WELCOME

1. N.K.C.E.S. EnglisH Language Arts Network Meeting November 26th,2012 WELCOME

2. Cary Wolking & Molly Bowen • Jackie Rogers • and Teresa Rogers • Debbie Carter TODAY’S FACILITATORS • Joyce Harris & Dr. Tammy Sherry • Dr. Chris Cook • & Ben Lusk Ruthie Staley

4. agenda WHOLE GROUP • Welcome/Targets/Updates • Quotation Mingle/Teach Like a Champion • P.G.E.S. – Domain 3 • Close Reading/Text-Dependent Questions SMALL GROUP • Create questions for grade level passages • Focus Standards LUNCH SMALL GROUP • Teacher Leaders present LDC Modules • Work on Instructional Ladder • Evaluations WHOLE GROUP • Homework • Next Book Assignment: Text Complexity • Plan-Do-Review

5. GROUP NORMS • Be an ambassador of “lifelong learning” • Show your enthusiasm for the work, support • the learning of others, be willing to take risks, • participate fully in discussions • Come to meetings prepared • On time, any preparations/ readings • completed, with necessary materials • Be focused during meetings • Stick to network goals/ targets, use • technology to enhance work at hand, • limit sidebar conversations • Work collaboratively • All members’ contributions are valued and honored, seek first to understand, then be understood

6. ELA Update • Saturday LDC Sessions • Remote Coaching • Inclement Weather Policy • N.K.C.E.S. Cadre Update

7. ELA Updates- LDC Teacher Institutes • Saturday sessions include a general session and breakout topics. The strands for the topics include: • Brand new to LDC • Looking to Write LDC Modules • Honing in on Skills and Mini-Tasks • Focus on Instructional Strategies Session 1 completed • Session 2 dates and locations • February 9th- Lexington • March 16th– Richmond • April 6th – Elizabethtown • Contact: christopher.wood@education.ky.gov

8. Remote Coaching Platform • Virtual community offered by the Gates Foundation offering coaching and support nationwide and statewide • Remote coaching is voluntary • Invitations have been extended to teacher leaders across the state • Northern Kentucky Teacher Leaders received information on remote coaching on October 7th . It was sent out as a reminder again on October 16th • Teacher leaders must sign release form before participating. • Release forms in front of room if • Interested in signing up.

9. Our Targets for Today • I can learn and apply the basic strategies for Close Reading. • I can use what I have learned today about text-dependent questions and begin to apply them in the context of Close Reading. • I can use techniques that I have read about in the book, Teach Like A Champion and share basic key techniques with colleagues. • I can network and share things I have learned while creating my own LDC Module. • I can use what I have learned about P.G.E.S. and Domain 3 and begin to apply with Highly Teaching and Learning. • I can take the information I have learned about the Focus Standard/s in my small group and share, apply and teach others about their about core understandings.

10. PGES PGES 3b: Questioning & Discussion techniques

11. Ky framework overview

12. Domain 3: Instruction3b – Questioning & discussion techniques

13. Making Comparisons • Read the descriptors for both the Accomplished and Exemplary category. • Summarize the difference between them. • With a discussion partner, share your summarizations. • Synthesize into a superior summarization. Instructional Strategy: FSLC (Formulate, Share, Listen, Create)

14. Critical attributes • In addition to the characteristics of exemplary: • Students initiate higher-order questions. • Students extend the discussion, enriching it. • Students invite comments from their classmates during discussion.

15. Ineffective Developing Possible examples • All questions are of the “recitation” type such as “What is 3 x 4?” • The teacher asks a question for which the answer is on the board; students respond by reading it. • The teacher calls only upon students who have their hands up. • Many questions are of the “recitation” type, such as “How many members of the House of Representatives are there?” • The teacher asks: “Who has an idea about this?” but only the usual three students offer comments. • The teacher asks: “Michael can you comment on Mary’s idea?” but Michael does not respond or makes a comment directly to the teacher.

16. Accomplished Exemplary Possible examples • The teacher asks: “What might have happened if the colonists had not prevailed in the American war for independence?” • The teacher uses the plural form in asking questions, such as “What are some things you think might contribute to . . .?” • The teacher asks; “Michael, can you comment on Mary’s idea?” and Michael responds directly to Mary. • After posing a question and asking each of the students to write a brief response and then share it with a partner, the teacher invites a few to offer their ideas to the entire class. • A student asks, “How many ways are there to get this answer?” • A student says to a classmate: “I don’t think I agree with you on this, because . . .” • A student asks of other students: “Does anyone have another idea how we might figure this out?” • A student asks, “What if . . .?”

