This document discusses text-dependent questions, which are questions that can only be answered by referring directly to details and evidence from the text. It explains that text-dependent questions should focus on analyzing, synthesizing, and evaluating the text, rather than just recalling facts. The document provides examples of non-text-dependent versus text-dependent questions and outlines a process for creating effective text-dependent questions that target key vocabulary, syntax, text structure, and themes. It emphasizes that text-dependent questions are important for engaging students with complex texts as required by the Common Core State Standards.
This document provides an overview of close reading and its importance in elementary education according to the Common Core State Standards. It discusses that close reading involves carefully analyzing a text through multiple readings to fully comprehend what the text directly states, how it is structured, and what it means. It emphasizes focusing on the text itself rather than outside knowledge. The document also includes examples of how close reading can be planned by selecting an appropriate text and developing text-dependent questions, as well as a video example of a close reading lesson in a 2nd grade classroom. The overall message is that close reading provides students with critical thinking skills to deeply analyze what they read.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes summaries of the text types and purposes for grades K-5 and 6-8. For ELA standards, it outlines the key areas of text types and purposes, production and distribution of writing, research to build knowledge, and range of writing. It also includes anchor standards for reading, writing, speaking and listening. Overall, the document summarizes the main components and expectations of the Common Core Standards for ELA.
This document discusses strategies for teaching and comprehending informational texts. It describes the complex structures of informational texts and strategies like using graphic organizers, recognizing text structures, connecting to prior knowledge, asking and answering questions, summarizing, and engaging students. Teachers should integrate these comprehension strategies and assess students to ensure they are learning from informational texts.
This document discusses strategies for conducting close reading with students. It begins by outlining the importance of literacy across all content areas and identifies some key strategies for close reading, including asking questions that require students to directly reference the text. Some specific question types are provided that focus on understanding the main ideas and details, how the text is structured, and determining meaning and making inferences. Close reading strategies like "No Opt Out", "Right is Right", and "Wait Time" are explained as ways to ensure students thoughtfully engage with the text.
The document provides guidance on developing academic reading skills. It discusses choosing texts to read, searching methods, referencing styles, and engaging critically with texts. The document encourages being consistent with referencing and checking with tutors on styles. It outlines a two-step process for critical reading: 1) making informed choices on what to read, and 2) critically analyzing the chosen texts by asking questions, contextualizing content, and comparing to other sources. Forms for general overviews and detailed critical synopses of texts are presented.
The document discusses close reading in elementary grades. It defines close reading as careful, sustained interpretation of a text to answer questions or form opinions. Close reading involves short passages, complex texts, repeated readings, annotation, and text-dependent questions. It is a key part of literacy and comprehension instruction. The document provides examples of close reading routines and resources for starting close reading, including lesson plans and curated article collections.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
The document discusses close reading strategies and their importance. It defines close reading as involving multiple readings of short text over multiple lessons, guided by text-based questions to deeply analyze aspects like vocabulary, rhetoric, and discovering different meaning levels. Close reading lessons have brief complex texts, individual/group readings, text-based questions focusing on discrete elements, student discussions, and writing about the text. The goal is to gradually release responsibility to students as they employ strategies independently. Close reading aligns with Common Core standards requiring building knowledge through nonfiction, reading/writing grounded in textual evidence, and regular practice with complex texts and academic language.
This document provides an overview of close reading and its importance in elementary education according to the Common Core State Standards. It discusses that close reading involves carefully analyzing a text through multiple readings to fully comprehend what the text directly states, how it is structured, and what it means. It emphasizes focusing on the text itself rather than outside knowledge. The document also includes examples of how close reading can be planned by selecting an appropriate text and developing text-dependent questions, as well as a video example of a close reading lesson in a 2nd grade classroom. The overall message is that close reading provides students with critical thinking skills to deeply analyze what they read.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes summaries of the text types and purposes for grades K-5 and 6-8. For ELA standards, it outlines the key areas of text types and purposes, production and distribution of writing, research to build knowledge, and range of writing. It also includes anchor standards for reading, writing, speaking and listening. Overall, the document summarizes the main components and expectations of the Common Core Standards for ELA.
This document discusses strategies for teaching and comprehending informational texts. It describes the complex structures of informational texts and strategies like using graphic organizers, recognizing text structures, connecting to prior knowledge, asking and answering questions, summarizing, and engaging students. Teachers should integrate these comprehension strategies and assess students to ensure they are learning from informational texts.
This document discusses strategies for conducting close reading with students. It begins by outlining the importance of literacy across all content areas and identifies some key strategies for close reading, including asking questions that require students to directly reference the text. Some specific question types are provided that focus on understanding the main ideas and details, how the text is structured, and determining meaning and making inferences. Close reading strategies like "No Opt Out", "Right is Right", and "Wait Time" are explained as ways to ensure students thoughtfully engage with the text.
The document provides guidance on developing academic reading skills. It discusses choosing texts to read, searching methods, referencing styles, and engaging critically with texts. The document encourages being consistent with referencing and checking with tutors on styles. It outlines a two-step process for critical reading: 1) making informed choices on what to read, and 2) critically analyzing the chosen texts by asking questions, contextualizing content, and comparing to other sources. Forms for general overviews and detailed critical synopses of texts are presented.
