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How to Use Text Dependent Questions in Close Reading

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https://docs.google.com/document/d/1CGMLCf8FUVBN7Bqr_7yHIr6LvZhj-rv3aysVr5CmSTc/edit?usp=sharing

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I notice how precision of language increases in each grade band, and my teaching must scaffold appropriate language to convey ideas clearly.

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When I look at how the standard progresses, I notice that the level of analysis needed to be proficient in this skill gets deeper and deeper as you go up in the grade levels. The impact on my instruction is understanding the background knowledge students should have so I can address their needs in each subsequent grade level. 

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When I look at how the standard progresses, I notice that the level of analysis needed to be proficient in this skill gets deeper and deeper as you go up in the grade levels. The impact on my instruction is understanding the background knowledge students should have so I can address their needs in each subsequent grade level. 

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I noticed that the need for precision of language and need for thorough structural integrity increases as the students get older. How this impacts my instruction is that with working with 9-11 grade students, I need to consider the scaffolds offered to my students in order to make sure that they have the supports needed to meet the standards required at each grade level.

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We notice that the rigor increases as the grade-level increases. The impact of that on our instruction is scaffolding has to change. At the higher grades there is more analysis needed and steps to be taken in order for students to drill down to what a theme of the text is

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I notice that scaffolding becomes more complex and precise.

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...the similar academic  vocabulary and my need to teach the vocabulary to my students.

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...the similar academic  vocabulary and my need to teach the vocabulary to my students.

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I notice how the language becomes more complex and challenging as you move up in grade levels. As a 6th grade teacher, it is interesting and important to see where my students will be going with the standard we are addressing in 6th grade. 

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I notice how the language becomes more complex and challenging as you move up in grade levels. As a 6th grade teacher, it is interesting and important to see where my students will be going with the standard we are addressing in 6th grade. 

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When I look at how the standards progress across the 6-12 continuum, I notice that as the grade increases, more elements of blooms taxonomy are present in the standard. The impact on my instruction is I can worry less about perfection on all elements and more on the specific task being asked (i.e. determine versus analyze).

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When I look at how standard R2 progresses across 6-12, I notice how the complexity of skill increases and the impact on [my] instruction is to be mindful that students coming to me from the 7th grade have skills that were built and my job is to take those skills build on them further to help students be ready for the next level of learning.

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I noticed that the skills students need to exhibit builds as grade levels increase. The expectations are scaffolded and build upon previous years learning.

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We do a warm up in ELA using a weekly mentor sentence.  On day 1 students mark up the sentence that comes from a text which they listen to as a read aloud,   labeling whatever they can.  On day 2 they share their work and defend their thinking.  Throughout the week they revise and imitate the sentence as a way to practice good sentence writing.  They share out their work each day, critiquing one another and offering suggestions. Students lead most of this warm up.

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When working in small groups I have the students pair up and share their ideas. We share prior to reading, then prior to writing, then after we have written. The students compare notes and share ideas as well as give feedback.

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After identifying topics of a text and listing as a class, students worked in groups to identify themes from the topics. Next class students worked to revise their themes using more sophisticated language. The following class students worked in a different group to identify evidence to support the various themes

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Students can read a passage or chapter then summarize to show an understanding of main idea.

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L.Konecny & Thoresen
English/ESOL Class (9th/10th grades) - use of a strategy called "musical charts." There is a piece of text posted, and students respond to a question on either a post-it or the actual poster using a sentence frame. The sentence frame is a great writing scaffold. We play music (3-4 minutes) while they write, when the music stops they move on to the next chart. There is also a share-out at the end. The prompt itself (the posters) are used to build the graphic organizer, and then that builds the extended response. The entire process is a scaffold for practice writing an extended response piece.

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During MTSS my Tier 1 group reads a chapter and discusses comprehension questions, then writes individual responses using text evidence and their discussion.

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Summarizing and note taking, advanced organizers, emphasizing key vocabulary, chunking text, visual aids with writing, higher level thinking and questioning

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Summarizing and note taking, advanced organizers, emphasizing key vocabulary, chunking text, visual aids with writing, higher level thinking and questioning

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I will support my staff with guiding the discussions around making writing a focus for our students.

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Identify and utilize effective protocols for text-based writing including models, frames, discussion strategies, etc.

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Focus on program instructional protocols to support authentic writing 1:1

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Focus on program instructional protocols to support authentic writing 1:1

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I can have conversations about the skills needed by students across grade levels as they work on text based writing so as to support building those skills as students move through their education.

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I will model use of relevant texts and use of discussion stems that provide students with ideas for building claims and counterclaims to jumpstart their written responses.

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I will support my colleagues by facilitating collegial discussions, driven by data, to that work to best serve our students and bring us together as a team.

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I will support my colleagues by facilitating collegial discussions, driven by data, to that work to best serve our students and bring us together as a team.

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Explicit instruction; increase exposure to evidence based writing with teacher modeling-think aloud and modeling writing. An increase of the conversation(speaking and listening protocol) about what the students are thinking to increase oral comprehension to incorporate with writing. Use of mentor/anchor text to support skills and critical content...therefore a true model for the instructional focus (learning intention and success criteria). Could scaffold at any grade level. Creating an anchor chart- created with the students to be a silent teacher while they work independently.

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Sound models and clear, equitable instruction lead to confidence and momentum.

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Sound models and clear, equitable instruction lead to confidence and momentum.