Download Day 4

Day 4
Mary Ramer
Kim Richter
Schedule
• 8:30-3:00
Breaks:
– Ten minute break each am and pm
– Forty-five minute lunch
Logistics
•
•
•
•
Sign in / out
Building and parking
Restrooms
Posters
– Resources
– Parking Lot
• Feedback form
Norms
•
•
•
•
•
•
Maintain active participation.
Remain open to different views.
Honor the timeframe.
Place phones, iPads, on top of the table
Limit use of electronic devices.
Hold each other to these norms.
Objective
Today we will
• analyze connections to the Common Core State
Standards and Science Practices
• build Text-Dependent Questions that facilitate
instruction around a worthy and complex text.
Analyze: To look at closely
NAEP 2011 Writing Framework
Grade
To Persuade/Argue
To Explain
To Convey
Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
Reading Framework
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
May include biographies and autobiographies; books about
history, social studies, science, and the arts; technical
texts, including directions, forms, and information
displayed in graphs, charts, or maps; and digital sources on
a range of topics
Literacy Standards and ELA Standards “Roadmap”
READING
WRITING
10 Anchor Standards
10 Anchor Standards
for College and Career
Readiness
for College and Career Readiness
Foundational
Skills
ELA
Standards
K-12
Literacy
Standards
6-12
Literary
Text
Inform
Text
K
Hist. /
S.S.
ELA
Standards
K-12
Literacy
Standards
6-12
SPEAKING &
LISTENING
LANGUAGE
6 Anchor
Standards for CCR
6 Anchor
Standards for CCR
Literacy
K-12
Literacy
K-12
K
1
Sci. /
Tech
Subj.
→→→→→→→→→→→
K
1
→→→→→→
K
1
→→→→→→
1
1
K
1
2
→→→→→→→→→→→
2
→→→→→→
2
2
2
2
3
3 →→→→→→→→→→→
3
→→→→→→
3
3
3
4
4
→→→→→→→→→→→
4
→→→→→→
4
4
4
5
5
→→→→→→→→→→→
5
→→→→→→
5
5
5
6
6
6
6
7
7
7
7
8
8
8
8
K
→→→→→→→→→→→
6
6-8
6-8
7
6-8
8
9-10
9-10
9-10
9-10
11-12
11-12
11-12
11-12
9-10
9-10
9-10
9-10
11-12
11-12
11-12
11-12
What do you notice
about the progression
of these standards?
9-10
6-8
4-5
2-3
K-1
Standard Ten
Increasing Range and Complexity
11-CCR
Standard One
Increased Ability to Use Text Evidence
Bands
Standards Two through
Nine
Bands
11-CCR
9-10
6-8
4-5
2-3
K-1
11
Prior Knowledge
Appendix M-Connections to the Common
Core State Standards for Literacy in
Science and Technical Subjects
12
PCG Education's
Core Beliefs
The key to all literacy is reading development,
a progression of skills that begins with the ability to understand spoken
words and decode written words, and culminates in the deep
understanding and critical interpretation of text.
I know a student is literate or has a deep understanding of a concept I am
teaching when __________.
The NGSS and Common Core State Standards
(Literacy/ELA and Mathematics) Are Aligned
Why does science explicitly require attention to
language/literacy skills?
“Students must be able to read complex information texts in
[science] with independence and confidence because the vast
majority of reading in college and workforce training programs will
be sophisticated nonfiction.”
-CCSS
Literacy in Physics: Reading a Primary Source
• What strategies does Ms. Banks use to teach students how to read
a scientific article?
• How does reading the article enrich the students’ bridge projects?
Close reading is defined as careful and purposeful
reading used to uncover layers of meaning that lead to
deep comprehension. It enables a transaction between
the reader and the text, and a deeper understanding of
what the author is saying.
• What tools, resources, support, and preparation would be
required for the teacher prior to teaching a lesson that
includes close reading?
• What would close reading look like with a scientific text?
• What is it about this reading that is different from your own
past/present practice?
Text-Dependent Questions
Common Core literacy standards require students to
be exposed to reading, writing, and speaking
grounded in evidence from text, both literary and
informational. One way to ensure this happens is for
teachers to create Text-Dependent Questions for
their lessons.
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Text-Dependent Questions…
 Can only be answered with evidence from the text.