The document discusses close reading in elementary grades. It defines close reading as careful, sustained interpretation of a text to answer questions or form opinions. Close reading involves short passages, complex texts, repeated readings, annotation, and text-dependent questions. It is a key part of literacy and comprehension instruction. The document provides examples of close reading routines and resources for starting close reading, including lesson plans and curated article collections.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
The document discusses close reading strategies and their importance. It defines close reading as involving multiple readings of short text over multiple lessons, guided by text-based questions to deeply analyze aspects like vocabulary, rhetoric, and discovering different meaning levels. Close reading lessons have brief complex texts, individual/group readings, text-based questions focusing on discrete elements, student discussions, and writing about the text. The goal is to gradually release responsibility to students as they employ strategies independently. Close reading aligns with Common Core standards requiring building knowledge through nonfiction, reading/writing grounded in textual evidence, and regular practice with complex texts and academic language.
The document discusses various techniques writers use to appeal to audiences, including pathos, ethos, and logos. It uses examples from news articles to illustrate how pathos appeals to emotion, ethos establishes the writer's credibility, and logos relies on facts and research. Some articles are most effective because they use multiple appeals simultaneously. The document encourages close reading of articles and considering how writers develop their arguments and viewpoints.
The document discusses different techniques for writing effective introductory and body paragraphs for argumentative essays. It covers various forms that introductions can take, such as using definitions, comparisons, questions or delaying the thesis statement. It also discusses how to guide readers through body paragraphs using exposition to convey facts, interpretation to explain meanings, and signposts to outline what has been covered and what is coming. Effective use of sources is also addressed, emphasizing summarizing and paraphrasing over direct quotes with explanation.
The document provides guidance on writing concept papers, precis, summaries, and reaction papers. It discusses the key elements and processes for each type of writing. For concept papers, it describes the typical sections including introduction, purpose/need/rationale, project description, support or budget, and contact information. It emphasizes that concept papers are brief proposals used to assess project alignment with funder priorities before submitting a full proposal. The document then provides details on writing precis, summaries, and reaction papers, including defining each term, the writing process, and tips.
The document describes strategies for effective academic research and information literacy. It distinguishes between primary and secondary research sources, and discusses evaluating academic versus popular sources. Search techniques like using keywords, Boolean operators, and databases are covered. The importance of questioning sources and evaluating their credibility and reliability is also emphasized.
Part 2 unit 1 lesson 5 consideration in formal writingHome and School
This document discusses considerations for formal writing. It addresses choosing an organizational pattern based on audience and purpose, such as SPSE for reports and IMRD for research articles. Style and flow are also important - style relates to the purpose, tone for the audience, and content of each paragraph, while flow moves the reader through the text. Formal writing should avoid informal language and errors, and position the writer as part of their discourse community.
Easiest Way to Write a Thesis StatementCustomWriting
This useful and detailed guide will help you create great thesis statements easily and without any trouble at all!
Great tips created by our academic professionals with over 6 years of experience.
Looking for more academic help?
Check out our website: www.custom-writing.org
EN 106 Chapters 1 & 2 Greene & LidinskyMatt Mankin
This document summarizes chapters 1 and 2 from a textbook. Chapter 1 discusses habits of mind for academic writers, including critical thinking, inquiry, and seeing writing as a conversation. It provides steps for the writing process such as drafting, revising, and understanding writing is iterative. Chapter 2 explains how to read critically by annotating texts and analyzing rhetoric. It defines rhetoric and provides steps for rhetorical analysis, such as identifying the situation, purpose, claims, and intended audience. The overall document outlines key concepts and strategies for academic reading and writing.
An article writing guide outlines the typical structure and elements of an effective article. It recommends first understanding the purpose and audience, then brainstorming ideas and researching the topic. The guide suggests creating an outline with headings before writing the introduction, body, and conclusion. Quotes and examples should be included to engage readers and add credibility. Proper grammar, spelling, and proofreading are also important. The key is to tell a story that grabs readers' attention and takes them on a logical journey from beginning to end.
History Camp 2015 - Decoding and Applying Common Core for Public Historians: ...Mark Gardner
This document summarizes Mark Gardner's presentation on using close reading strategies from the Common Core State Standards to analyze 19th century historical sources. It discusses key aspects of close reading like rereading texts, using textual evidence to support claims, and asking text-dependent questions. Examples are provided of annotating images and responding to informational texts. The presentation emphasizes applying different "lenses" or perspectives to find patterns and develop understanding of source materials. The goal is to help public historians work with students to closely interrogate primary sources.
The document summarizes strategies for improving reading comprehension. It discusses connecting students to texts before, during, and after reading through building background knowledge, understanding text structure, establishing a purpose, and writing about or discussing what was read. It also addresses assessing whether students can comprehend textbook passages independently and providing support through pre-reading activities and simplified materials when needed. Formative assessment techniques are recommended to identify students struggling with reading speed, comprehension, or vocabulary.
This document provides an overview of critical reading skills part 2. It discusses interpreting and analyzing information by identifying the author's purpose and understanding claims. It also covers evaluating information while and after reading. Specific techniques discussed include identifying the author's claims and evaluating the strength of their reasons and evidence. The document also discusses fallacies that readers should be aware of, including red herrings, straw men, false dilemmas, slippery slopes, questionable cause, appeals to popularity, hasty generalizations, and special pleading. Overall, the document aims to teach readers how to question what they read by carefully analyzing an author's content, authority, and techniques for persuasion.
An article is a piece of writing intended for publication that is written in an interesting manner for a wide audience. Articles can describe experiences, present opinions or arguments, or provide information. Articles appear in magazines, newspapers, newsletters, leaflets, and brochures. The intended readers, where the article will appear, and its purpose determine an article's style, language, and structure.
Close and critical reading bookmarks june 2010Jennifer Evans
The document discusses close reading and summarizing text. It states that close reading first aims to determine the content of a passage through one or more readings. A first reading can aim to answer questions about a text, while a second reading determines the full content. Summarizing requires identifying main ideas and logical inferences to create a shortened version of the text. Various summarizing activities are described, such as circling important words/phrases or highlighting key ideas.
