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Text-Dependent Writing

Text-Dependent Writing. Responding to text with a critical-analytic stance. Purpose & Agenda. Purpose Provide information on text-dependent writing and provide time for teacher planning and collaboration Agenda. The “WHAT”. Text-Dependent Writing.

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Text-Dependent Writing

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  1. Text-Dependent Writing Responding to text with a critical-analytic stance

  2. Purpose & Agenda • Purpose • Provide information on text-dependent writing and provide time for teacher planning and collaboration • Agenda

  3. The “WHAT”

  4. Text-Dependent Writing Text-dependent writing is writing that “can only be completed by referring back to the specific text read… [and] does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them” ( www.acheivethecore.com)

  5. The “WHY” • Close Reading • “When students are not required to use the information from the text in subsequent tasks, they often forget what they’ve read. Or worse, they learn that reading isn’t that important and that they can complete the requirements for a class without really doing the readings” (Fisher & Frey, 2012, p. 126) • CC Anchor Standards • CCR Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. • CCR Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • CCR Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCR Anchor Standard 10: Write routinely extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

  6. The “HOW” • Build to text-dependent writing… • Text choice • Authentic • Complex • B-D-A • Before Reading: Build schema, introduce domain-specific vocabulary necessary for comprehension • During Reading: Monitor comprehension • After Reading: Text-Dependent Writing • RAFT • I-Poetry • Magnetic Poetry

  7. The “WHAT”: RAFTs • RAFTs are writing tasks emphasizing perspective and critical thinking by forcing students to consider Role, Audience, Format, and Topic

  8. The “HOW”: RAFTs Makes him/her feel Facts Role Which means the tone is….

  9. The “WHAT”: I-Poetry • A short, preformatted structure that forces students to consider facts from varied perspectives

  10. The “HOW”: I-Poetry v Facts Great Wall

  11. The “HOW”: I-Poetry Template Mentor Texts • http://www.readwritethink.org/files/resources/lesson_images/lesson391/I-am-poem.pdf • Bunting, Eve. I Am the Mummy HebNefert. • Janeczko, Paul. Dirty Laundry Pile: Poems in Different Voices. • Karas, G. Brian. Atlantic. • Siebert, Diane. Sierra

  12. The “WHAT”: Magnetic Poetry • Free verse poem created from key sentences/passages of informational and/or literary text

  13. The “HOW”: Magnetic Poetry

  14. Your Turn… • Consider the topics and texts you’re covering or about to cover... • Authentic texts? • Ensure comprehension? • Form of text-dependent writing? • Support student planning? • Provide opportunities for collaboration?

  15. Final Thoughts/Questions Take-Away: How would you summarize today’s work in one sentence? Jamie.abercrombie@cabarrus.k12.nc.us Literacy Wiki: www.ccsliteracyresources.wikispaces.com

  16. Literacy Stances

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