2. 2
Performance Tasks
(PT)
•Focus on reading,
writing, speaking
and listening, and
research.
•Measure depth of
understanding,
interpretive and
analytical ability,
basic recall,
synthesis, and
research.
•May take place over
time.
Selected-Response
Items (SR)
•Traditionally known
as Multiple Choice.
•Include a stimulus
and stem followed
by three to five
options (students
select one).
•Students select the
best answer.
Constructed-
Response Items (CR)
•Assess targets and
claims that are of
greater complexity.
•Ask students to
develop answers
without suggested
answer choices.
Technology-
enhanced
Items/Tasks (TE)
•Provide evidence
that could not be as
reliably obtained
from traditional SRs
and CRs.
•May stand alone or
may be used as part
of the Performance
Task and/or
Constructed-
Response items.
•Examples-
reordering text,
selecting and
changing text,
selecting text, and
selecting from drop-
down menus.
3. 1. Post-it Notes
2. Guided Highlighted Reading
3. Other examples:
CCSS Bookmarks
Steps to a Deeper Understanding of Expository Text
Profundity in the Margins
Close and Critical Reading Article
ELA Problem of the Day
4. The use of questioning routines, such as
QAR, questioning the author, or Bloom’s,
is effective for developing text-dependent
questions.
Regardless of the system used, the
questions should be developed in advance
of the lesson to ensure that the discussion
regularly guides students back to the text.
( p 119 Text Complexity by Douglas
Fisher)
5. Independent reading of the text is
supported through a series of
instructional moves including:
setting the purpose, teacher
modeling, guided instruction, group
work, and independent tasks.
6. Set Purpose: To engage 4th grade students
in a close reading of an excerpt from an
informational book on the history of the
development of “Post-it Notes.”
◦ Purpose is to discover how a familiar office product
was initially thought to be a failure and to trace its
development as a useful item.
Strategy Handout
http://goanimate.com/videos/0a-
NoWeTg67E?utm_source=emailshare&refuser=0ftuoUzE84H4
7. Invite students to read it first to
themselves
Have them write on a
sticky note any words
or phrases they do not
know.
Also have students take
notes on sticky notes
listing major events.
Give extra support to
those students you
know will need it during
independent reading.
This will need to be
modeled the first time
you do it.
8. After students have
finished reading, have
them turn and talk to their
partner to describe one
surprising fact that they
learned about the invention
of Post-it Notes.
To start, use this language
frame: “I was amazed to
learn that _________!”
Write your amazing fact on
a sticky note to be used in
the discussion.
9. Take notes or record an
anchor chart listing the
amazing facts the
students share.
Record unfamiliar
or unclear words or
phrases and how
they attempted to
understand them.
Recorded
responses will be
used to determine
what will be
modeled.
10. Explain to students
that you will read
parts of the text
together, and from
time to time, you will
explain your thinking
to them.
Start by orienting the
students to the correct
part of the text you
wish to address:
For example, in
Paragraphs 7 and 8:
• “Fry used some to
coat his markers.”
After finishing the
shared reading,
transition students to
a discussion using a
series of text-
dependent questions.
11. Keep in mind that the purpose of text-
dependent questions are to prompt
rereading, encourage the use of textual
evidence to support answers, and deepen
comprehension.
Initial questions should be designed to
highlight the explicit meaning of the text.
However, do not stop there, but progress
toward more challenging questions.
12. 1. Post-it Notes began as an idea that didn’t work but then became a very useful
product. Using evidence from the text, describe the sequence of events that led to
this invention?
2. The author tells you twice when Spencer Silver first invented the adhesive that
would be used in the Post-it Notes. The first time is in the fourth paragraph, when
she tells us it was 1970. Then, she tells us the same information again later in a
different way. How did you figure out the answer?
3. Do you believe the author has a positive or a negative view of Post-it Notes and
its inventors? What words or phrases lead you to believe that?
4. What were some of the qualities of the inventors that you can infer from this text?
What passages helped you draw these conclusions?
13. Students gather their Post-it Notes to use for
a journal or essay writing activity.
Prompt: What does it take to be an inventor?
Students will write a short summary of the
invention of Post-it Notes.
Students will identify at least two
characteristics of inventors, using at least two
quotations from the text.
14. Frog and Locust
Set Purpose
First Reading
First Discussion
Second Discussion
Second Reading – Teacher led read aloud and
think aloud strategies
Third Discussion
Journal Writing
15. Set Purpose: To engage 2nd grade students
to understand what a folktale is and why
people in the Southwest might have a folktale
about rain.
Strategy Handout
16. Invite students to read it first to
themselves
Have them write on a
sticky note any words
or phrases they do not
know.
Also have students take
notes on sticky notes
listing major events.
