ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their...
-
Upload
susanna-weaver -
Category
Documents
-
view
218 -
download
0
Transcript of ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their...
![Page 1: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/1.jpg)
ESSENTIAL QUESTION
What does it look like
and sound like when students use evidence to support
their thinking?
![Page 2: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/2.jpg)
linguistic structures or symbols
TRADITIONAL DEFINITION
•The writing in a book or magazine, rather than the pictures, or any written material.
•The words, phrases, or sentences on a printed page.
![Page 3: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/3.jpg)
We don’t ‘read’ to find one idea, we ‘read’ to find layers of meaning. This helps students to develop claims and defend them using evidence from the text. Unlocking Complex Texts by Laura Robb, 2013
![Page 4: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/4.jpg)
CCSSCCSSR.1 Reading
Standard
Read closely to determine what the 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.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.1 Speaking & Listening Standard
![Page 5: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/5.jpg)
GOAL: To identify
differences between
grade level expectations
in SL Anchor Standard 1
SPEAKING & LISTENING STANDARD
![Page 6: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/6.jpg)
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
MATHEMATICAL MATHEMATICAL PRACTICESPRACTICES
![Page 7: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/7.jpg)
Students expected to…
•Create oral, visual, and multimedia presentations using…
eye contact
speaking rate, volume and
enunciation
gestures
Students expected to… •come prepared for discussion
•Collaborate with diverse partners
•Build on each others’ ideas
•Express ideas clearly & persuasively
THEN NOW
KEY FEATURES OF S & L ANCHOR STANDARDS
![Page 8: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/8.jpg)
QUALITY CONVERSATIONS LOOK FORS
Discussing content as well as tasks
Using academic language and vocabulary
Asking questions of one another
Building on ideas
Providing evidence to support their thinking
![Page 9: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/9.jpg)
• Critical for accessing complex texts
• Supports learning & improves understandings (GRR)
• Provides opportunities to apply skills and strategies
• Allows for authentic practice of academic language
QUALITYCONVERSATIONS WITHIN CCSS
![Page 10: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/10.jpg)
Quality Conversations
are at the
of Reading
![Page 11: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/11.jpg)
CLOSE READING/LISTENING ~PRIMARY~
“Engage students with the thinking necessary for Close
Reading.”
![Page 12: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/12.jpg)
POSSIBILITIES
Poetry
Picture Books
Non-fiction Texts
![Page 13: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/13.jpg)
1st Reading ~ Big Idea
(Main Idea & Details)
2nd Reading ~ Analyze Text
(Craft & Structure)
3rd Reading ~ Make Connections
(Integration of Ideas & Knowledge)
CLOSE READING~PRIMARY~
![Page 14: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/14.jpg)
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Purpose/Lens: Describing Characters
![Page 15: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/15.jpg)
Discuss the Big Idea
FIRST READING
![Page 16: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/16.jpg)
Analyze the Text
SECOND READING
![Page 17: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/17.jpg)
Make Connections
THIRD READING
![Page 18: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/18.jpg)
Integration of Knowledge and Ideas
Craft and Structure
Key Ideas and Details
DOK
TYPES OF TEXT DEPENDENT
QUESTIONS
![Page 19: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/19.jpg)
CLOSE READING RESOURCES
![Page 20: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/20.jpg)
CLOSE READING—INTERMEDIATE
How do we know it is ‘worthy of a close reading?”
What could we teach with this text?
![Page 21: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/21.jpg)
ANALYZING TEXT FORPLANNING
Analyze text for possible teaching points
Identify text dependent questions
Discuss
21
![Page 22: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/22.jpg)
ONE EXAMPLE
First Reading: What is the main idea of this text?
Second Reading: How does the first paragraph in “Buried Alive!” differ from the introduction in “A Brief History of Pompeii?
Third Reading: Find evidence in “Buried Alive!” about how the author feels about this topic. Why did the author title the article “Buried Alive!”?
![Page 23: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/23.jpg)
CLOSE READING PLANNING TEMPLATE
Begin with the students in mind “What instruction do my students need?”
Match a text with the objective
Plan text-dependent questions to support the objective
![Page 24: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/24.jpg)
CLOSE READING CONSIDERATIONS FOR ELS
Literacy Squared•Close reading instruction in Spanish K-5•Build connections in English through Lit-based ESL
ESOL•Consider language proficiency level•Scaffold by giving exposure to text prior to the whole group instruction (Especially levels 1-3)
Use a second language lens when selecting text
![Page 25: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/25.jpg)
Level 1: Recall and Reproduction
Level 2: Basic Application of Skills & Concepts
Level 3: Focus on Strategic Thinking
Level 4: Extended Thinking
![Page 26: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/26.jpg)
With table groups…
•Sort examples of math assignments by levels
•Brainstorm ways to raise the rigor of an assignment
(take it from Good to Better to Best)
DOK MATH ANALYSISPROTOCOL
![Page 27: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/27.jpg)
Analyze the Math Assessment Tasks.
• Identify the levels of DOK within the assessments.
• Determine how quality conversations prepare students for these types of assessment tasks.
EXTENDING DOK ANALYSIS:
MATH ASSESSMENTS
![Page 28: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/28.jpg)
How can attending to DOK as we plan improve student learning?
How will you apply this learning
in your classroom?
DEBRIEF WITH 9 O’CLOCK TEAMS
![Page 29: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/29.jpg)
We help students to develop the ability to interpret
text through…
* Close reading & annotating
* Text-dependent questions
* Quality conversations
* Expressing thinking in writing
REVIEW
![Page 30: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/30.jpg)
• A safe environment, creating a community of learners
• Regular time to talk about text
• Intentional planning of quality questions and prompts
• Engaging & complex tasks (DOK)
KEY FACTORS TO FOSTER CRITICAL THINKING THROUGH QUALITY
CONSERVATIONS
![Page 31: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/31.jpg)
Observe student behaviors that demonstrate…
Using evidence from textTalking about text
OBSERVATION
![Page 32: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/32.jpg)
You may have observed…
Text
Citing text (pointing)
Analyzing text (talking)
OBSERVING STUDENT DISCOURSE
![Page 33: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/33.jpg)
It was weird. When we finished talking, we had a totally new idea.
It was weird. When we finished talking, we had a totally new idea.
Conversations
not only made
us sound
smarter, I think
they actually
made us
smarter.
Conversations
not only made
us sound
smarter, I think
they actually
made us
smarter.
I never realized how much was
involved in a good conversation.
I never realized how much was
involved in a good conversation.
Science
wasn’t very
interesting
until we
started
talking about
it.
Science
wasn’t very
interesting
until we
started
talking about
it.
![Page 34: ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e9e5503460f94ba0071/html5/thumbnails/34.jpg)
APPLICATION: NEXT STEPS