LAUSD2012-­‐13 – CCSSPDK/1/6–Text-­‐DependentQuestionTemplate(DRAFT1/25/13)CreatingText-­‐DependentQuestionsforCloseAnalyticReadingGrade K Unit 1 Week 2

Thistemplateistobeusedtosupportalignmentofourexistingcurricular

resourcestotheCommonCoreStateStandards.

NOTESONPROCESS

Aneffectivesetoftextdependentquestionsdelvessystematicallyintoatext,toguidestudentsinextractingthekeymeaningsorideasfoundthere.Thequestionstypicallybeginbyexploringspecificwords,details,andarguments,andthenmoveontoexaminetheimpactofthosespecificsonthetextasawhole.

Alongtheway,thequestioningtargetsacademicvocabularyandspecificsentence

structuresascriticalfocuspointsforgainingcomprehension.

Whilethereisnosetprocessforgeneratingacompleteandcoherentbodyoftextdependentquestionsforatext,thisplanningprocessisagoodguidethatcanservetogenerateacoreseriesofquestionsforclosereadingofanygiventext.

Toreallyunderstandacomplextext,thereaderwillhavetoreaditmorethanonce,tomakesenseofwhattheauthorissayingandtogleanthedetailsatboththeexplicitandimplicitlevels.

Firstandforemost,closereadingdemandsawillingnesstoreturntothetexttoreadpartorevenallofitmorethanonce,ultimatelyinstillingimportanthabitsofmindinapproachingtext.

InworkingwithCATreasuresasatooltoteachtotheCommonCoreStateStandards:

LOOKATWHATTHET.E.andELRESOURCEBOOKALREADYHAVETOSUPPORTCLOSEREADINGOFTHESELECTION.Theymayalreadyhavesomeeffectivequestionsandrecommendationsthatyoucanuseandsupplement.Or,youmaywishtotakeadifferentapproach.

Thegoalistomaximizestudentengagementwiththelearninginthetext,asa

pathwaytomasteringtheCommonCoreStateStandards.

NOTESONPLANNINGSTEPS

THOUGHSTEP1ISALWAYSTHESTARTINGPOINT,ANDTHESTEPSARENUMBERED,THEPROCESSFORDEVELOPINGALESSONISRECURSIVE.

Step1:IdentifytheCoreUnderstandingsandKeyIdeasoftheText

Asinanygoodbackwardmappingprocess,teachersshouldstartbyidentifyingthekeyinsightstheywantstudentstounderstandfromthetext.Keepinginmindthemajorpointstobemadeiscrucialforcraftinganoverarchingsetofsuccessfulquestions.

Thisstepisalsocriticalforcreatinganappropriatetasktocheckforunderstanding.

Step2:TargetVocabulary

Locatethemostpowerfulwordsinthetextthatareconnectedtothekeyideasandunderstandings.Craftquestionsthatdrawstudents’attentiontothesespecificssotheycanbecomeawareoftheseconnections.Vocabularyselectedforfocusshouldbeacademicwordsandhigh-­‐utilitywordsthatareabstractandlikelytobeencounteredinfuturereadingandstudies.

NeedsofEnglishLearners,SELsandSWDsshouldbeamajorfocusinplanning,e.g.,contrastiveanalysis,vocabularystrategypractice,cognateconnections,tieringvocabulary,clarifyingcommonmultiple-­‐meaningwords,vocabularychoicesforparticularregisters,etc.

Step3:SyntaxTextStructures-­‐ TackleToughSectionsoftheText

Findthesectionsofthetextthatwillpresentthegreatestdifficulty,andcraftquestionsthatsupportstudentsinmasteringthesesections.Thesecouldbesectionswithdifficultsyntaxortextstructure,useofthepassivevoice,particularlydenseinformation,trickytransitions,orplacesthatofferavarietyofpossibleinferences.

Thisisanotheropportunitytoengagecontrastiveanalysisstrategies,e.g.,L1-­‐L2phrasing,analyzingpassiveactivevoicestructures,translationfromhomelanguage(s)toschoolandacademiclanguage,contextsforuseofparticularwords,idioms,languageregisters,etc.

Step4:CreateCoherentSequencesofTextDependentQuestions–StartSmalltoBuild

Confidence

Theopeningquestionsshouldhelporientstudentstothetext,andbespecificenoughtoanswersostudentsgainconfidence.Thesequenceofquestionsshouldnotberandombutshouldbuildtowardmorecoherentunderstandingandanalysistoensurethatstudentslearntostayfocusedonthetexttobringthemtoagradualunderstandingofitsmeaning.Thinkofwaystomaximizestudentengagement.

Step5:IdentifytheStandardsThatWillBeAddressedintheWholeLesson

Takestockofwhatstandardsarebeingaddressedintheseriesofquestionsanddecideifanyotherstandardsaresuitedtobeingafocus.Formadditionalquestionstoexercisethosestandards.