The Literacy Design Collaborative (LDC) supports the Common Core State Standards (CCSS) in the following ways:
1. LDC was built upon the CCSS literacy standards and merges them with important subject/content areas.
2. LDC work is centered around best practices in reading and writing instruction to ensure all students are prepared for career or college.
3. A CCSS/LDC classroom is learner-centered, collaborative, uses literacy as a tool for learning, values process over product, encourages shared decision making and opportunities for innovation.
This document provides advice for academic writing. It discusses developing an argument and hypothesis, organizing an outline, and researching a topic through critical reading and note-taking. The writing process includes planning with a thesis statement, drafting an introduction with background and a conclusion that wraps up the key points. When researching, it's important to evaluate sources and integrate them properly into the writing. Revising involves checking the fulfillment of the assignment, organization, style, and flow. Different types of writing like literature essays require focusing on analysis over plot summary and integrating quotations. The overall message is that starting early, planning thoroughly, and revising extensively are keys to strong academic writing.
This powerpoint was used to help frame a roughly 45 minute conversation about how to read social science texts for my p544, Applied Cognition and Learning Strategies course. In this course we are examining both cognitive and sociocultural theories of learning and so this presentation was geared towards exploring our growing understanding of those theoretical frameworks as well as providing some concrete tips for those who are new to the discipline and / or graduate school as they struggle with how to effectively read primary source material.
The document discusses what constitutes good essay writing. It notes that good essays (1) support ideas with evidence from references and related materials, (2) arrange complex ideas clearly without repetition, and (3) begin with an engaging introduction using simple language and sentences. Additional tips for good writing include rechecking for errors, signifying important points, choosing an interesting topic you have knowledge about, using a clear structure and flow, and following recommended formatting. Factors like an uninteresting topic, lack of background knowledge, and not following a format can negatively impact an essay. Writers should prepare by outlining major points before drafting to effectively convey their ideas.
This document discusses teaching reading comprehension strategies for nonfiction texts. It begins by explaining that 50% of reading material should be nonfiction by 4th grade according to the Common Core. It then provides examples of typical teacher questions and student responses that focus more on basic comprehension rather than deeper analysis. The rest of the document outlines specific comprehension strategies like determining main idea, key details, vocabulary, and using text features. It provides examples of questions teachers can ask and strategies they can explicitly teach students to help them comprehend nonfiction texts at a deeper level.
Text-dependent literacy involves asking questions about a text that can only be answered by explicitly referring back to the content in the text. It does not rely on outside background knowledge or experiences, but rather requires students to extract information directly from the text provided.
Memory involves three stages: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores visual and auditory information before passing it to short-term memory. Short-term memory actively stores information for 20-30 seconds before it moves to long-term memory. Long-term memory stores information unconsciously and retrieves it when needed. Organization of memory involves semantic networks that activate associated memories. Golden rules for improving memory include repeating information, organizing it, visualizing it, setting cues, grouping items together, and discussing information. Practical memory tips involve paying attention, engaging multiple senses, relating new information to prior knowledge, focusing on core ideas rather than details, rehearsing learned information, and using mn
The document discusses various techniques writers use to appeal to audiences, including pathos, ethos, and logos. It uses examples from news articles to illustrate how pathos appeals to emotion, ethos establishes the writer's credibility, and logos relies on facts and research. Some articles are most effective because they use multiple appeals simultaneously. The document encourages close reading of articles and considering how writers develop their arguments and viewpoints.
The document discusses different techniques for writing effective introductory and body paragraphs for argumentative essays. It covers various forms that introductions can take, such as using definitions, comparisons, questions or delaying the thesis statement. It also discusses how to guide readers through body paragraphs using exposition to convey facts, interpretation to explain meanings, and signposts to outline what has been covered and what is coming. Effective use of sources is also addressed, emphasizing summarizing and paraphrasing over direct quotes with explanation.
The document provides guidance on writing concept papers, precis, summaries, and reaction papers. It discusses the key elements and processes for each type of writing. For concept papers, it describes the typical sections including introduction, purpose/need/rationale, project description, support or budget, and contact information. It emphasizes that concept papers are brief proposals used to assess project alignment with funder priorities before submitting a full proposal. The document then provides details on writing precis, summaries, and reaction papers, including defining each term, the writing process, and tips.
The document describes strategies for effective academic research and information literacy. It distinguishes between primary and secondary research sources, and discusses evaluating academic versus popular sources. Search techniques like using keywords, Boolean operators, and databases are covered. The importance of questioning sources and evaluating their credibility and reliability is also emphasized.
Part 2 unit 1 lesson 5 consideration in formal writingHome and School
This document discusses considerations for formal writing. It addresses choosing an organizational pattern based on audience and purpose, such as SPSE for reports and IMRD for research articles. Style and flow are also important - style relates to the purpose, tone for the audience, and content of each paragraph, while flow moves the reader through the text. Formal writing should avoid informal language and errors, and position the writer as part of their discourse community.
Easiest Way to Write a Thesis StatementCustomWriting
This useful and detailed guide will help you create great thesis statements easily and without any trouble at all!
Great tips created by our academic professionals with over 6 years of experience.
Looking for more academic help?
Check out our website: www.custom-writing.org
EN 106 Chapters 1 & 2 Greene & LidinskyMatt Mankin
This document summarizes chapters 1 and 2 from a textbook. Chapter 1 discusses habits of mind for academic writers, including critical thinking, inquiry, and seeing writing as a conversation. It provides steps for the writing process such as drafting, revising, and understanding writing is iterative. Chapter 2 explains how to read critically by annotating texts and analyzing rhetoric. It defines rhetoric and provides steps for rhetorical analysis, such as identifying the situation, purpose, claims, and intended audience. The overall document outlines key concepts and strategies for academic reading and writing.