17. Scenario activity • Each person at table get a scenario from envelope and an answer sheet to jot down your thoughts. • Read your scenario (numbered 1-8) and on your answer sheet jot down where you think it falls on the continuum. • Pass scenarios to the right and repeat process until the entire group has read through the scenarios. • When all are ready, discuss as a table your findings. Use the scenarios for evidence.

18. Consider this… • The teacher is usually the person who asks the questions during a discussion. In a longitudinal study of elementary and secondary school classes, Dillon (1990) found that each student asks only one question per month on average. Teachers must take deliberate steps to get their students to ask questions.

19. Additionally… • Teachers often pose a question to the whole class but then call on only a few hands… • Ask- is the question you are asking one that you want the whole class to consider? • Yes? Then why call on volunteers to answer? • Pose the question to the whole class and indicate how you want students to answer: • Think, Pair, Share • Think , Write, Share • Think, Write, Show

20. Students can formulate questions prior to class When giving an assignment, ask your students to prepare three questions they had while they were completing the assignment. Ask your students to write three questions they would expect to answer on a quiz covering the assignment content. Start class by having your students share their questions in small groups or as a whole class. Your students’ questions will stimulate discussion and provide you “informative” assessment data. Use your Blooms’ Flip chart to help. Make a class set.

21. Speaking of discussion…

22. Authentic Discussions~ what does it take? A warm classroom climate- students must feel comfortable talking to each other A physical set up conducive to discussion- students need to see each other Establish criteria for a good discussion- if you want to see if you need to teach it… Listen well and validate questions- expand on them, challenge them, and encourage students to challenge you! Allow enough time for the discussion and for students to respond…”wait time.” Warm up the audience: review questions, etc…

23. Writing Program Review Consideration • Many of the distinguished characteristics are posed as the student who initiates and leads his/her own learning. • Ex. Students engage in literacy learning opportunities and help create customized plans and instruction to match their learning needs. (cur & ins, dem 1a) • Ex. Students take part in sustained engagement and collaboration with teachers, peers, and outside experts to design literacy projects, ask questions and refine literacy products. (cur & ins, dem 3f) • Ex. Students go beyond mastery of skills and/or curriculum to explore and expand their own learning and opportunities to gain expertise and write as content experts applying that knowledge to the kinds of questions and problems experts in that field tackle. (cur & ins, dem 4a)

24. A resource to support developing classroom discussions The Book of Questions Gregory Stock, Ph.D. $5.99

25. T – Chart Time • Take 4 minutes to reflect on what you want to remember about this presentation on P.G.E.S. and what you will share with others in your school and district

26. Close Reading

27. Close Reading Standard 1: Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

28. Close Reading Defined by CCSS • Methodical investigation of a complex text through answering text dependent questions geared to unpack meaning of text • The Anchor Standards for Reading found in the Common Core State Standards prioritize the close reading skill of extracting evidence and making inferences (Standard 1) when reading complex text (Standard 10). • All of the intervening standards (Standards 2 – 9) call on students to answer text dependent questions – from determining theme (Standard 2) to building knowledge by comparing two or more text (Standard 9) • *Note: This text dependent approach is one of the key shifts embodied in the CCSS

29. Elements of Close Reading Instruction • Focuses on portions of text posing the biggest challenges to comprehension, confidence and stamina • Directs student to carefully examine unique text in front of them • Poses questions about specific ideas within the text, but also asks students to make inferences based on evidence beyond what is explicitly stated • Directs student to pay close attention to text structure • Channels student focus on a sequential integrated line of inquiry • Stresses that students should synthesize the evidence in an organized fashion • Helps students become aware of nuances in word meaning as well as acquire knowledge of academic vocabulary

30. Close Reading and Background Knowledge • Close Reading: • does not rely on students using background knowledge or experiences to answer text dependent questions • empowers students to use the text as a rich source for constructing knowledge • requires students to grapple with text first to determine what is unclear or confusing • Background Knowledge should be given only if students need additional information for the purpose of explicitly understanding the text

31. Text Complexity: Raising Rigor in Reading By Douglas Fisher, Nancy Frey, Diane Lapp ISBN: 978-0-87207-478-1

32. Reading With A Pencil • Text Coding • Text Coding and Think-Aloud • Text Annotations • Active Reading Rubric

33. Reading With A Pencil • Replace highlighters with pen or pencil. (Highlighting can lure students into a dangerous passivity. ) • Students mark only the most important sections of text • Symbols or Codes work well with elementary students who create their own codes; for non-readers or those entering kindergarten, think aloud and analyzing text go hand in hand • Students stop and write their own thinking in words • Annotating text works in all content areas and is especially useful when text gets more difficult • An Active Reading Rubric can be a tool that a teacher uses to zero in on the habits of a reader as they participate in a close read

