It Depends...

Text Dependent Questions Drive Close Reading

    Close reading leads students on a path of thinking.  It starts with the literal meaning of a text and ends with exploration into deeper meaning and a plan for what could occur because something was read.  There are essentially three phases on this path from surface to deep comprehension.  

The questions with a bit of explanation are:

1. What does the text say?  The first stage involves the literal meaning of the text. It applies to explicit meaning or what the text says exactly. The anchor standards for this level are 1, 2, and 3.  
2. How does the text work?   The second stage deals with the mechanics of the text especially as it applies to vocabulary, structure and author's craft.  The corresponding standards are 4, 5 and 6.
3. What does the text mean? As the meaning expands the next path is integrating knowledge and ideas to locate deeper and at times hidden meanings and to make logical inferences based on what thetest says. The standards that makes this questions tick are 7, 8 and 9. 

    You may hear the ring of familiarity.  It's the same path you take each week as you use the resource.  You begin the week with standards one-three.  Move into structure, vocabulary and point of view(4-6).  You wrap up using the scaffolds found in the close reading companion and write to sources at the end(7-9).  

    Last week I was working with the third grade team on these concepts. The discussion began with an analysis of their previous CFA.  Our conclusion was that instruction may have just missed the mark because learning intentions and success criteria were not thorough enough. Additionally, they were able to see the connections within each week and unit as they unpacked the standards.  We discussed how standard two was more than just main idea and how it would inform success when kids completed the common core companion reaching standard 6 (point of view).  One of the points made was to read the entire standard. When we did this we noticed that students needed to determine key ideas that supported the main idea and summarize.  One of the items on the CFA was to choose a sentence that supported the main idea. This was something that kids were not able to do consistently.  This conclusion to teach the entire standard is critical in establishing the foundation of text dependency or What the text says explicitly.  Without the explicit understanding it is very difficult for kids to determine deeper meaning.  

    Think of text dependency as a staircase with critical steps to climb.  The team looked at standard four and how the vocabulary supported the central idea and key details.  Again, read the entire standard but note how this standard supports understanding of key details and the central(main) idea.  Finally, the mystery of point of view is solved when the other standards are used to draw the conclusion about why the author wrote the text.  Yes, read the entire standard.  Use the previous standards as success criteria when kids are working on writing to sources and the common core companion. They drew the conclusion that teaching the standard not the story is key.

    In the end the third grade team was able to see the interconnectedness of the standards and how text dependency supported their students' understanding of text.  Close reading is the how in comprehension. Text dependency (using the full standards) is the what.  When you begin to unlock your own understanding you will become the expert and guide supporting learning.

Remember meaning is uncovered through dependency on the text.  Using the entire standard is critical to build strategic readers.  It is what you teach so that kids can read anything that is put in front of them.

The Sum of our Parts

 

    Dias de los Muertos is celebrated until November 2nd.  It's fitting then that this blog is written in celebration of those we love and thinking of our family.  Specifically, we often think of those we lost on this day, however, I like to think of it as a day to enjoy our family and know that together we can accomplish so much.  I guess I'm just a little melancholy because I get to see my family who lives so far away but I do know the importance of loving those around us who have made us what we are.

    I believe this feeling translates to our work family also.  Having a close colleague at work is the sign of a healthy culture.  It is obvious to me and many of those who visit our school that that is the case at Bloomer.  Last week our culture was on display when we had visitors from McGraw Hill and ESC scheduled to visit literacy.  Julie had arranged to visit three classrooms that she felt would represent the work of the building.  Thank you to Amy Scherb, Rachelle Opp and Heather Humbert for your time and example. 

 These teachers represented the sum of our parts. The whole of our work.  

    Amy shares content with such specificity. She uses the language of her learning intention throughout the lesson.  In addition, she is constantly assessing and asking kids for clarity around her success criteria.  She uses individual nuance and I know that each student is recognized as she teaches.  She extends this specificity to her management also.  It is a sight to behold and one that is very successful.  Her DFA and CFA scores represent growth and alignment.  

    Rachelle's implementation of a read aloud, the precursor to the reading comprehension lesson in first grade, was sublime.  The expression and natural breaks as she read to emphasize prediction and character development(her learning intention) kept students' attention the entire time.  She asked kids questions exploring the success criteria about every 3-4 minutes which allowed them time to process.  I loved that she taught understanding of reading rather than the content of the story.

    Heather's lesson was based on writing.  The level of independence was exactly what makes students grow.  Kids were reading through their graphic organizers and working to write a first draft.  Heather individually conferenced with students to advance and  customize student learning.  Conferring with students should not be underestimated.  It's a perfect way to give students feedback in a lesson and allows student independence along with guided instruction.

Bloomer Look Fors

    Yes, these were three examples of teaching from our educational family.  They represent the addition of what we are working on and are accomplishing.  You have these skills also.  Thank you for continuing to work on specific areas found in the lookfors. 
You and your team are working within a culture that allows autonomy.  You see the difference when you look at data and then work together to change the status quo.  The examples shared are three ways that you can leverage learning.  

    

WE are a family.  We are carrying one another through rough patches and work to find clarity and success.  Day by Day we are becoming the school where everyone wants to be.  

WE are the SUM of our PARTS.  The stronger each part gets the stronger the building gets.