An article writing guide outlines the typical structure and elements of an effective article. It recommends first understanding the purpose and audience, then brainstorming ideas and researching the topic. The guide suggests creating an outline with headings before writing the introduction, body, and conclusion. Quotes and examples should be included to engage readers and add credibility. Proper grammar, spelling, and proofreading are also important. The key is to tell a story that grabs readers' attention and takes them on a logical journey from beginning to end.
History Camp 2015 - Decoding and Applying Common Core for Public Historians: ...Mark Gardner
This document summarizes Mark Gardner's presentation on using close reading strategies from the Common Core State Standards to analyze 19th century historical sources. It discusses key aspects of close reading like rereading texts, using textual evidence to support claims, and asking text-dependent questions. Examples are provided of annotating images and responding to informational texts. The presentation emphasizes applying different "lenses" or perspectives to find patterns and develop understanding of source materials. The goal is to help public historians work with students to closely interrogate primary sources.
The document summarizes strategies for improving reading comprehension. It discusses connecting students to texts before, during, and after reading through building background knowledge, understanding text structure, establishing a purpose, and writing about or discussing what was read. It also addresses assessing whether students can comprehend textbook passages independently and providing support through pre-reading activities and simplified materials when needed. Formative assessment techniques are recommended to identify students struggling with reading speed, comprehension, or vocabulary.
This document provides an overview of critical reading skills part 2. It discusses interpreting and analyzing information by identifying the author's purpose and understanding claims. It also covers evaluating information while and after reading. Specific techniques discussed include identifying the author's claims and evaluating the strength of their reasons and evidence. The document also discusses fallacies that readers should be aware of, including red herrings, straw men, false dilemmas, slippery slopes, questionable cause, appeals to popularity, hasty generalizations, and special pleading. Overall, the document aims to teach readers how to question what they read by carefully analyzing an author's content, authority, and techniques for persuasion.
An article is a piece of writing intended for publication that is written in an interesting manner for a wide audience. Articles can describe experiences, present opinions or arguments, or provide information. Articles appear in magazines, newspapers, newsletters, leaflets, and brochures. The intended readers, where the article will appear, and its purpose determine an article's style, language, and structure.
Close and critical reading bookmarks june 2010Jennifer Evans
The document discusses close reading and summarizing text. It states that close reading first aims to determine the content of a passage through one or more readings. A first reading can aim to answer questions about a text, while a second reading determines the full content. Summarizing requires identifying main ideas and logical inferences to create a shortened version of the text. Various summarizing activities are described, such as circling important words/phrases or highlighting key ideas.
The Literacy Design Collaborative (LDC) supports the Common Core State Standards (CCSS) in the following ways:
1. LDC was built upon the CCSS literacy standards and merges them with important subject/content areas.
2. LDC work is centered around best practices in reading and writing instruction to ensure all students are prepared for career or college.
3. A CCSS/LDC classroom is learner-centered, collaborative, uses literacy as a tool for learning, values process over product, encourages shared decision making and opportunities for innovation.
This document provides advice for academic writing. It discusses developing an argument and hypothesis, organizing an outline, and researching a topic through critical reading and note-taking. The writing process includes planning with a thesis statement, drafting an introduction with background and a conclusion that wraps up the key points. When researching, it's important to evaluate sources and integrate them properly into the writing. Revising involves checking the fulfillment of the assignment, organization, style, and flow. Different types of writing like literature essays require focusing on analysis over plot summary and integrating quotations. The overall message is that starting early, planning thoroughly, and revising extensively are keys to strong academic writing.
This powerpoint was used to help frame a roughly 45 minute conversation about how to read social science texts for my p544, Applied Cognition and Learning Strategies course. In this course we are examining both cognitive and sociocultural theories of learning and so this presentation was geared towards exploring our growing understanding of those theoretical frameworks as well as providing some concrete tips for those who are new to the discipline and / or graduate school as they struggle with how to effectively read primary source material.
The document discusses what constitutes good essay writing. It notes that good essays (1) support ideas with evidence from references and related materials, (2) arrange complex ideas clearly without repetition, and (3) begin with an engaging introduction using simple language and sentences. Additional tips for good writing include rechecking for errors, signifying important points, choosing an interesting topic you have knowledge about, using a clear structure and flow, and following recommended formatting. Factors like an uninteresting topic, lack of background knowledge, and not following a format can negatively impact an essay. Writers should prepare by outlining major points before drafting to effectively convey their ideas.
This document discusses teaching reading comprehension strategies for nonfiction texts. It begins by explaining that 50% of reading material should be nonfiction by 4th grade according to the Common Core. It then provides examples of typical teacher questions and student responses that focus more on basic comprehension rather than deeper analysis. The rest of the document outlines specific comprehension strategies like determining main idea, key details, vocabulary, and using text features. It provides examples of questions teachers can ask and strategies they can explicitly teach students to help them comprehend nonfiction texts at a deeper level.
Text-dependent literacy involves asking questions about a text that can only be answered by explicitly referring back to the content in the text. It does not rely on outside background knowledge or experiences, but rather requires students to extract information directly from the text provided.
