Developing a Deeper Understanding of Text

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Developing a Deeper Understanding of Text. A piece from Anthology Alignment Project Thursday, Aug 8 th , 2013 Presenters: Cristal Cisneros-Dilworth Karen Decker- Depoali Paul Heller-Cold Springs Jenny Reynolds- Mendive. Agenda. Introductions/House Keeping/ Etc Glossary of Terms - PowerPoint PPT Presentation


Developing a Deeper Understanding of Text

Developing a Deeper Understanding of TextA piece from Anthology Alignment ProjectThursday, Aug 8th, 2013Presenters: Cristal Cisneros-DilworthKaren Decker-DepoaliPaul Heller-Cold SpringsJenny Reynolds-MendiveIntro ourselves and give a little history about the work we have done. Remember to say that we arent the experts and we are learning this process with them. 1AgendaIntroductions/House Keeping/Etc Glossary of Terms Text Based Questions VocabularyLunchAdditional PD optionsDifferentiated work time Evaluations2:45 DismissalWe have scheduled break for mid-morningtiming is flexible based on groups needs2Name TagsOn your name tag(s) please tell us who you are and where you teach. At my signal, find someone NOT at your school and introduce yourself. Include 1 reason as to why you became a teacher.

3ObjectivesWe will gain a deeper understanding of text-based questions by participating in discussions and writing sample questions of our own.We will apply our knowledge of vocabulary instruction by selecting key terms from our text and justifying their importance.Quick reference of termsBig Ideas/Key Understandings-Theme of the story; key ideas/concepts that you want the students understandCulminating Task- The big task, usually a writing task, that asks the students to demonstrate their deep understanding of the text.

Selecting purposeful vocab and writing good text-dependent questions is all centered around the Big Idea and Culminating Task. Well crafted text-dependent questions not only ask the students to go back into their text but scaffold the students towards the Big Idea/Key Understanding. Students then demonstrate that understanding in their Culminating Task. 5Text-Based/Text-Dependent QuestionsQuick Review-what are they? (shout out)They are questions that continually ask the student to go back into the text. They scaffold student understanding towards the Big Idea. They become a resource for the student when given the Culminating Task.

This is just some quick thoughts to make sure the teachers are on the same page as us. 6Text-Based/Text-Dependent Questionsits as easy as 1-2-3-checkLook at your Teachers Edition (TE); let your TE be your starting point. Write questions (and their answers) that scaffold understanding and spread the Blooms spectrum. Take you and I out of it. Let the questions be about the text.Check. Revise/Get feedback on your questions. Share that not ALL of the questions in our TE are bad. In fact, most just need a little tweak to guide the student to a deeper understanding. Our students, especially our struggling readers, need to feel success right away so starting with a right there question and then gradually scaffold up, is critical. We never want to live in a particular area of Blooms; our students need to interact with all types of questions. Remember, the questions have to guide the students to the Big Idea and/or Key Understanding of the text. Personal opinions or insights are great but this is not the place for it. We want to students to focus on what the text says explicitlytext-to-self connections can be a supplementary task later in the lesson/unit and should not be included with the questions that help guide comprehension and key understanding.

4. This is critical! Bouncing ideas of others and getting their feedback help us avoid leading questions and questions that dont scaffold understanding. 7Text-Based/Text-Dependent Questionsthe checklistThis a great tool to help you revise your questions.

Take a few minutes and read this document. Use the following marks to annotate your list: Star at least 1 thing you did not know

Write a question mark next to anything that puzzles you

__________ Underline at least 1 thing that you think is a great idea

8The First Americans8th Grade AnthologyOur Turn!!Here Paul and I will share our process, mirroring the content we just discussedhow we started with the TE, wrote a question and immediately thought, ok, what would a text-based answer look like?, questions were written sequentially according to the text, some questions asked students to consider language and word choice, etc. Always keeping in mind what the Big Idea is and what the Culminating Task would look like. At this point, we will also share some of the feedback we received from AAP and how that helped us in the next round of question writing. 9Brer Rabbit and Brer LionYour Turn! 8th Grade AnthologyFind the bright blue letter at the top right of your handout.Grab your stuff and find your 3 partners-in-crime who have the same letter as you. Once you have formed your group of 4, find some space within the room to set up camp. Take a minute or two and introduce yourselves.

10Brer Rabbit and Brer LionYour Turn! 8th Grade AnthologyRead Brer Rabbit silently.Within your team, determine the Big Idea/Key Understanding of the text. Write at least 4 questions that scaffold understanding towards your agreed upon Big Idea.

Remember to use your checklist!

11Brer Rabbit and Brer LionYour Turn! 8th Grade AnthologyFind another group of 4 that is close to you and share your questions and what your team decided on as the Big Idea/Key Understanding. As a group of 8, please share what you discussed regarding the Big Idea and choose 2 questions that you would like to share with the whole group; one that you think is fantastic and one that you need help revising.

Be Prepared to Share!

Here, the groups of 8 will need to justify WHY they think their question is fantastic and WHY they think their other question needs help in which case we will ask the whole group to give suggestions. Ideally, the team of 8 has a some good discussion/debate as to what the Big Idea is. We want to show teachers that you can use the same text for multiple purposes; theme, authors purpose, authors craft, etc. There is NO right/wrong answer as long as it can be supported with textual evidence. 12Break Time!!See you in 15 minutes

Depending on time, you may want to move the break time 13Vocabularyvocabulary is the glue that holds stories, ideas, and content togethermaking comprehension accessible for children(Rupley, Logan, & Nichols, 1998/1999, p. 339).

We all know how important vocabulary instruction is for ALL of our students, ELs and students in IEPs especially. If we can all agree that the this statement is true then we can all agree that choosing specific, purposeful vocabulary is just important to scaffolding understanding as text-based questions. 14The 4 QuadrantsMeaning can be learned from contextThese words require less time to learn (They are concrete or describe an object/event/process/characteristic that is familiar to students)

These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts)

Meaning needs to be providedVocabulary from First AmericansMeaning can be learned from contextThese words require less time to learn (They are concrete or describe an object/event/process/characteristic that is familiar to students)Page [500]- massacrePage 501 handicrafts

These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts)Page [500/501] - unjustPage [500] treacherous *

Meaning needs to be providedPage [500] skin lodgesPage [500] - quills

Page [500] - noblePage [500] - motifs

Here, Paul and I will share our process and justifications for some of the words we selected as well as some the of the words that our AAP reviewers added and discussion that followed. 16Vocabulary for Brer RabbitMeaning can be learned from contextThese words require less time to learn (They are concrete or describe an object/event/process/characteristic that is familiar to students)

These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts)

Meaning needs to be providedIn their groups of 4, select key vocabulary from the text that they think will guide comprehension and scaffold a deeper understanding of what the text says. Then each group will have to write 1 text-based, language centered question and justify why/how that question scaffolds understanding of the text. For example from First Americans, Based on context clues, what does the word treacherous mean on p. 500? Be prepared to share! 17After Lunch PD OptionsLunch! See you back here at 12:30

Differentiated Work TimeChoice A: Work with peers and continue practicing/writing text-based questions for your curriculum.

Choice B: Close Read Refresher for new-to-district teachers and anyone who is interested in a little refresher.Paul and Jenny will host the text-based questions room and Cristal and Karen will host the Close Read refresher20In ClosingWe encourage you to share todays information with your entire dept. so you can continue this great work. Remember, 2 heads are better than 1 and 4 heads are better than 2 especially when it comes to revising questions. Please complete an evaluation before you leave; your feedback is important to us.If you have any questions, please dont hesitate to askwe are here to help. Thank you for your participation! 21


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