Literacy . . .

Literacy Workshop:Text-Based Questioning

Where Are We Headed Today?Using the Danielson Framework Domain 3bRubric Common Core LiteracyText StructureWebb LevelsTarget-Method MatchText Based Questioning

Revisiting & reevaluating QUESTIONING from viewpoint of Danielson & Common Core2The Framework for Teaching Charlotte DanielsonThe Wisdom of PracticeIf you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?

What would make you think: Oh, this is good; if I had a child this age, this is the class I would hope for.5 minutes write each thought on a sticky note and place in the middle of table. 3Danielson Framework

Handout (shows all 4 domains with components)

4 domains = each has many Components (a, b, c, etc.) Components each have specific Elements.

Organize your sticky notes into the Domains = where do most fall? 43b - Questioning

Tasks: What are the most important ideas of this component? What are the critical differences between the levels of performance? Create examples of practice for each level of performance based on a context of your own classroom. What reservations do you have regarding the levels of performance? What questions do you have about them?

5Text-Based Questioning & Common CoreDoes it fit?

Is questioning (and answering) a part of CCSS? Is the teacher the only one asking questions or do students also expected to questions? Do you expect students to write answers, or give oral answers?6RH9-10

RST9-10How will the teacher build text-based questioning around these standards??7WHST9-10

4 Anchor Standards of LiteracyKey Ideas & DetailsCraft & StructureIntegration of Knowledge & IdeasRange & ComplexityUse their paper copies of the standards. Examine the College & Career Readiness standards. Highlight key verbs & noun phrases. 9Common Core Literacy For AllFoundational pieces found in Common Core for ALL content areas!

Examine your own text is it content rich? Does it contain any important academic language? Is it of appropriate complexity?10

http://criticalthinkingworks.com12What is the game plan?

Begin With The TEXT.Questioning as a pre-reading strategy, as a during-reading strategy, as a post-reading strategy. What kind of text? What is purpose?13ELA/Literacy Shift 1: Balancing Informational and Literary TextWhat the Student DoesWhat the Teacher DoesWhat the Principal DoesBuild background knowledge to increase reading skillExposure to the world through readingApply strategies to reading informational text.

Provide students equal #s of informational and literary textsEnsure coherent instruction about contentTeach strategies for informational textsTeach through and with informational textsScaffold for the difficulties that informational text present to studentsAsk students, What is connected here? How does this fit together? What details tell you that? Purchase and provide equal amounts of informational and literacy text to studentsHold teachers accountable for building student content knowledge through textProvide PD and co-planning opportunities for teachers to become more intimate with non fiction texts and the way they spiral together

www.engageNY.org14This shift involves simply reading more informational text balancing the amount of literature with informational text. Elementary teachers are the students tour guide to world to culture, to society. Rather than telling students about what is happening out there, we need to have them read about it. More literary non fiction, more information being conveyed through writing. Less fiction. Less telling and summarizing by the teacher.14Informational TextTextbooks

News articlesSpeechesLegal documentsSheet music (lyrics)Blogs Scientific reportsBOTH primary & secondary sources

Visual TextPhotosPaintings (other art)Quantitative TextCharts & graphs

3-2-1 Visual Literacy ActivityExamine the picture or itemOn an index card or sticky note (or in a journal) List 3 things you observeList 2 things you can inferList 1 thing you want to explore further or know more aboutConduct a group shareHow does this fit with content rich informational text? With using evidence to support statements?

How do primary sources fit with the CCSS standards? How often do we have students use primary sources? 163 observe2 infer1 - question

Gettysburg HeroPhoto by Matthew BradyLibrary of Congress

What questions would you build around visual text such as this? How would you incorporate student question writing?17ELA/Literacy Shift 2: 6-12 Knowledge in the DisciplinesWhat the Student DoesWhat the Teacher DoesWhat the Principal DoesBecome better readers by building background knowledgeHandle primary source documents with confidenceInfer, like a detective, where the evidence is in a text to support an argument or opinionSee the text itself as a source of evidence (what did it say vs. what did it not say?)Shift identity: I teach reading.Stop referring and summarizing and start readingSlow down the history and science classroomTeach different approaches for different types of texts Treat the text itself as a source of evidenceTeach students to write about evidence from the textTeach students to support their opinion with evidence.Ask : How do you know? Why do you think that? Show me in the text where you see evidence for your opinion. Support and demand the role of all teachers in advancing students literacyProvide guidance and support to ensure the shift to informational texts for 6-12Give teachers permission to slow down and deeply study texts with students