Memory involves three stages: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores visual and auditory information before passing it to short-term memory. Short-term memory actively stores information for 20-30 seconds before it moves to long-term memory. Long-term memory stores information unconsciously and retrieves it when needed. Organization of memory involves semantic networks that activate associated memories. Golden rules for improving memory include repeating information, organizing it, visualizing it, setting cues, grouping items together, and discussing information. Practical memory tips involve paying attention, engaging multiple senses, relating new information to prior knowledge, focusing on core ideas rather than details, rehearsing learned information, and using mn
El documento discute los resultados deficientes de Colombia en pruebas internacionales como PISA y TIMSS, y argumenta que la educación colombiana enfrenta varios desafíos. Entre ellos se encuentran la brecha entre ricos y pobres que dificulta el acceso a la educación, la corrupción y falta de apoyo gubernamental, bajos salarios para maestros, y falta de recursos e igualdad de oportunidades entre zonas urbanas y rurales. Para mejorar, Colombia debe invertir más en educación, capacitar mejor a los maestros, e
Este documento discute a dieta revolucionária do Dr. Atkins. A dieta restringe carboidratos para controlar os níveis de insulina e promover a queima de gordura. A dieta permite perda de peso sem fome e melhora a saúde, reduzindo problemas como diabetes e doenças cardíacas. A dieta é baseada na ciência do metabolismo e na insulina, ao contrário das dietas populares que promovem carboidratos.
Rafat Alzuraiqy is seeking employment where he can utilize his education and experience. He has a diploma in Occupational Environmental Health and Safety from the Maritime Environment Training Institute as well as a Bachelor's degree in Business Administration from Cape Breton University. He has worked as an electrician in Saudi Arabia and has numerous safety, environmental, and technical certifications. His skills include working individually or in a team, fluency in English and Arabic, proficiency in Microsoft Office, strong communication abilities, and maintaining confidentiality.
The document is the State of the Judiciary address given by Mark E. Recktenwald on January 25, 2017. In the address, Recktenwald summarizes the work of the Judiciary in the past year, including constructing a new courthouse in Kona, increasing access to justice through self-help centers and online resources, programs to help at-risk youth and address issues like truancy, treatment courts to help those struggling with addiction or mental health issues, and partnerships to help address homelessness. Recktenwald expresses appreciation for support from the legislature and partners, and emphasizes the Judiciary's role in providing fair and impartial dispute resolution.
Martha Velandia es una asistente que puede resumir documentos en 3 oraciones o menos para proporcionar la información clave. El documento proporcionado solo contiene un nombre, Martha Velandia, por lo que el resumen es simplemente: Martha Velandia es el nombre de la persona mencionada en el documento.
[돈안드는 마케팅, 대기업도 이기는 전략, 마케팅 엔진 만들기]
본 강의는 중소기업, 스타트업, 예비창업자, 1인기업, 소상공인, 예술인 등 작은회사가 돈 안들이고, 대기업과 자본의 공세를 이겨낼 수 있는 '마케팅 기반의 비즈니스 모델'을 수립하고 현실화 시키도록 안내하는 정기공개강좌입니다.
이 강의를 통해서 최신의 마케팅 트랜드인 마케팅3.0과 린스타트업, 그로스해킹을 실질적으로 마케팅에 접목할 수 있게 됩니다.
본강의는 매주토요일 오전에 진행됩니다. 자세한 사항은 아래 링크 참조하세요~
https://www.facebook.com/SmallMarketingClinic
This document summarizes a study on cognitive ergonomics conducted by Namita Dubey under the guidance of Prof. D. A. Jolhe. It discusses the definition of cognitive ergonomics, its history emerging in the 1970s, and how it applies the field of psychology to optimize human-system interaction. The document also provides overviews of how the brain works, including perception, memory storage, and forgetting. It examines areas like attention, problem solving, coordination, and response time.
Domain 3 and text dependent questions dec 5aliciakostecki
The document discusses text-dependent questions and provides guidance on developing and using them. It defines text-dependent questions as questions that can only be answered by referring back to the text, not from outside knowledge or experience. It outlines three types of text-dependent questions and provides examples to illustrate the difference between text-dependent and non-text-dependent questions. Finally, it offers a seven-step process for creating text-dependent questions and suggests classroom strategies for using them.
Navigating Nonfiction Reading and WritingAileen Hower
This document discusses close reading of non-fiction texts. It defines close reading as carefully examining how authors use language and details to convey ideas. Close reading helps students analyze an author's central idea, perspective, and use of evidence. The document outlines strategies for close reading such as rereading, noting key details, and discussing how the author structures information. It emphasizes teaching close reading across grades and subjects to develop strong reading comprehension skills.
This document discusses passage based writing (PBW) and provides guidance on teaching it. It begins by explaining what PBW is - an essay that must be supported by specific details from the given passage. It then outlines a 6 step learning path for teaching PBW, with steps like identifying the prompt, close reading the passage, and composing a response. The document provides examples of modeling how to unpack prompts and close read text. It emphasizes having students practice these skills through deliberate instruction. Overall, the document aims to help teachers understand and teach the skills needed for PBW.
The document discusses close reading as an instructional approach. It defines close reading as carefully analyzing a text to understand its meaning and ideas. Close reading involves multiple readings of short, rigorous texts and using text-dependent questions to gain insight. Close reading builds reading skills and helps students understand increasingly complex texts, as required by the Common Core standards. The document provides guidance on planning and implementing close reading lessons, such as selecting appropriate texts, developing text-dependent questions, and supporting struggling readers.
Close reading involves carefully analyzing a text to understand the explicit and implicit meanings. It requires re-reading, annotating details, and making inferences supported by evidence from the text. Close reading develops students' ability to cite evidence, resolve conflicts, and support arguments. Teachers select texts and model close reading strategies to help students actively engage with texts. Text-dependent questions require students to refer back to specific details or ideas in the text to formulate answers.