Give extra support to
those students you
know will need it during
independent reading.
This will need to be
modeled the first time
you do it.
17. After students have
finished reading, have
them turn and talk to their
partner to describe one
surprising fact that they
learned about the Pueblo
folktale.
To start, use this language
frame: “I was amazed to
learn that _________!”
Write your amazing fact on
a sticky note to be used in
the discussion.
18. Take notes or record an
anchor chart listing the
amazing facts the
students share.
Record unfamiliar
or unclear words or
phrases and how
they attempted to
understand them.
Recorded
responses will be
used to determine
what will be
modeled.
19. Explain to students
that you will read
parts of the text
together, and from
time to time, you will
explain your thinking
to them.
Start by orienting the
students to the correct
part of the text you
wish to address:
For example, in
Paragraph 3, “The
frog croaked – “ Did
the frog really die?
After finishing the
shared reading,
transition students to
a discussion using a
series of text-
dependent questions.
20. 1. What happened after the frog sang by himself?
2. Describe the setting of the folktale.
3. Do you believe the author has a positive or a negative view about
folktales?
4. What were some of the qualities of the folktales that you notice from
this text?
21. Students gather their Post-it Notes to use for
a journal or essay writing activity.
Prompt: Why would people in the Southwest
have a folktale about rain?
Students will write a short summary of Frog
and Locust.
Students will use at least two examples from
the text providing evidence of what lack of
rain will do.
23. How would you use this strategy
in preparation for a performance-
task?
(Turn and Talk)
24. Is text driven and meaning-based
Focuses students on the context of text
Guides students to read for one reading purpose at a time
Invites and guides students to revisit the text more than once
Guides students to return to the same text for multiple purposes
Targets the acquisition of skills needed for close and critical reading
Builds fluency and stamina in readers
Uses multiple senses: visual, auditory, and kinesthetic
25. 1. Select Text
2. Identify vocabulary
that needs to be taught
in advance
3. Determine a context
for the information that
could frame it for the
students’ prior
knowledge
4. Consider what kind of
discussion you want to
come from the reading
of the text
5. Select the appropriate
information to be
highlighted based on the
goal for the discussion
6. Map out the text
paragraph by paragraph
with prompts to
highlight the information
7. Students use a
highlighter and follow
directions to highlight
the text requested by the
prompt
8. Students compare
their highlighted text
with one another
28. 1. Read the
Preamble of the
United States
Constitution
2. Highlight as
directed (p 74)
3. Review other
activities (p 75-
81)
4. What
discussion of this
content might
take place? (turn
and talk)
29. Frog and Locust
In line #1, find and highlight the length of time without rain
In line # 6, find and highlight what was left at the bottom of the canyon
In line #7, find and highlight what happened to the puddles
In line #13, find and highlight what would happened to the frog’s puddle and
the frog if it didn’t rain soon
In line #15, find and highlight what the frog did to bring rain
In line #20, find and highlight what lived on the top of the mountain
31. How would you use this strategy
in preparation for a performance-
task?
(Turn and Talk)
32. Bringing Close Reading and Accountable Talk
into an interactive Read Aloud of Gorillas
(grades 3-4) -- Lucy Calkins Introduction
http://www.youtube.com/watch?v=nznO1BM
tahw
40. 1. Identify materials to be used (reading texts, basal,
science books, blogs, videos, etc.)
2. Identify main objective (claim and target) you
would like the students to learn about; be sure
evidence from the materials can be easily collected to
support student learning.
3. Be sure prior knowledge has been supported for
students’ ability to take notes, construct essay
responses, previous strategies modeled, etc.
4. Develop explicit prompt for student response.
5. Write clear directions.
6. Take Performance Task through ELA Test Blueprint
44. 1. Post-it Notes
2. Frog and Locust
3. Preamble
Look at 3rd Discussions or Journal/Essay
Writing – How would you create a
performance task? Turn and Talk
47. Select one of the following articles to read:
http://www.kidzone.ws/lw/frogs/facts.htm
and take notes on the Big Ideas note paper you
received.
Read the following and add to your notes:
http://www.slideshare.net/Tiz11China/the-story-
of-rat-and-frog
Watch the video and look for additional facts to
add to your notes:
http://www.youtube.com/watch?v=oMFxQsaT274
54. Form grade level groups.
Select materials to use.
Begin writing assessments.
Be sure to use the blueprint.
Have Fun!
Editor's Notes
Read think aloud portion on p 125
P 125
Read think aloud portion on p 125
P 11 Guided Highlighted Reading
1. Make sure to identify a variety of materials; 2. Main objective/question should easily allow for students to collect evidence; 3. Students must previously be taught how to take note, how to write a response, etc.