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18Students must be ready to handle more informational text. In order to do this, teachers must work to build their own skills to deliver thisInstead of telling the students information, have them read about it. We all must have a balance of accessing informational text; accessing non-fiction in general. And, all content teachers 6-12, must do this as well. The Common Core is asking that all teachers become reading teachers. For example, instead of telling students about the Civil Rights Movement, teachers find text for them to read about the Civil Rights Movement. The way that content should be delivered is through sources; through texts, through data, through information online.Text StructuresWhat format is used in the text? Compare/contrastCause/effectProblem/solutionDescribingSequencing

http://www.adlit.org/article/39554/ Do your struggling readers recognize the text structure and how to work with it? Do your good readers????

Text structure handout 20 pages includes helpful pages for students

Examine your text what kind of structure does it have? What will you do in class that addresses that structure?19ELA/Literacy Shift 3: Staircase of ComplexityWhat the Student DoesWhat the Teacher DoesWhat the Principal DoesRead to see what more they can find and learn as they re-read texts again and againRead material at own level to build joy of reading and pleasure in the worldBe persistent despite challenges when reading; good readers tolerate frustrationEnsure students are engaged in more complex texts at every grade levelEngage students in rigorous conversationProvide experience with complex textsGive students less to read, let them re-readUse leveled texts carefully to build independence in struggling readersMore time on more complex textsProvide scaffolding Engage with texts w/ other adultsGet kids inspired and excited about the beauty of language

Ensure that complexity of text builds from grade to grade. Look at current scope and sequence to determine where/how to incorporate greater text complexityAllow and encourage teachers to build a unit in a way that has students scaffold to more complex texts over timeAllow and encourage teachers the opportunity to share texts with students that may be at frustration level

www.engageNY.org20Students must be reading in all content areas. Increasingly complex texts throughout P-12. The Common Core is often defining grade level text complexity as texts that are 2-3 grade levels more complex than the current grade level texts in school so that they are actually prepared to access the complexity they encounter in careers and college. Appendix B of the Common Core State Standards includes a list of texts that model levels of complexity for every grade level. This is an important portion of standards and should be reviewed.

ELA/Literacy Shift 4: Text Based AnswersWhat the Student DoesWhat the Teacher DoesWhat the Principal DoesGo back to text to find evidence to support their argument in a thoughtful, careful, precise wayDevelop a fascination with readingCreate own judgments and become scholars, rather than witnesses of the text Conducting reading as a close reading of the text and engaging with the author and what the author is trying to say Facilitate evidence based conversations with students, dependent on the textHave discipline about asking students where in the text to find evidence, where they saw certain details, where the author communicated something, why the author may believe something; show all this in the words from the text. Plan and conduct rich conversations about the stuff that the writer is writing about.Keep students in the textIdentify questions that are text-dependent, worth asking/exploring, deliver richly, Provide students the opportunity to read the text, encounter references to another text, another event and to dig in more deeply into the text to try and figure out what is going on. Spend much more time preparing for instruction by reading deeply. Allow teachers the time to spend more time with students writing about the texts they read- and to revisit the texts to find more evidence to write stronger arguments.Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions.Create working groups to establish common understanding for what to expect from student writing at different grade levels for text based answers. Structure student work protocols for teachers to compare student work products; particularly in the area of providing evidence to support arguments/conclusions.