2.intro to ela_literacy_shifts_presentation_slides_with_notesWRHSlibrary
The document summarizes the three key shifts in English Language Arts/Literacy required by the Common Core State Standards:
1. Building knowledge through content-rich nonfiction texts, which should make up 50-70% of what students read depending on grade level. This includes sequencing texts to build deeper understanding of topics.
2. Reading, writing and speaking grounded in evidence from texts, both literary and informational. Students must cite evidence to support their analysis and ideas.
3. Regular practice with complex texts and academic vocabulary. Text complexity levels should increase each year to prepare students for college. Teachers should scaffold support for students as they engage with complex texts.
This document provides an overview of a presentation on literacy in the content areas based on the Common Core State Standards. It begins with an agenda and discusses why literacy standards are needed for subjects beyond English based on international and national test results showing students struggle with complex informational texts. It outlines the shared responsibility of all teachers to incorporate literacy strategies and notes key shifts required by the Common Core, such as an increased focus on informational text, close reading techniques, and argumentative writing. Specific standards for literacy in history, science, and technical subjects are presented along with strategies for teachers to develop students' disciplinary literacy skills through close reading, accountable talk, and other interactive activities.
Structure of Academic Text/ Before, During and After ReadingHome and School
Here are my responses to the reading comprehension questions:
- This study suggests that how we use social media like Twitter may depend on whether we are using a mobile device or computer. Being aware of this could help me understand differences in how I and others communicate on these platforms based on the device. It may also influence how companies approach marketing and messaging for different devices.
- Personality likely influences how we choose to use technologies, but technologies can also shape our behaviors over time. Things like needing to be brief on mobile may encourage more direct/informal language. But core personality traits still drive our initial tendencies. It's a two-way relationship between person and tool.
- This adds nuance to assumptions about Twitter users.
Close reading involves analyzing a text at the word, phrase, sentence, and paragraph levels to identify the author's central idea and key details. It focuses on determining what the text explicitly says and means by having students reread strategically with the purpose of interpretation. Teachers guide close reading by asking text-dependent questions and selecting challenging texts worth rereading. Students must actively engage in interpretation without outside preparation.
This document discusses key instructional shifts prompted by the Common Core State Standards for English Language Arts, including an increased focus on complex texts, evidence-based reading and writing, and building knowledge through informational texts. It provides guidance and examples for teachers on implementing these shifts, such as conducting text complexity analyses, using text-dependent questions, supplementing existing curricula, and building knowledge through coherent text sets on topics. The document aims to clarify misconceptions and address challenges in transitioning to the Common Core standards.
This document provides an overview of a professional development session on processing the Common Core ELA shifts. It discusses the three main instructional shifts required by CCSS: building knowledge through nonfiction, reading and writing grounded in evidence from texts, and regular practice with complex texts. It then covers why each shift is important and provides examples of scaffolding strategies for complex texts. The document outlines the session agenda, which includes analyzing sample texts to determine complexity, working with text-dependent questions, and debriefing lessons learned.
This presentation provides discussion on the different assessment done in English particularly Objective Type of Test, Reading Comprehension Testing and Grammar Tests
Introduction to ELA/Literacy PA Core Standards, Grades 9-12Cissy Mecca
The document provides an overview of the PA Core Standards including the background and goals of the Common Core Standards, key shifts in English Language Arts including a focus on balancing literary and informational texts and building text complexity, and details on how the PA Academic Standards for ELA are organized and examples of vocabulary instruction frameworks.
This document discusses using the Common Core standards to challenge adolescent gifted readers. It outlines using powerful texts, differentiated teaching strategies, and practical classroom methods and materials. Specifically, it recommends analyzing how elements of stories interact, using advanced texts matched to readers' abilities, and employing strategies like literature circles that allow for student choice and interest.
The document provides advice on various aspects of academic writing such as researching, reading critically, using sources, planning and organizing essays, and revising. It discusses topics like researching online, taking notes, avoiding plagiarism, using quotations and paraphrasing sources, understanding essay topics, writer's block, thesis statements, introductions and conclusions. It also provides guidance on writing annotations, abstracts, comparative essays, and revising for issues like faulty parallelism. Specific verbs for referring to sources and formatting bibliographies are also covered.
This document provides strategies to use before, during, and after reading to improve comprehension. Some key strategies mentioned include using a KWL chart to activate prior knowledge before reading, having students use a facts chart to identify main ideas and supporting details during reading, and using exit slips or oral reports for students to reflect on and summarize what they learned after reading. The document emphasizes breaking passages into smaller chunks, differentiating instruction, and using graphic organizers to help students understand and engage with texts.
This document provides strategies to use before, during, and after reading to improve student comprehension. It describes several strategies for each stage including using text structure and frontloading vocabulary before reading. During reading, teachers can have students use strategies like identifying the main idea and supporting facts or breaking up passages into chunks. After reading, strategies involve summarizing, reflecting through exit slips or literature-based thematic units, and giving oral reports. The goal is to actively engage students both cognitively and physically throughout the reading process.
The document discusses essay tests and their characteristics. It defines essay tests as tests that require students to compose lengthy responses of several paragraphs. Essay tests assess higher-level thinking by measuring skills like analysis, synthesis, and evaluation. They give students freedom of response by allowing them to express ideas in their own words. Essay tests can assess abilities like recalling, organizing ideas and expressing oneself in writing. They come in restricted or extended response formats. The document also provides guidelines for constructing and scoring essay questions.
This document outlines a lesson plan for teaching students how to write an argumentative essay. It includes learning targets, success criteria, and activities to introduce the elements and structure of an argumentative essay using a model text. Students will then explore examples, explain the outline and thesis statement, and elaborate by gathering evidence, outlining an argument, and producing their own argumentative text on whether some traditions or customs should be stopped or given up. The lesson aims to help students learn how to write a precise thesis statement and create an outline for an argumentative essay.
