Close Reading and Text-Dependent Questions

1. Close Reading and Text-Dependent Questions • Carole Mullins, NBCT • KVEC Literacy Instructional Specialist • carole.mullins@hazard.kyschools.us • and • Kimberly Sergent • KVEC Social Studies Instructional Specialist • kimberly.sergent@letcher.kyschools.us www.kvecelatln.weebly.com

2. To identify the essential components of close reading (RL/RI 1) of complex texts (RL/RI 10) which includes collaborative conversations (S & L 1) and writing from sources (W 1), fostering language development (L 6) and deeper thinking.

3. Common Core Standards

4. 1.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.

5. “Standard 10 defines a grade-by-grade ‘staircase’ of increasing text complexity that rises from beginning reading to the college and career readiness level.” (CCSS, 2010, p. 80)

6. What is close reading? It involves: --analysis of a text --at word, phrase level --at sentence, paragraph level --identify author’s central idea --identify key details Doug Fisher: Close Reading Explanation Videos Part 1: 2:47 mins https://www.youtube.com/watch?v=5w9v6-zUg3Y Part 2: 3:00 mins https://www.youtube.com/watch?v=JhGI5zdjpvc

7. Why Depth through “Close Reading”Matters Close reading instruction: • Requires careful attention to how the text unfolds through asking text-dependent questions. • Focuses on building knowledge through the strategic use of text-dependent questions. • Can prepare students for the kinds of reading tasks they will encounter after graduation. • Despite its name, close reading has a lot more to do with writing than reading!

8. The Role of Pre-reading Multiple readings often make this unnecessary

9. The Role of Pre-reading • Too often provides information students can glean from careful reading of the text • Hard to wean students from this • Similarly challenging to move teachers away from providing this “smoothing of the road” Multiple readings often make this unnecessary

10. “X-ray the book”

11. Not every reading is a close one! “X-ray the book”

12. Use a short passage Creating a Close Reading

13. Use a short passage Re-reading Creating a Close Reading

14. Why We Re-Read A Text Initial reads of the text What does the text say? After at least one reading How does the text work? Later readings of the text or related texts What does the text mean?

15. Use a short passage Re-reading “Read with a pencil” Creating a Close Reading

16. Annotation slows down the reader in order to deepen understanding.

17. Student annotation in 6th grade Student sample from Leigh McEwen, AEA 9, Iowa

18. Use a short passage Re-reading “Read with a pencil” Text-dependent questions Creating a Close Reading

19. Close Reading Requires a Good Progression of Text-Dependent Questions What does the text mean? TDQs are designed to cause students to return to the text. How does the text work? What does the text say?

20. Text-dependent Questions and the Standards Standards 8 & 9 3 & 7 6 4 & 5 2 1

21. Use a short passage Re-reading “Read with a pencil” Text-dependent questions Give students the chance to struggle a bit Creating a Close Reading

22. What are Text-Dependent Questions? Text-dependentquestions: • Draw the reader back to the text to discover what it says. • Have concrete and explicit answersrooted in the text. • Frame inquiries in ways that do not rely on a mix of personal opinion, background information, and imaginative speculation. Guide to Creating Text Dependent Questions www.achievethecore.org

23. Characteristics of Text-dependent questions

24. Characteristics of Text-dependent questions • Questions that can only be answered with evidence from the text • Can be literal but can also involve analysis, synthesis, evaluation • Focus on word, sentence and paragraph as well as larger ideas, themes or events • Focus on difficult portions of text in order to enhance reading proficiency

25. Close reading should invite struggle

26. 1877

27. I WILL FIGHT NO MORE FOREVER Chief Joseph of the Nez Perce, 1877 I am tired of fighting. Our chiefs are killed. Looking Glass is dead. Toohulhulsote is dead. The old men are all dead. It is the young men who say no and yes. He who led the young men is dead. It is cold and we have no blankets. The little children are freezing to death. My people, some of them, have run away to the hills and have no blankets, no food. No one knows where they are. Perhaps they are freezing to death. I want to have time to look for my children and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my chiefs, I am tired. My heart is sad and sick. From where the sun now stands, I will fight no more forever.