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21Students need to develop the ability to engage in rich, evidence-based dialogue about a text they have read. Having students have conversations about text and teachers facilitation of these conversations, requires a higher level of sophistication for both teachers and students. Rather than the quicker connections between text and self, teachers must now train students to stay in the text, to draw conclusions and make arguments about the text and do so through the text itself. Teachers will often be asking, where do you see that in the text? What paragraph? What sentence? What word? students must begin to think and argue through and with texts by constantly being asked to find evidence in what they have read.21Text-Based QuestioningThings to consider . . .Content rich textAppropriate complexityText structureAlignment to Common Core standardsPurpose Rigor / DOKUsing academic languageLevel of question

Student Performances for Text-Based QuestionsAnalyze paragraphs on a sentence by sentence basis and sentences on a word by word basis to determine the role played by individual paragraphs, sentences, phrases, or wordsInvestigate how meaning can be altered by changing key words and why an author may have chosen one word over anotherProbe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a wholeExamine how shifts in the direction of an argument or explanation are achieved and the impact of those shiftsQuestion why authors choose to begin and end when they doNote and assess patterns of writing and what they achieveConsider what the text leaves uncertain or unstatedDepth of Knowledge (Webb)

DOK & Common CoreWhat is the DOK level of thinking for the tasks assigned to students to meet these standards?

Target-Method MatchIs the question type a good match for the Depth of Knowledge required?

ELA/Literacy Shift 5: Writing from SourcesWhat the Student DoesWhat the Teacher DoesWhat the Principal DoesBegin to generate own informational textsExpect that students will generate their own informational texts (spending much less time on personal narratives)Present opportunities to write from multiple sources about a single topic. Give opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion.Find ways to push towards a style of writing where the voice comes from drawing on powerful, meaningful evidence.Give permission to students to start to have their own reaction and draw their own connections.

Build teacher capacity and hold teachers accountable to move students towards informational writing

www.engageNY.org28This is evidence based WRITING about texts. We are shifting away from an overemphasis on narrative writing because it is a skill not often demanded by career and college. What IS demanded by career and college is to synthesize and react to what we have read. Therefore, the Common Core asks that students, across content areas, are being asked to interact with and make arguments through sources texts, data, etc. Students must be trained to use the evidence they collect from what they read in order to form cogent and convincing argument in the text they produce.28Multiple Sources: Identifying Similarities/DifferencesThe Core to all learning (Robert Marzano, 2001)

Highly Robust engaging students in the learning process

Leads to deeper student understandingRestructure understanding of contentMake new connections with things they already knowClear up misunderstandings294 Levels of Questions

ELA/Literacy Shift 6: Academic VocabularyWhat the Student DoesWhat the Teacher DoesWhat the Principal DoesSpend more time learning words across webs and associating words with others instead of learning individual, isolated vocabulary words.

Develop students ability to use and access words that show up in everyday text and that may be slightly out of reachBe strategic about the kind of vocabulary youre developing and figure out which words fall into which categories- tier 2 vs. tier 3Determine the words that students are going to read most frequently and spend time mostly on those wordsTeach fewer words but teach the webs of words around it Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategiesProvide training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner.

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31What the Common Core is asking of us is to consistently develop students ability to use and access words that are showing up in everyday vocabulary but that are slightly out of reach for our students. It is really about giving students the right tools. There are certain words that are great tools as the students will see them in lots of context; when they read, across different disciplines etc. There are other words that are interesting and may come up in certain areas; content specific words like amoeba; or there are other words that are sort of esoteric and interesting but they are not words that students will confront frequently as they read. It is important to be strategic about the kind of vocabulary we are teaching. We need to consider what category these words fall in to. Isabel Beck talks about Tier I words as very common words, Tier 2 as words that are powerfully useful and frequently occurring and Tier 3 as domain-specific words. The challenge is in figuring out which words are Tier 2 words and which words to teach. This takes careful planning. it is important to understand the nuances between words, people tend to over rely on synonyms i.e.. happy and pleased. The author makes a choice between these words. To identify these Tier 2 words it is important to understand what the author is conveying and also to know what words are really going to occur most frequently. Regarding synonyms, fewer words may be taught but also teach the web of words around them. The goal is for the students to not only know the words as a reader, but invest in the words as a writer.31Your Turn . . .Select standards (1 reading & 1 writing)

Determine purpose for your text choice and for your questions

Write at least 5 text based questionsMaximum of 2 questions at Webb Level 1At least 1 question at Webb Level 3 or above

NEW Sample Questions from Smarter Balanced Consortiumhttp://www.smarterbalanced.org/sample-items-and-performance-tasks/