Standards Institute 121 E - PowerPoint Presentation

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Standards Institute 121 E

Day 3Slide2

Standards Institute Approach

Conceptual

Practical

Foundations

Shifts & Tools Texts & FictionCanon & Contemporary Application: Shifts 1&2Modules and UnitsDeconstructing Lessons: Shift 3 InquiryResearch and WritingEquityStrategies & Assessment

SupportAccessRigorRelevance

July 13 - July 17Slide3

Today’s Sessions

Session 1: Text-Dependent Questions and Fiction

Session 2: Shifting the Paradigm: Teaching Nonfiction in the Common Core Slide4

Session 1: Writing Text-Dependent Questions

Participants will be able to:

Determine the differences between questions that are assessing a deep knowledge of the text and questions that rely on a surface level understanding

Identify the components of a vocabulary based TDQ and a Central Idea/Theme based question

Construct text dependent and multiple choice questions to suit the needs of their classroom Slide5

This Session’s Agenda

Understanding text-dependent questions and their importance to learning in the Common Core, including:

How to use these questions in your classroom

The different types of Text-Dependent Questions

Writing text-dependent questions that can be used for discussion and scaffolding for understanding textsSlide6

St Lucy’s Home For Girls Raised by Wolves

Read as an adult learner and annotate for:

initial reaction

complex elements of the story

key understandings and questionsSlide7

Key Understandings and Questions: Teacher Hats

Standards

Key Understandings

Crafting Text Dependent Questions Slide8

Text Dependent Questions and Pitfalls

Charting Our UnderstandingSlide9

Making Questioning Work for Your Classroom

Know the text well

Determine the important words, themes, ideas and sections of the text that will provide a deeper understanding of the text

Know the standards that are being assessed

Keep the Module, Unit, and/or Lesson focus standards in mind while writing questionsUse Question Stems (if necessary as a scaffold for your own learning)Allow for consistency and can ensure alignment to standards9Slide10

Text-Dependent Questions

Scaffold learning

Build vocabulary

Develop key ideas and details

Call to attention craft and structureIntegrate knowledge and ideas 10Slide11

Questions that Scaffold LearningSlide12

Vocabulary-Based TDQs

Which words should we look at for TDQs?

Essential to understanding the text

Likely to appear in future reading

More abstract words (as opposed to concrete words)12 Possible Question StemsWhat other words in this sentence help give meaning to...Based on the context, what is the meaning of…Looking at the examples provided in the preceding paragraphs, what does the word...Note: lycanthropic v culture shockSlide13

Central Idea/Theme-Based TDQs

Guide students toward the theme

Encourage students to look to the text to support their answers

Encourage students to examine the complex layers of a rigorous text

Support comprehension Possible Question StemsHow does the author develop a central idea/theme…This sentence (paragraph, detail, event) contributes to the central idea/theme by…?What central idea/theme is unfolded in this section... Slide14

KEY IDEAS AND DETAILS

CRAFT AND STRUCTURE

KNOWLEDGE AND IDEAS

Guide students toward and through the important elements of the textConsider the text beyond basic understandingSlide15

Use the questions in the instructional sequence as scaffolds

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The purpose of the types of text-dependent questions we’re talking about is not to assess whether students “got it,” it’s to help them get it.

Don’t write a text dependent question that you can’t answer yourself.

Be wary of writing a TDQ for which there is only one acceptable answer in your mind. Shape your questions around the key understandings and the standards you are assessing or addressingBefore you start….Slide16

Bearing this in mind…..

With your group, craft 5-7 TDQs that align to the key understandings and standards you have identified as critical.

Transfer your final product to chart paperSlide17

Growth MindsetSlide18

Thoughts on Questioning

Don’t try to teach the whole text with a single question.

When you do this, you have generally created an assessment question, rather than a question designed to scaffold student learning. Stick with small sections and go deep.

Don't worry about writing perfect questions first.

Sometimes within bad questions are the ideas you find important in your text. Find the great ideas and wordsmith the questions.“Head ’em off at the pass” questions are okay. If there’s a very important and difficult section of text, it’s okay to ask a very basic question about it, such as: “What’s happening here?” or “What did X just do?”. Remember, it’s both and! (Guide thinking and support comprehension).Slide19

Knowing this about that…..

Write 3-5 questions to flesh out key understandings based in the standards for a close read of your selected excerptSlide20

Growth MindsetSlide21

The Paths

Make your own (DIY)

Using existing resources

CombinationSlide22

St Lucy’s Unit Overview and Lesson Review

Navigate to Unit Overview and Read through lesson descriptions

Select a lesson and explore

How do your text dependent questions measure up? Provide evidence.Slide23

Shifting FocusSlide24

Shakespeare, Sophocles, and Others

How do we kill Shakespeare forever for students?

Where is your line in the sand?Slide25

Shakespeare 4 Ways

Unit Overview

How does the learning progress?

How to the standards come into play in a meaningful way?

How are ancillary texts and media used?Questions, Comments, ConcernsBe prepared to present to groupSlide26

Closing Remarks on Fiction and TDQs