28. What does the text say? General Understanding Who is delivering the speech? What happened? Who is the author? Who is the audience? (Sourcing)

29. What does the text say? General Understanding Without yet knowing who Looking Glass and Toohulhulsote are, what can we say about their roles in this decision? When was it written? Why was it written? (Sourcing)

30. What does the text say? Key Details What concerns does Chief Joseph have about the health and welfare of his people? How do you know? Is Chief Joseph a reliable source? What evidence supports your answer?

31. How does the text work? Vocabulary What does Chief Joseph mean when he says, “From where the sun now stands?” How does the language Chief Joseph use indicate his perspective? (Close reading)

32. How does the text work? Structure How does the text structure convey Chief Joseph’s mood? What language does Chief Joseph use to persuade his audience? (Close reading)

33. What does the text mean? Inferences Who is Chief Joseph referring to when he says, “I want to have time to look for my children”? What other parts of the speech support your claim? How might the circumstances in which this speech was written affect how Chief Joseph wrote this? (Contextualization)

34. How does the text work? Vocabulary What is the tone of this speech? What words and phrases support your claim?

35. How does the text work? Structure What is it about the use of the word forever in the last line, “I will fight no more forever” that makes this statement so memorable?

36. What does the text mean? Intertextual connections Chief Joseph succeeded his father as leader of the Wallowa band in 1871. Before his death, the father said to his son:

37. “My son, my body is returning to my mother earth, and my spirit is going very soon to see the Great Spirit Chief. When I am gone, think of your country. You are the chief of these people. They look to you to guide them. Always remember that your father never sold his country. You must stop your ears whenever you are asked to sign a treaty selling your home. A few years more and white men will be all around you. They have their eyes on this land. My son, never forget my dying words. This country holds your father's body. Never sell the bones of your father and your mother.” Joseph commented "I clasped my father's hand and promised to do as he asked. A man who would not defend his father's grave is worse than a wild beast."

38. “My son, my body is returning to my mother earth, and my spirit is going very soon to see the Great Spirit Chief. When I am gone, think of your country. You are the chief of these people. They look to you to guide them. Always remember that your father never sold his country. You must stop your ears whenever you are asked to sign a treaty selling your home. A few years more and white men will be all around you. They have their eyes on this land. My son, never forget my dying words. This country holds your father's body. Never sell the bones of your father and your mother.” Is this source reliable? How might we confirm or deny that Chief Joseph responded to his father? How did the Nez Perce maintain historical records…or would they have done that? (Corraboration) Joseph commented "I clasped my father's hand and promised to do as he asked. A man who would not defend his father's grave is worse than a wild beast."

39. What does the text mean? Intertextual connections How does this second passage help you to understand the speech? What inner conflict would Chief Joseph have experienced? Where do you see evidence of this conflict in the speech? Does this document help to support or explain Chief Joseph’s actions during the Indian Wars? (Corroboration)

40. What does the text inspire you to do? • Presentation • Debate • Writing • Socratic Seminar • Investigation and research • Test • https://sheg.stanford.edu/sourcing-poster

41. Writing From Sources What is the role of courage in surrender? After reading and discussing Chief Joseph’s speech “I Will Fight No More Forever,” write an essay that defines courage and explains the courageousness of Chief Joseph’s decision. Support your discussion with evidence from the texts. What conclusions can you draw? Constructed using Task Template 12: www.literacydesigncollaborative.org

42. Additionally… • Teachers often pose a question to the whole class but then calls 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, Write, Share; etc.)

43. Comprehension and Collaboration 1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively. SL.CCR.1

44. Talkis essentialtowriting

45. Students compose orally in the company of their peers. What forces can change Earth?

46. 6-8 Features • Using evidence to probe and reflect • Collegial discussions include goals and deadlines • Questions connect ideas from several speakers • Acknowledge new information

47. 9-10 Features • Use prepared research in discussion • Voting, consensus, and decision making • Ensure hearing full range of opinions or options • Summarize and synthesize points of disagreement

48. 11-12 Features • Civil, democratic discussions • Questions probe reasoning and evidence • Resolving contradictions • Determine what additional info is needed

49. History circles Engaging in multiple texts and multiple perspectives

50. History circles Design Format 5 Rounds of play Grades 6-12 Groups of 4 (Or 5) Multiple text set Multiple perspectives • Inspired by Non-fiction Literature circle design by Harvey Daniels (2002) • Each team member has a role specific to literacy skills