34. Jigsaw Activity – Key Points of Text Dependency Number off at your table – 1 – 6 Read your assigned pages Annotate text while reading Share out at Table Share out in Large Group 1 – Selecting Short, Worthy Passages pgs. 108 – 110 2- Rereading pgs. 110 – 111 3 – Reading With A Pencil pgs. 111 – 114 4 – Notice Confusing Parts pgs. 114 – 116 5 – Discussing the Text – pgs. 116 - 117 6 – Asking Text-Dependent Questions – pgs. 117 - 121

35. Why Depth through “Close Reading” Matters Motivates students by rewarding them for reading inquisitively Requires careful attention to how the text unfolds, through asking text-dependent questions Can prepare student for the kinds of reading they will encounter after graduation

36. T – Chart Time • Take 4 minutes to reflect on what you want to remember about this presentation on Close Reading and what you will share with others in your school and district

37. BREAK

38. Moves from literal to interpretive Requires students to return to the text to formulate responses Text-dependent Questioning

39. Text Dependent Questions defined by CCSS Embraces the key principals of Close Reading embedded in the CCSS Anchor Standards Asks students to provide evidence from complex text and draw inferences based on what the text says explicitly (Standards 1 and 10) Calls on students to perform a variety of tasks reflected in the intervening Anchor Standards (Standards 2 – 9) Does not rely on the student to posses background information or experience Privileges the text itself and the information extracted from the text

40. What are Text-Dependent Questions? Text Dependent Questions: • Draw the reader back to the text to discover what it says. • Have concrete and explicit answers rooted in the text. • Frame inquiries to ways that do not rely on a mix of personal opinion, background information, and imaginative speculation.

41. Creating Text Dependent Questions • An effective text dependent question delves into a text to guide students in extracting the key meanings and ideas and events found there. • To achieve this end, text dependent questions begin by exploring key words, details, explanations and arguments. • The then investigate the text through utilizing the Anchor Reading Standards to generate the question.

42. Activity – Chapter 1 – Alice’s Adventures in Wonderland Examples of Text-Dependent Questions • What kind of books does Alice find useful? • How did Alice react when she saw a talking rabbit? • Why does Alice follow the rabbit down the rabbit hole? • What does the read know about the rabbit? Non examples of Text- Dependent Questions • Are books without pictures or conversations useful? • How would you react if you saw a talking rabbit? • Would Alice have followed the rabbit down the hole had she not seen it look at a watch? • What do you know about Lewis Carroll?

43. Creating Text-Dependent Questions Level of text Specificity: • Words and Phrases CCS Anchor Standard Close Reading Skill: • Analyze how specific word choices shape tone (Standard 4) Text Dependent Question • Why wasn’t Alice “burning with curiosity” when she saw the rabbit? • What subsequent events led to her feeling this way?

44. Creating Text-Dependent Questions Level of Specificity • Sentences CCS Anchor Standard Close Reading Skill • Assess how point of view shapes content (Standard 6) Text-Dependent Question • In the opening paragraph Alice states “what is the use of a book…without pictures or conversations?” What does this sentence reveal about her?

45. Creating Text-Dependent Questions Level of Specificity: • Paragraph CCSS Anchor Standard Close Reading Skill: • Summarize Key Supporting Details (Standard 2) • Investigate the structure of specific sentences, paragraphs, and sections of text (Standard 5) Text Dependent Questions: • What details about the rabbit catch Alice’s eye in the third paragraph? • Around what word does the meaning of the third word pivot? • How does that change the initial meaning of the paragraph and channel it in a new direction?

46. Progression of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part

47. Tools for Creating Text-Dependent Questions: Text-Dependent WorksheetA systematic approach to creating text-dependent questions for complex texts , while aligning them with the demands of K.C.A.S can be found in the worksheet. Please locate this worksheet and take a few minutes to look it over with a partner.

48. “Close Reading” of a Stand Alone Text • Bats at the Beach • By Brian Lies

49. Bats At the Beach • Create three text dependent questions with a partner using your Text-Dependent Worksheet. 2. Share out in small group 3. Be prepared to share out in large group with Inside Outside Circle.

50. Text-Dependent Questions and Basal Readers • Basal reading programs for the four major publishers comprise 80% of all texts used in elementary and middle school. • Most of the texts rely heavily on non-based pre-reading activities that “digest and regurgitate” the primary text and eliminate the need for close reading… • …which wouldn’t be necessary anyway since most of the basal readers include a high proportion on non-text dependent questions, including the writing prompts for basal texts… • And required students to perform multiple tasks that are irrelevant to understanding the text being read. (i.e. focus on using comprehension strategies as an end in themselves.