Download as PDF, PPTX
Uploaded byKatie Morrow
Critical Literacy: Text Dependent Reading and Writing for All
The document outlines a professional development course on critical literacy, focusing on text-dependent reading and writing strategies aimed at enhancing student engagement and comprehension. It emphasizes the importance of classroom discussions, annotation techniques, and writing skills, providing interactive activities and technology tools to support literacy instruction. The course also suggests utilizing peer review and various assessment tools to improve student outcomes in text-dependent analysis.
More Related Content
Similar to Critical Literacy: Text Dependent Reading and Writing for All
Critical Literacy: Text Dependent Reading and Writing for All
- 1. katie@esu8.orgKatie Morrow, ESU8 Critical Literacy Text Dependent Reading & Writing for all
- 2. Learning Goals: • Understandprinciples of Text- Dependent Reading and Writing • Strengthen students’ critical literacy skills in a habit- forming way • Make literacy-based instruction more interactive, more engaging, and more collaborative
- 3. Learner Experiences: • Quick,fast-paced sampling of key concepts related to Text Reading & Writing • Technology Connections embedded throughout • You try… interactive activities along the way
- 4.
- 5.
- 8. Close Reading… • short,complex passages • repeated readings • annotation • conversation
- 9. Close Reading Complex texts Littlefront loading Let students struggle — This is the space where learning takes place 2.
- 10. Distributive Scaffolds Multiple Readings Annotations Thoughtfullyplanned TDQ 1 2 3 4 Collaborative Conversations
- 11. Annotate while reading Visiblethinking Scaffold the close reading Consistent markings = code Explicit Comprehension Instruction
- 12. Set a Purpose https://academicliteracy.files.wordpress.com/2017/03/the-a-list-words-student-edition.pdf Annotatetowards a prompt. If unsure what the prompt means, use something like Jim Burke’s ‘A-List’.
- 13. Purpose = LEARNthe content Summarize a sentence or paragraph Paraphrase a sentence or paragraph Circle and define key words http://www.davestuartjr.com/purposeful-annotation-close-reading/
- 14. Use an AnnotationGuide
- 15. Digital Annotations Tech Toolsfor Pages (Mac or iPad) Canvas or Google Docs iBooks (Mac or iPad) Preview (Mac OS)
- 16. Green: Words, concepts, andideas that you already know well. Blue: Words, concepts, and ideas you've heard of or understand a little bit. Red: Words, concepts, and ideas you've never heard of. Highlights in iBooks
- 17. Green: Evidences of argumentsFOR Blue: Evidences of arguments AGAINST Yellow: Fact Statements Highlights in iBooks
- 18. Notes to StudyCards in iBooks
- 19. Split View withNotes app (Mac and iPad)
- 20. Open “If” pdfin ‘Preview’ Use the provided annotation guide Annotate the text You Try…
- 21. Text Dependent Questions Build theframe for a close reading lesson 3.
- 22. Phases of CloseReading/ TDQ What does the text say? How does the text work? What does the text mean? 1 2 3 4 What does the text inspire you to do? inspection investigation interpretation inspiration
- 23. Header Text goeshere Body Level One Body Level Two Body Level Three Body Level Four Body Level Five Slide used with permission from Stephanie Wanek
- 24. Browse through theexamples of text + TDQs Open ‘Eisenhowers_D-Day_text’ With a partner try to craft one good text- dependent question at each Level. You Try…
- 25.
- 26. “The positive effectsto be gained by attention to the general meaning of the text and the key details of the text are muted, if not entirely undone, if we ask students to do this work in silence, as an independent activity.” ~Fisher & Frey, 2015
- 27. Classroom discussions • Allowfor construction of knowledge NEED TO HAVE: • sustained dialogue (not just short questioning cycles) • uptake (teacher poses new ?s derived from students’ comments • authentic questions (that do not always have a single correct answer) **Quality of Quantity of Student Talk
- 28. In discussion andinstructional conversation “meaning is realized only in the process of active, responsive understanding.” ~Nystrand, 2006
- 29. online discussion forums socratic seminars fishbowl discussions 4corners discussions on a continuum - take a stand blogs Canvas discussionsbackchannels student-led discussions classroom debate
- 30. Catlin Tucker Developing DynamicDiscussion Questions •Begin with an eye-catching title •Embed media •Layer your questions •Ask controversial or polarizing questions •Encourage students to make connections •Be flexible •Focus on topics of interest to all Let’s see some of Catlin’s examples
- 31. With a partner(or independently) craft one dynamic discussion prompt and add it to the Canvas post You Try…
- 32. Text Dependent Writing “Writing isnot caught; it must be taught.” ~Anita Archer 5.
- 33.
- 34. “Short writing often. Notjust long writing seldom.” ~Anita Archer
- 35. Sentence Construction Sentence Expansion SentenceCombining Sentence Frames (Stems) WHY?: • When sentence formation is automatic, space is available in working memory to plan, compose, edit, and revise product. • Best way to help students score higher on a writing test? Write better sentences. • Short writing often, not just long writing seldom. Learning Goal: Help students improve TDA Writing by writing better sentences.
- 36. Complete the Practicesin Canvas: - Sentence Expansion - Sentence Combining - Sentence Frames You Try…
- 37. Stems & Frames Createcomprehension stems and frames to scaffold students’ thinking and processing of text. Select or adapt ready-made writing frames here: https://goo.gl/PGXhVe
- 38.
- 39.
- 40.
- 41. R: Restate the question A:Answer the question C: Cite examples from the text E: Extend your answer
- 42.
- 43. Peer Review inPages Pages features for literacy: Insert > Comment Edit > Speech > Start Speaking Edit > Start Dictation Edit > Track Changes Commenting and more
- 44. Peer Review inG Docs Google Docs features for literacy: Insert > Comment Accessibiltiy > Speak > Speak Selection Tools > Voice Typing View > Mode > Suggesting https://docs.google.com/a/esu8ne.org/document/d/
- 45. Open a Canvascourse for which you are the Teacher and explore the assessment options that seem most beneficial to you. You Try…
- 46.