Teaching Engage NY Module 3: Peter Pan Common Core Questioning through Interactive Notebooks Meredith Starks Bellaire Elementary Addie Kelley MAT, Elm

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  • Teaching Engage NY Module 3: Peter Pan Common Core Questioning through Interactive Notebooks Meredith Starks Bellaire Elementary Addie Kelley MAT, Elm Grove Elementary Meredith Starks Bellaire Elementary Addie Kelley MAT, Elm Grove Elementary
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  • Common Core questioning requires students to actually read a text and goes deeper than the 5Ws So what is text-dependent questioning?
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  • Text-Dependent Questions Answered through close reading of a complex text Evidence comes from the text not outside sources Require understanding beyond basic facts Invitation for students to think deeply about a text and compare it with their own perspectives and experiences. Focus on the text itself to build a strong foundation of knowledge Use explicit and implicit information from the text to support reasoning. Focus on difficult portions of text in order to enhance reading proficiency Answered through close reading of a complex text Evidence comes from the text not outside sources Require understanding beyond basic facts Invitation for students to think deeply about a text and compare it with their own perspectives and experiences. Focus on the text itself to build a strong foundation of knowledge Use explicit and implicit information from the text to support reasoning. Focus on difficult portions of text in order to enhance reading proficiency
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  • Non-Example If you were present at the signing of the Declaration of Independence, what would you do? Non-Example If you were present at the signing of the Declaration of Independence, what would you do? Example What are the reasons listed in the preamble for supporting the authors argument to separate from Great Britain?
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  • How do I use this with my students? Not a rigid hierarchy Notice frequency of levels of questions Students must be TAUGHT how to respond deeply, citing evidence from the text. Not a rigid hierarchy Notice frequency of levels of questions Students must be TAUGHT how to respond deeply, citing evidence from the text.
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  • General Understandings Overall view of text Global questions Understanding of what the author really said Gist Core understandings Central ideas Overall view of text Global questions Understanding of what the author really said Gist Core understandings Central ideas
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  • Key Details 5W Nuances in meaning Determine importance Main idea and supporting details 5W Nuances in meaning Determine importance Main idea and supporting details
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  • Vocabulary and Text Structure Specific words and phrases Text structure Literal and inferential meanings Denotation and connotation Figurative language Text organization Semantics and syntax Specific words and phrases Text structure Literal and inferential meanings Denotation and connotation Figurative language Text organization Semantics and syntax
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  • Authors Purpose PIE POV Distinguishing own POV apart from the author PIE POV Distinguishing own POV apart from the author
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  • Inferences Not just guessing or reading between the lines Students probe arguments in persuasive text Students probe each fact in informational text Students probe each detail in literary text Observe how each part builds into a whole text Not just guessing or reading between the lines Students probe arguments in persuasive text Students probe each fact in informational text Students probe each detail in literary text Observe how each part builds into a whole text
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  • Opinions, arguments, and intertextual connections Generate discussion and personal connections Should still be built on text dependency Analyze claims, evidence and counterclaims Consider logic and perspectives other than their own Generate discussion and personal connections Should still be built on text dependency Analyze claims, evidence and counterclaims Consider logic and perspectives other than their own
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  • Why ask text-dependent questions? To teach kids to: Ask text-dependent questions of themselves Think critically Analyze Construct well-reasoned arguments with evidence To teach kids to: Ask text-dependent questions of themselves Think critically Analyze Construct well-reasoned arguments with evidence
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  • Planning Text Dependent Questions Use the language of the standards
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  • Modifying Text-Dependent Questions from Peter Pan Original How did Peter get inside the Darling childrens room? Use evidence from the text to support your thinking. Original How did Peter get inside the Darling childrens room? Use evidence from the text to support your thinking. PARCC Framework How does Peters visit to the nursery fit into the sequence of events in Chapter 2? Use evidence from the text to support your thinking.