Step6:CreateaTasktoCheckforUnderstanding

Developataskaroundthekeyideasorunderstandingsidentifiedearlierthat:

Reflectsmasteryofoneormoreofthekeyobjectivesofthelesson,involveswriting,andisstructuredtobecompletedbystudentsindependently.

Grade K

Unit 1

Week 2__

Step1: IdentifytheCoreUnderstandingsKeyIdeasofText

Step1–IdentifyCoreUnderstandingsandKeyIdeasofText / SelectionTitle:ThePicnicatApplePark
OriginalTEBigQuestionforUnit(Unitplanningpage S92):
Whoisapartofyourfamily?Howarefamiliesthesame?Howaretheydifferent?Howdofamiliesgrowandchange?
EnhancedBigQuestion(ifapplicable):
*Add-­‐Whatisafamily?
SelectionConcept(s)-­‐ EachselectionbuildstoalargerunderstandingoftheBigQuestion.HowdoesthisselectionconnecttotheBigQuestion?
Thisisastoryaboutonetypeoffamily,andanactivitytheyliketodotogether.
CCSSFocusStandard(s)
WhatCCSSliteracystandard(s)willyoubeaddressingwiththisre-­‐readoftheselection?
RSLK1KeyIdeasandDetails-­‐Withpromptingandsupport,askandanswerquestionsaboutkeydetailsinatext.
RSLK3KeyIdeasandDetails-­‐Withpromptingandsupport,identifycharacters,settings,andmajoreventsinastory.
SelectionQuestion-­‐ ConnecttheCCSSFocusStandardtotheSelectionConcept(s)intheformofaquestion:
Whoarethecharactersinthisstory?Whataretheydoing?Wherearetheygoing?Whatdetails/picturessupportthat?

Steps23: TargetVocabulary,Syntax,andTextStructure

KEYWORDSESSENTIALTOUNDERSTANDING THISTEXT / HIGHUTILITYWORDSFORLANGUAGEDEVELOPMENT–WordsELsallstudentsneed,toaccessthisandotherlearning
Vocabin
TEalready
Step2 -­‐ TargetNeededVocabulary / TEACHERPROVIDESDEFINITION
Notenoughcluesprovidedinthetext / Pg WordsClues/Supports
p.2picnicpicture(gatheringfoodinacoolerinakitchen)
pp.2-­‐7Beginningpp.12-­‐23Middlep.24End / PgWordsClues/Supports
pp.2-­‐10 goingmovementfromkitchentocartothepark
pp.12-­‐25 readypicturesofpeople
“doing”activities
Step2 -­‐ TargetNeededVocabulary / STUDENTSFIGUREOUTTHEMEANING
Sufficientcontextorwordstructurecluestext / Pg WordsClues/Supports
pp.2021 noiseWhatwoulddogsdoiftheysawtheskunkbehindthebushes?(Muzzlesopentomakeasound(bark))?
pp.1617 flyKitesupinthesky / PgWordsClues/Supports
pp.1213playpictureofkidsplayingabaseballgame
pp.1415eatfoodonplatesandbeingserved atatable
pp.1617kitespicturesofdifferentkitesbeingflowninthesky
pp.1819singsomeoneplayingaguitarhandsclapping,mouthsopen

Onpages23theyusetheword“picnic.”Thepictureshowsfood,abasket,andafamilydoingsomethingtogether-­‐Whatisapicnic?

TheQuestion/Answer formatpages12-­‐23couldbeachallenge(studentsarestilllearningwhatquestionvs.statementisatthispointintheschoolyear).