Similar to 2.understanding tdqs presentation_with_notes_atc_updated_11_7_13(2) (20)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. achievethecore.org
The CCSS Requires Three Shifts in ELA/Literacy
1. Regular practice with complex text and it
academic language
2. Reading, writing and speaking grounded in
evidence from text, both literary and instructional
3. Building knowledge through content-rich
nonfiction
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3. achievethecore.org
Shift # 2: Text-Dependent Questions
1. Regular practice with complex text and its
academic language
2. Reading, writing, and speaking grounded in
evidence from text, both literary and
informational
3. Building knowledge through content-rich
nonfiction
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4. achievethecore.org
Time – In and Out of the Text
• More instructional time spent outside the text means less
time inside the text.
• Departing from the text in classroom discussion privileges
only those who already have experience with the topic.
• It is easier to talk about our experiences than to analyze the
text—especially for students reluctant to engage with
reading.
• The CCSS are College and Career Readiness Standards.
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6. achievethecore.org
Text-Dependent Questions...
• Can only be answered with evidence from the text.
• Can be literal (checking for understanding) but must also
involve analysis, synthesis, evaluation.
• Focus on word, sentence, and paragraph, as well as larger
ideas, themes, or events.
• Focus on difficult portions of text in order to enhance
reading proficiency.
• Can also include prompts for writing and discussion
questions.
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7. achievethecore.org
Three Types of Text-Dependent Questions
When you're writing or reviewing a set of questions, consider
the following three categories:
•Questions that assess themes and central ideas
•Questions that assess knowledge of vocabulary
•Questions that assess syntax and structure
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8. achievethecore.org
Non-Examples and Examples
8
In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at
something.
In “Letter from a Birmingham Jail,” Dr.
King discusses nonviolent protest.
Discuss, in writing, a time when you
wanted to fight against something that
you felt was unfair.
In “The Gettysburg Address” Lincoln says
the nation is dedicated to the
proposition that all men are created
equal. Why is equality an important
value to promote?
What makes Casey’s experiences at bat
humorous?
What can you infer from King’s letter
about the letter that he received?
“The Gettysburg Address” mentions the
year 1776. According to Lincoln’s speech,
why is this year significant to the events
described in the speech?
Not Text-Dependent Text-Dependent
9. achievethecore.org
Creating Text-Dependent Questions
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Step One: Identify the core understandings and key ideas of
the text.
Step Two: Start small to build confidence.
Step Three: Target vocabulary and text structure.
Step Four: Tackle tough sections head-on.
Step Five: Create coherent sequences of text-dependent
questions.
Step Six: Identify the standards that are being addressed.
Step Seven: Create the culminating assessment.
10. achievethecore.org
Core Understanding and Key Ideas
• Reverse-engineered or backwards-designed
• Crucial for creating an overarching set of successful
questions
• Critical for creating an appropriate culminating assignment
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11. achievethecore.org
Vocabulary
Which words should be taught?
• Essential to understanding text
• Likely to appear in future reading
Which words should get more time and attention?
• More abstract words (as opposed to concrete words)
persist vs. checkpoint
noticed vs. accident
• Words which are part of semantic word family
secure, securely, security, secured
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12. achievethecore.org
Syntax and Text Dependent Questions
• Syntax can predict student performance as much as
vocabulary does.
• Questions and tasks addressing syntax are powerful.
Example:
Who are the members of the wolf pack? How many wolves are in
the pack? To answer this, pay close attention to the use of
commas and semi-colons in the last paragraph on pg. 377. The
semi-colons separate or list each member in the pack.
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13. achievethecore.org
Structure and Text-Dependent Questions
Text-dependent questions can be crafted to point students’
attention to features of text that enhance understanding (such
as how section headers and captions lead to greater clarity or
provide hints regarding what is most important in informational
text, or how illustrations add to a narrative).
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14. achievethecore.org
Structure and Text Dependent Questions
Examples:
• “Look at the illustrations on page 31. Why did the illustrator
include details like the power outlets in the walls?”
• “Dillard is careful to place opposing descriptions of the natural and
man-made side-by-side. How does this juxtaposition fit with or
challenge what we have already read? Why might she have chosen
this point in the text for these descriptions?”
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15. achievethecore.org
Reading Strategies and Text-Dependent
Questions
• Text-dependent questions generally call on students to
employ reading strategies.
• Strategies are no longer taught in isolation.
• The text and readers’ need to comprehend it should
determine what strategies are activated - not the other way
around.
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16. achievethecore.org
Final Thoughts
• There is no one right way to have students work with text-
dependent questions.
• Providing for the differing needs of students means providing
and scaffolding supports differentially - not asking easier
questions or substituting simpler text.
• Listening and speaking should be built into any sequence of
activities along with reading and writing.
• “Re-read it, think it, talk it, write it”
• The CCSS require ALL students to read and engage with
grade appropriate complex text regularly. This requires new
ways of working in our classrooms.
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Editor's Notes
Delivering on the promise by the Common Core State Standards of higher student achievement for all students requires significant shifts in practice. The key area in ELA/Literacy to focus on in the classroom in 2012-13 is ensuring that students think about the text and the evidence in the text that is necessary for inferring meaning and achieving overall comprehension.
In this session, we’ll review the shifts in practice required by the Common Core State Standards in ELA/Literacy and dive deeply into what it means to recognize and create excellent text dependent questions for use in the classroom.
Existing questions in many reading programs were designed for a different set of standards. This session is designed to give you the information to recognize high quality text-dependent questions aligned to the expectations of the CCSS, where they exist, and create quality questions, where they do not.