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  • (continued) Original How did the stars help Peter at the end of the chapter? Use evidence from the text to support your thinking. Original How did the stars help Peter at the end of the chapter? Use evidence from the text to support your thinking. PARCC Framework How do the stars actions contribute to the story? Use evidence from the text to support your thinking.
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  • How do I scaffold rigorous text-dependent questions for my kids? Interactive Notebooks!
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  • What are Interactive Notebooks? A note taking process that allows students to record information in a personal and meaningful way. A way for students use teacher supplied notes to draw whatever illustration makes sense to them. A way for students to personalize their work. A way for students to organize and keep up with their learning. A note taking process that allows students to record information in a personal and meaningful way. A way for students use teacher supplied notes to draw whatever illustration makes sense to them. A way for students to personalize their work. A way for students to organize and keep up with their learning.
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  • Interactive vs. Regular Notebooks Interactive Creative, independent thinkers and learners Students express their own ideas in addition to teacher instruction Synthesis Evaluation Interactive Creative, independent thinkers and learners Students express their own ideas in addition to teacher instruction Synthesis Evaluation Regular Students record notes from a teacher Worksheets Knowledge Comprehension
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  • This Process Can be challenging Takes a bit of patience and planning Requires modeling, modeling, modeling Must consistently be reinforced Takes time to learn both for the teacher and for the students to develop their own style Can be challenging Takes a bit of patience and planning Requires modeling, modeling, modeling Must consistently be reinforced Takes time to learn both for the teacher and for the students to develop their own style
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  • The Payoff Is a way for students to organize their work Uses reading strategies within a content area, such as science or social studies Helps students keep up with useful information throughout a unit of study Is a way for students to organize their work Uses reading strategies within a content area, such as science or social studies Helps students keep up with useful information throughout a unit of study
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  • And Finally Students make their own meaningful connections It encourages pride in student work It encourages cooperative learning It appeals to multiple intelligences The kids love it and learn so much! Students make their own meaningful connections It encourages pride in student work It encourages cooperative learning It appeals to multiple intelligences The kids love it and learn so much!
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  • What Students Need The notebook-loose leaf paper in a three pronged folder, spiral notebook, or composition book Pencils, regular and colored Liquid glue or a glue stick Scissors Ruler Teacher supplied notes Grading expectations The notebook-loose leaf paper in a three pronged folder, spiral notebook, or composition book Pencils, regular and colored Liquid glue or a glue stick Scissors Ruler Teacher supplied notes Grading expectations
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  • Table of Contents This is the students organizing page. Is an outline of their notebook and can be filled in as they go or completed at the end of the unit. It is easier to fill in as you go! Make sure students leave enough room, especially for big units This is the students organizing page. Is an outline of their notebook and can be filled in as they go or completed at the end of the unit. It is easier to fill in as you go! Make sure students leave enough room, especially for big units
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  • Vocabulary Word Wall Pages Literary Word Wall Peter Pan Wendy Tinker Bell Captain Hook Supporting Characters Landmark Vocabulary Pages New vocabulary words in context Word Wall Pages Literary Word Wall Peter Pan Wendy Tinker Bell Captain Hook Supporting Characters Landmark Vocabulary Pages New vocabulary words in context
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  • Original Engage NY Vocabulary
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  • new word original sentence from text working definition, context clues, and inferences linguistic structure words with similar word parts; i.e. jealousy synonyms student illustration to SHOW MEANING student sentence to SHOW MEANING antonyms Landmark Vocabulary
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  • Daily Chapter Work Record lesson objectives in language of the standards Can write directly into notebooks during QuickWrites Can create foldables and glue into notebooks. Collect Reading Response activities and exit tickets in notebook. Record lesson objectives in language of the standards Can write directly into notebooks during QuickWrites Can create foldables and glue into notebooks. Collect Reading Response activities and exit tickets in notebook.
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  • More examples of Interactive Notebook entries
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  • Using Foldables Original Engage NY Work PageFoldable Recording Form
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  • Students working together in their Interactive Notebooks
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  • Its that simple!!! Interactive notebooks provide the perfect scaffold for rigorous text-dependent questions!

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