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Guide to Creating Text Dependent Questions

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Guide to Creating Text Dependent Questions

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Text "Weight" Guide (Shifting the Balance)

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Text "Weight" Guide (Shifting the Balance)

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High- Leverage Comprehension Moves (Shifting the Balance)

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High- Leverage Comprehension Moves (Shifting the Balance)

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DRAFT Intentional Instruction- Table of Reading Lesson Types

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I will be more intentional with my instructions for the whole class and then pull some students aside to work on specific skills they need to develop. I believe this approach will teach our students to slow down and think more deeply about their reading. It will help them make inferences and read between the lines for a deeper understanding. This, in turn, will support their growth as learners and positively impact their MAP scores.

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I will be more intentional with my instructions for the whole class and then pull some students aside to work on specific skills they need to develop. I believe this approach will teach our students to slow down and think more deeply about their reading. It will help them make inferences and read between the lines for a deeper understanding. This, in turn, will support their growth as learners and positively impact their MAP scores.

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I would like to look for certain passages, not necessarily long ones, and think about their purpose—what I want all of my students to learn from each passage, especially in connection with our inquiry unit—and use them during literacy. 

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I would like to look for certain passages, not necessarily long ones, and think about their purpose—what I want all of my students to learn from each passage, especially in connection with our inquiry unit—and use them during literacy. 

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1. How can I develop an anchor inquiry question that sparks curiosity and aligns with the learning goal, based on a grade-level read-aloud text, rather than simply aligning to a specific standard?

2. How can I curate a text set that not only supports the central inquiry question of the unit but also encourages critical thinking and deep connections across various genres and media?

3. Next step: We need time as a team to unpack read alouds and curate text sets.

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I am looking at the importance of posing intentional questions to enhance student engagement, vocabulary acquisition, and oral comprehension. Also exposing students to texts of varying complexity to promote higher-level thinking and deepen their comprehension skills even with reading level students .

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I would like to continue working with the texts that were used in the G1 lab sites as I feel it is a great starting place. I know that working with our team to develop lessons around these texts will give us a great anchor and starting place.

Support for this would be using divisional time to devote to developing these lessons and this initial text set.

What makes sense for AISR is to allow for this focus so that it can be developed properly and with intention. If this doesn't happen, it becomes a "side" thing that is always on my "to do" list and doesn't get developed well or utilized.

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It was powerful to think of differentiation not as leveling text for groups of students, but as the level of scaffolding that different students need. All students use the same text, and we apply the learning of UDL to help students access grade level text, leveraging various reading strategies. Knowing that almost all grade levels have gained experience in labsites, this text-forward instruction strand of the PD would be applied across elementary at AISR.

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After our time together, I plan on helping to build more diverse, intentional text sets for our students. Whole class co-teaching can assist in reaching all learners. The biggest support I need is enough time with my teachers to plan, find, and discuss the text choices. This will help us be intentional in our choices.

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AISR G3 Text Forward Labsite- Language Comprehension Planning

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After our time together, I will be more intentional with choosing texts and knowing exactly what I want students learn from each text. I will also be working on finding paired texts at the level my students need for more independent learning (after working through grade level texts together). Creating text sets for each unit is crucial to moving forward with our curriculum.

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The 54th Massachusetts Volunteer Infantry.pdf

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Based on our time together, I want to incorporate close reading strategies with the text that I use, so that text can be used multiple times for different objectives.

The support I need to make this happen is a list of web resources I can search in order to build text sets.

Creating text sets and a clear and easily accessible list of online resources that teachers can pull from makes sense for AISR.