 3 & 4 guide us in moving our instruction into the Core?
Evaluation