 Can be literal (checking for understanding) but must also
involve analysis, synthesis, evaluation.
 Focus 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.
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Text-Dependent Questions are not…
 Low-level, literal, or recall questions
 Focused on comprehension strategies
 Just questions…
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When writing a set of Text Dependent Questions,
consider the following three categories:
Questions that assess
themes and central ideas
Questions that assess
knowledge of vocabulary
Questions that assess
syntax and structure
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We need to pose questions that require students to read the text
carefully and produce evidence to support their responses
Types of text-dependent questions
(not all of which need to be asked about an individual passage)
1. General understanding – This type of question asks students to look for the gist of the text they
have read.
2. Key details – Asking students who, what, where, when, why, or how, including nuanced details.
These questions should focus on important information in the text, not trivia.
3. Vocabulary – Focusing on word definitions, using context or structure to figure out unfamiliar words,
ideas or feelings evoked by key words, shades of meaning, word choice, figurative language, idioms,
and confusing words or phrases or DIRECTLY TEACH THE WORD.
4. Text structure – Asking students to think about how the text is organized – for example, the use of
problem-and-solution structure.
5. Author’s purpose – Asking whether the text intends to inform, entertain, persuade, or explain
something, and whether the author has a particular bias and leaves out certain information.
6. Inferences – Asking students how the parts of a text build to the overall point or effect. “This means
that they must probe each argument in persuasive text, each idea in informational text, or each key
detail in literary text,” say Fisher and Frey. “Importantly, inference questions require students to read
the entire selection so that they know where the text is going and how they can reconsider key points
in the text as contributing elements of the whole.”
Discuss which category of anchor standards each type
of text-dependent question falls.
Text-Dependent Questions
Not Text-Dependent
•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.
•In “An Ugly Truth-Football Can Cause
Brain Damage”, the author claims that
football is unsafe for participants.
Do you think that football should be
banned as a high school sport?
•What does Marzano say about
discovery learning in his article, “The
Perils and Promises of Discovery
Learning”?
Text-Dependent
What can you infer from King’s letter
about the letter that he received?
What rule changes must be instituted to
protect football athletes?
How does Marzano’s use of the
analogy of stretching a muscle in cold
weather support his argument about
the use of enhanced discovery
learning?
How do text-dependent questions differ from questions that are
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not dependent on the students’ reading of a text?
Appendix M-Connections to the
Common Core State Standards
for Literacy in
Science and Technical Subjects
The content in all three disciplines
is different, but the
process/thinking skills intersect
across content.
1.
2.
In what ways does this science practice explicitly require attention
to the language skills of reading, writing, speaking and listening?
How is literacy relevant in connection to this practice?
3. What are the implications for your
classroom?
a. What are you already doing?
b. What would you do to increase
science literacy in your classroom?
Lesson Planning Time
Final Thoughts
•
There is no single 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:
•
•
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“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.
Unit One Organizer: Fifth Grade Electricity and Magnetism
9 Weeks
Concept
Know/Do
Language
Evidence
Static Electricity
Investigate electricity by
rubbing balloons on hair,
etc.
Static electricity, friction,
insulating materials
Hands on Inquiry
Science Journal
Electricity and Magnetism
Student will
compare/contrast electricity
and magnetism
Electricity, magnetism,
electric force, electric
current, electric circuit,
friction, poles, fields
Top Hat to compare/contrast
electricity and magnetism.
Hands on Inquiry
Science Journal
Electromagnets and bar
magnets
Construct an electromagnet
and compare it to an
ordinary bar magnet
Electromagnet, core, nail,
poles, field
Electromagnet construction
Science Journal
Electric Circuit
Design a simple electric
circuit
Circuit, resistor, switch,
electric force, power source
Simple circuit construction,
Blueprint
Science Journal
Conductors and Insulators
Students will identify what
makes a good conductor and
what makes a good
insulator.
Conductor, insulator
Hands on Inquiry
Science Journal
Concept
Know/Do
Language
Evidence
Conductors and
Insulators
Students will identify
what makes a good
conductor and what
makes a good
insulator.
Conductor, insulator
Hands on Inquiry
Science Journal
• http://commoncore.americaachieves.org/sam
plevideo/4f97468426b615af6b000001