The shifts are a high-level summary of the biggest changes signified by the adoption of the CCSS.
They represent the most significant shifts for curriculum materials, instruction, student learning, and thinking about assessment. Taken all together, they should lead to desired student outcomes. Communicate the shifts to everyone who will listen! Everyone working in your school and district should have a solid understanding of the shifts required in both ELA/Literacy and Mathematics. They are a great starting point for learning about and understanding the CCSS.
You can test any message or effort regarding the CCSS against these touchstones. From state, district, school, or classroom – how does X support the ideas of the shifts?
They are meant to be succinct and easy to remember.
Great text-dependent questions are key to building knowledge from content-rich text. Text-dependent questions will point students toward parts of the text most important to pay attention to.
Teachers can use questions to highlight and scaffold key knowledge and information from texts, and provide the necessary practice with complex text.
However, most clearly – and as highlighted here on this slide – text-dependent questions are in direct service of the 2nd shift toward reading and writing grounded in evidence from the text. Answering text-dependent questions requires students to examine and use evidence from the text.
1st bullet – The shifts require experience within the text – building knowledge primarily through reading, using evidence that can only be found in text, and exposure to academic vocabulary found in those very texts.
2nd bullet – For example, reading about tornadoes, then asking students to talk about a time when they were in a tornado only allows the students who have had this experience to engage. The expectations outlined by the CCSS are requirements for ALL students. By grounding the discussion in the text itself, all students are given an equal opportunity to engage. The text becomes a shared experience in learning about any topic.
3rd bullet – As texts and reading becomes challenging – it’s easier for students to disengage with the text and go to what they know (or think they know, based on their experience.) Requiring students to persevere through difficult text builds critical reading muscles.
4th bullet – Those reading muscles are what students will need to be successful in college and career – reading difficult subject matter or technical job-related information without anybody to support them is the critical skill necessary for success.
Low-level referring to Bloom’s Taxonomy or Webb’s Depth of Knowledge; good TDQs can be very complex and inferential.
Questions are meant to point towards the most salient aspects of the text; questions are not meant to test the skill or strategy of the week.
TDQs are not just questions; they can be powerful. Along with high quality complex text – they will drive the CCSS in the classroom
We know what TDQ’ are not. The next slide takes a closer look at what TDQ’s are.
TDQ’s should not require background knowledge (stores of background knowledge can be added to by collecting the evidence from the text to further build knowledge, or can be tapped into to make meaning of the text.)
Questions that involve analysis, synthesis, evaluation actually point towards the most difficult parts of text. Literal question do not.
TDQ’s will drive the CCSS in the classroom if questions are asked about words, sentences, paragraphs, big ideas, themes, relationships, etc.
TDQ’s are an opportunity to address the academic (tier two) vocabulary and syntax that are features of complex text – the features that make text difficult for students.
This means that good questions actually make students stronger and more capable readers.
Text-dependent questions require students to pay attention to the text at hand and to draw evidence from that text.
What does this look like in the classroom?
Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary argument both in conversation, as well as in writing, to assess comprehension of a text.
Students have rich and rigorous conversations and develop writing that is dependent on a common text.
This is not a formula – not every text will require the same process. These are guidelines.
Questions that directly address difficult sections of the text help with breaking down complexity. Help student to extract and create meaning where they otherwise wouldn't.
How many questions is enough? It varies from text to text.
Check “alignment to the standards" last, but use the language of the standards in the questions as much as possible.
Over the next few slides we’ll see examples of text-dependent questions that address various features of the text.
Refer to the handout – “Long Guide to Creating Text Dependent Questions”
When reading a text, clarify your own understanding regarding the core understanding, themes, and key ideas, so it can serve as your guidepost for creating questions. A coherent sequences of text-dependent questions will lead students towards understanding these ideas for themselves.
In literature the core understandings and big ideas can focus on the theme, interactions of characters, events in the story, important events, or any other features that are central.
In informational texts the core understandings and big ideas can be closely aligned to the important ideas, the author’s purpose, claims, or arguments.
By teaching your students the meaning of a word that is the member of a larger family of related words, you are giving them the power to learn many words from a focus on one.
Little in reading is better documented than the links between word knowledge and successful reading and learning outcomes. Concrete words are mastered much more quickly than are abstract words. Academic words are far more likely to be abstract and will need as much attention as you can provide. These words are also the ones that students are likely to encounter over and over again.
Text structure can be addressed through text dependent questions.
See the examples in the slide.
The text itself is the driver for what strategies would logically be employed to comprehend it fully. Text-dependent questions and tasks need to be created in such a way that they activate the reading strategies that would be useful and appropriate to solve some comprehension challenge a specific text presents. Reading strategies are taught in service to the reader's comprehension of the text.
In fact, the major reading strategies are contained in the Reading Standards 2 -9 for both literature and informational text. Other high value strategies such as, comprehension monitoring and rereading for understanding, are activated throughout the process of answering the questions because the demand for text evidence pushed the reader back to the text and constantly asks for a check on understanding.
(If participants are getting stuck on this point - since it represents such a shift from current practice - it may be useful to take the anchor standards for reading and either name each one for the group or ask people to work in small groups to do it for themselves. This should help reassure teachers that by creating questions that are aligned with the standards they will get frequent opportunities to have students practice using reading strategies and can build in their customary teaching and modeling of strategies into those same organic opportunities.)
A variety of approaches is best: small groups working together question by question, pair/shares, tackling some independently through a written response, whole class discussions... These are all powerful ways to work with students on this kind of evidence gathering and careful reading.
The Common Core Standards exist for all students. We must create new and powerful ways to allow this access to all students.