Step4: CreateCoherentSequencesofText-­‐DependentQuestions

Text-­‐DependentQuestions / Evidence-­‐BasedAnswers
Step4-­‐ Craftquestionsthatstartsmall,addressvocabulary,andbuildtowardthekeyunderstandingsandstandards / Lookatthecover,wherearethepeople?
ThetitleofthisbookisThePicnicatApplePark.Whatisapicnic?
Thesepeoplearegoingtoapicnic.Whatinthepictureshowsyoutheyaregoingtoapicnicinapark? / Apark,outside
Eatingoutside
Trees,grass,birds,butterfly,dog,basket/cooler,path
Readpages2-­‐7stopandaskthefollowingquestion.Wherearethepeopleatthebeginningofthestory?
pp.23Whoisinthispicture? / Firsttheyareattheirhomes.Kitchenpp.2,3,4,5
LivingRoompp.67
Packingtheircarspp.8-­‐11
Mom,Dad,Grandma,boy,andgirl
Havestudentslookatpages45again.
Whereisthefamilymakingfoodfortheirpicnic?Howdoyouknowthatthefamilyisinakitchen? / Kitchen
Icanseefood,arefrigerator,andasink.
Lookatpp.89,and1011.Whatarethesefamiliesdoing?
Whataretheypacking? / Puttingthingsintheircarsforthepicnic
pp.89-­‐dog,wheelchair,kite,pie,food,cooler
pp.10&11-­‐dog,baseballbat/glove,guitar,food,basket
Picturewalkpp.12-­‐23.Wherearetheyinthemiddleofthestory?Wherearethefamilies?Howdoyouknow?Whatdotheydointhepark?
Lookatpages2223-­‐Howistheparkdifferentfromwhenthepeoplefirstgotthere? / Atthepark,becauseIseegrass,abaseballgame(pp.1213),eatingatapicnictable(pp.1415),kite
flying(pp.1617),singing(pp.18
19),dogsfindingskunk(pp.20&21)
p.23Nowit’sraining
p.24Wherearethefamiliesgoingintheend? / p.24Attheendtheyaregoinghome,hugging,sayinggoodbye,drivingaway
Step5:StandardsAddressedintheWholeLesson
Asinglelessoncancovermultiplestandards
Step5–IdentifyStandardsBeingAddressedinLesson / (ReadingStandardsforLiterature)RSL1,RSL3,RSL4,RSL7,RSL9(ReadingFoundationalSkills)RFS1b
(SpeakingandListening)SLa&b,SL4,SL5,SL6(Language)L1f,L4a,L6
(Writing)W1,W5
Step6:CreateaTasktoCheckforUnderstanding
Describetaskandstepsstudentswilltaketoachievethem.
Step6–TasktoCheckforUnderstanding / Prompt=Teacherinstructionstostudents:
WhatactivitiesdidthefamiliesdoinourstoryThePicnicatApplePark?(chart)Whatactivitiesdoyouliketodowithyourfamily?(sharewholegroupaddtochart)Turntoyourseatpartner-­‐sharewhatactivityyouliketodowithyourfamily.(Givethe
completesentenceframe-­‐Iliketo withmyfamily).PartnerAsharewhatyouliketodo…NowpartnerBsharewhatyouliketodowithyourfamily.
Nowyouwilluseyourlettersandpicturesto:
*Tellmewhatactivityyouliketodowithyourfamily.
*Tellmewhereyouarewhenyoudothisactivity.
*Tellmewhyyouchoosethisactivity.TaskSteps:
TeacherhasstudentsbrainstormactivitiesfromThePicnicatApplePark-­‐Chartsthem.Studentsthenshareactivitiestheyliketodoasafamily,theseareaddedtotheclasschart.Studentsthenthink-­‐pair-­‐sharewhattheyliketodowiththeirfamilytoapartner.Studentsdraw/writetheirideas.Teachermonitorsandtakesdictation,Whatactivitydoyouliketodowithyourfamily?Partnerssharetheirwriting.PartnerAaskspartnerB“Whatactivitydoyouliketodowithyourfamily?”andviceversa.
AdditionalTasks–(optional)Ex:tosupplementorbuildtowardculminatingtask;provideadditional
depth,complexity,noveltyoraccelerationforadvancedstudents;makecontentconnections;etc.
*Toteachtheconceptofbeginning,middle,andend,Iwoulddothefollowingactivitiesduringtheclosereading.Thefirstwouldbetobringup3-­‐5students-­‐Next,Iwouldshowthekidsinlineorder.Thefirstchildisinthebeginningoftheline,thenext1-­‐3children(dependingonthenumberyoubroughtup)arethemiddle,andfinallythelastchildisattheendoftheline.
AfterthisIwoulduseagraphicorganizertoshowthisconceptagain-­‐Iwouldaskstudents
whowasatthebeginningofourline,middle,andend,andhowdidtheyknow?
*Drawthemembersofyourfamily.
*Pretendthatyouwillgoonapicnic.Tellyourpartnerwhatyouwouldbring,whereyouwouldyouhaveyourpicnic,andwhatgamesyouwouldplay.(Drawapictureanduseyourletters/wordstolabelyourpicture)
NotestoTeacherEx:Whichsectionsoftexttofocusonforparticularteachingpoints;considerations
forgrouping;contentconnections,existingTEsupport,supplementalresourcesorlinks
StudentEngagement–Whatformatorstrategieswillgivestudentstheopportunitiestoactivelyengagewiththelearning?TPR,Think-­‐Pair-­‐Share,PointtoPictures
Itisimportanttorevisitthevocabulary(incontext)asneededduringtheclosereadandhaveyourstudentspoint/repeat/orshowthewordsdependingontheirmeaning.
-­‐ConsiderwhattheDay1readinglesson(p.97)hasstudentsdoinordertobetterplanyoursecondreadandgodeeperutilizingcloseread.(Rememberstudentsshouldbetheonesmakingmeaningofthetextwithguidancefromtheteacher’squestions.)
Considertheobjectiveoftheday1lesson.Withthatinmind,doesthethinkaloudachievethatgoalorwhatrefinementsneedtobemade?Howwillthislessonsupport/connecttotheobjectiveofthesecond/closeread?
-­‐LookattheELresourcebook(pp.12-­‐17)tohelpwithvocabularyandquestionformulationaswellasforadditionaltasks.