Common Core Learning Standards Module 4

1. Common Core Learning Standards Module 4 SHIFT 4 TEXT-BASED ANSWERS

2. Objectives: Shift 4 • Teachers will be able to explain Shift 4 • Teachers will be able to construct text-based questions to draw students’ attention to and ensure understanding of important parts of the text using current resources Adapted from techniques and materials created by Uncommon Schools

3. Common Core Assessments ELA 3-8 Assessments 2012-13 • Text-based Answers / Writing from Sources - Questions will require students to marshal evidence from the text, including from paired passages.

4. Shift 4 • Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that answers classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

5. Shift 4- Text-based Answers What is text-based questioning? • The class conducts a close reading of a particular text by attending to exactly what the text says and implies • The teacher asks text-based questions about the text being read by the class • The students provide evidence from the text to support claims that they make

6. Implementation of Shift 4 What the teacher does to prepare: Step 1) Conduct close reading of text to identify key points Step 2) Design the text-based questions Outcome: Text-based questions draw students’ attention to and ensure understanding of important parts of the text Adapted from techniques and materials created by Uncommon Schools

7. Step 1: Conduct Close Reading of Text What is a close reading? • Attending to exactly what the text says • Attending to what the text implies • Emphasizing the particular over the general • Paying close attention to individual words, syntax, organization Adapted from techniques and materials created by Uncommon Schools

8. Step 1: Conduct Close Reading of Text Teacher Preparation for Close Reading Involves 3-Read Process • for general understanding/overall gist • to identify parts of text pivotal to understanding • to identify possible student misconceptions

9. Teacher First Read: Text Level Types of text: • Poem/song • Novel • Essay • Speech • Short story • Newspaper or journal article • Primary source document • Chapter in a science or social studies textbook Adapted from techniques and materials created by Uncommon Schools

10. Teacher First Read: Text Level The teacher will need to identify: Adapted from techniques and materials created by Uncommon Schools

11. Teacher First Read • Take 10 minutes to • read the excerpt from the Feynman’s, “The Making of a Scientist” and • write a sentence that summarizes the general gist of the passage. • Share with group Adapted from techniques and materials created by Uncommon Schools

12. Teacher Second Read Identify points pivotal to understanding at the • Passage Level • Sentence Level • Word/Phrase Level TEXT PASSAGE WORD SENTENCE Adapted from techniques and materials created by Uncommon Schools

13. Identify Key Points: Passage Level Smaller chunks of text to consider: • Chapter in a novel • Act • Scene • Subsection • Paragraph(s) • Stanza • Musical verse Adapted from techniques and materials created by Uncommon Schools

14. Identify Key Points: Passage Level Select passages that are pivotal to understanding of the text because they: • develop the theme, thesis (argument), or hypothesis • provide context, setting • explicate a process • compare/contrast • describe flashbacks • provide insight into character • contain pivotal scenes (climax, rising action…) • establish cause and effect Adapted from techniques and materials created by Uncommon Schools

15. Identify Key Points: Sentence Level Types of sentences to consider: • Thesis statement • Topic sentence • Supporting detail • Hypothesis • Line of dialogue • Line of poetry Adapted from techniques and materials created by Uncommon Schools

16. Identify Key Points: Sentence Level • Select lines/sentences pivotal to understanding because they: • clarify the theme, thesis (argument), or hypothesis • support a claim • refine a key concept • describe a step in a process • reveal aspects of a character, motivation • foreshadow an upcoming event Adapted from techniques and materials created by Uncommon Schools

17. Identify Key Points: Word/Phrase Level Select words/phrases pivotal to understanding: • academic words • key terms • metaphors/similes • symbols (on a chart or in a text) • hyperbole • idioms • puns • allusions Adapted from techniques and materials created by Uncommon Schools

18. Teacher Second Read • Re-read the excerpt from the Feynman’s, “The Making of a Scientist” • Highlight 3-5 places at the passage, sentence, word level which would be critical to understanding Adapted from techniques and materials created by Uncommon Schools

19. Teacher Second Read: Share Out • Share: Explain your choices. Why did you select these particular passages, sentences, or words to highlight?

20. Teacher Third Read Identify sources of possible misconceptions: • Passage Level • Sentence Level • Word/Phrase Level TEXT PASSAGE WORD SENTENCE Adapted from techniques and materials created by Uncommon Schools

21. Teacher Third Read Brainstorm together: What might confuse a student reading a text? • Idioms • Allusions • Pronoun-noun referents • Multiple meaning words • Unfamiliar concepts • Figurative Language • Complex sentences

22. Identify Key Points: Practice • Read the excerpt from the Feynman’s, “The Making of a Scientist” a third time. • Highlight 2-3 places at the passage, sentence, word level which, if students understood, would prevent larger misunderstandings

23. Identify Key Points: Share Out • Share: Explain your choices. Why did you select these particular passages, sentences, or words to highlight? • What are some ways to address the possible areas of confusion for readers?

24. Shift 4- Text-based Answers Step 1) Conduct close reading of text to identify key points that ensure understanding of important parts of the text and prevent misconceptions Step 2) Design text-based questions that address the four levels of text Adapted from techniques and materials created by Uncommon Schools

25. Look at the sample questions provided. Label the level of text each question addresses– • Word • Sentence • Passage • Text

26. Step 2: Design the Question • Now that you’ve prioritized which sections (“levels”) of the text you want to address, you are ready to design text-based questions

27. Design the Question Adapted from techniques and materials created by Uncommon Schools

28. Conduct a Teacher Three Read of the fable, ‘The Tortoise and the Hare.” • for general understanding/overall gist • to identify parts of text pivotal to understanding • to identify possible student misconceptions

29. Write a sample question addressing one of the four levels. You will have the opportunity to revise it later in the training.

30. As a group, share • the general gist • specific parts teachers identified as pivotal • possible misconceptions

31. Design the Question Adapted from techniques and materials created by Uncommon Schools

32. Sample Word/Phrase Level Questions [Ask for] Direct Citation • What key words does the author use to describe the arrogant actions of the hare? [Ask for] Paraphrase • What is another way of saying that the hare was boasting and bragging? Adapted from techniques and materials created by Uncommon Schools

33. Sample Word/Phrase Level Questions Give Evidence; Draw Conclusion • The author uses the verbs boasting and bragging to describe the actions of the hare. What does this tell you about the hare? Give Conclusion; Find Evidence • The hare is arrogant. What words or phrases in the text might lead you to this conclusion?

34. Sample Word/Phrase Level Questions Evidence for Your Own Conclusion • Teacher: What kind of personality does the hare have? • Student: He was arrogant. • Teacher: Can you find some words or phrases the author uses to describe the hare that support that conclusion? Evidence for Someone Else’s Conclusion • Teacher: What kind of personality does the hare have? • Student: He was arrogant. • Teacher: Can someone find some words or phrases the author uses to describe the hare that support that conclusion? Adapted from techniques and materials created by Uncommon Schools

35. Sample Sentence Level Questions [Ask for] Direct Citation • Who can find the line from this text that best reveals the hare’s personality? [Ask for] Paraphrase • Who can find and then paraphrase the line from this text that best reveals the hare’s personality? Adapted from techniques and materials created by Uncommon Schools

36. Sample Sentence Level Questions Give Evidence; Draw Conclusion • The hare says, “I bet there’s nobody in the world that can win against me, I’m so speedy.” What does this sentence reveal about the hare’s personality? Give Conclusion; Find Evidence • The hare is very arrogant. What evidence can you find in the text to support this conclusion? Adapted from techniques and materials created by Uncommon Schools

37. Sample Sentence Level Questions Evidence for Your Own Conclusion • Teacher: What kind of personality does the hare have? • Student: He is arrogant. • Teacher: Interesting. Can you find a sentence in the text to support that conclusion? Evidence for Someone Else’s Conclusion • Teacher: What kind of personality does the hare have? • Student: He is arrogant. • Teacher: Interesting. Can anyone find a sentence in the text to support Jane’s conclusion? Adapted from techniques and materials created by Uncommon Schools

38. Sample Passage Level Questions Direct Citation – NA [Ask for] Paraphrase • Go to paragraph 3. Who can describe the hare’s attitude toward the tortoise in their own words? Give Evidence; Draw Conclusion – • In the middle of the race, the hare lays down to take a nap. What does this reveal about his attitude toward the tortoise? Give Conclusion; Find Evidence – • The hare does not consider the tortoise to be a rival. What evidence can you find in paragraph 3 to support this conclusion? Adapted from techniques and materials created by Uncommon Schools

39. Sample Passage Level Questions Evidence for Your Own Conclusion • T: In the middle of the race, the hare lays down to take a nap. What does this reveal about his attitude toward the tortoise? • S: He thinks he can beat the tortoise without trying. • T: Can you cite evidence to support that conclusion? Evidence for Someone Else’s Conclusion • T: In the middle of the race, the hare lays down to take a nap. What does this reveal about his attitude toward the race? • S: He thinks he can beat the tortoise without trying. • T: Can anyone cite evidence to support Jane’s conclusion? Adapted from techniques and materials created by Uncommon Schools

40. Sample Text Level Questions Direct Citation – NA Paraphrase - NA Give Evidence; Draw Conclusion • Despite the fact that the hare was faster than the tortoise, the tortoise still won the race. What is the moral of the story? Give Conclusion; Find Evidence • The moral of the story is that slow and steady wins the race. What evidence can you find to support this conclusion? Adapted from techniques and materials created by Uncommon Schools

41. Sample Text Level Questions Evidence for Your Own Conclusion • Teacher: What is the moral of the story? • Student: Slow and steady wins the race. • Teacher: Interesting. Can you find some evidence to support that conclusion? Evidence for Someone Else’s Conclusion • Teacher: What is the moral of the story? • Student: Slow and steady wins the race. • Teacher: Interesting. Can anyone find some evidence to support Jane’s conclusion? Adapted from techniques and materials created by Uncommon Schools

42. Text-based Questions: Guided Practice Review the questions that you wrote for “The Tortoise and the Hare.” Rewrite the questions to fit into one of the six text-based question types. Adapted from techniques and materials created by Uncommon Schools

43. Don’t Wait ‘til It’s Too Late! Ask passage, sentence and word level questions throughout the reading of the text to guarantee comprehension before asking a text level question Adapted from techniques and materials created by Uncommon Schools

44. Which CC Standards Are Addressed? Text Level Passage Level Sentence Level Word/Phrase Level Adapted from techniques and materials created by Uncommon Schools

45. Reflect • How often do you ask text-based questions? • Which type of text-based question do you ask most frequently? • What will you need to do to start asking more text-based questions?

46. Your turn… • Using your own textbook, choose a selection • Prioritize which passages, sentences, words you will teach (choose at least one of each) • Next, write or rewrite text based questions to address each prioritized section (in Trophies/Trofeos, teachers should revise the Think and Respond and Guided Comprehension Questions) • Share out Adapted from techniques and materials created by Uncommon Schools