Dependent Questions and Supplemental Support. Marsha Hamilton Anna Dellinger

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1 Scaffolding Complex Text with Text Dependent Questions and Supplemental Support Marsha Hamilton Anna Dellinger

2 Our Background Jones Elementary -High population of students in poverty -ELL majority Diane August Scaffolding for English Learners ELL Researcher David Pook Text Dependent Questions CCSS PARCC

3 Today s Agenda Close read Complex text Question types Sample lessons (3 rd, 5 th ) Question creation tool Benefits

4 What is a Close Read?

5 What is a Close Read? All students reading rich complex text Reread several times Read for meaning on multiple levels

6 What is complex text? Rich authentictext Small amounts Poems Speeches Jacket Covers Song Lyrics

7 Planning for a close read Pick a rich complex text Create questions/choose standards Text dependent and Supplementary Create writing prompt/individual Create writing prompt/individual accountability piece

8 Text dependent vs. supplementary questions A text dependent questions is any question that requires evidence directly from the text, without calling on student background knowledge. A supplementary question is a question or set of questions designed to support the answering of a text dependent question. Can be a natural process or pre-planned

9 Your World (Georgia Douglas Johnson) Your world is as big as you make it. I know, for I used to abide In the narrowest nest in a corner, My wings pressing close to my side. But I sighted the distant horizon Where the skyline encircled the sea And I throbbed with a burning desire To travel this immensity. I battered the cordons around me I battered the cordons around me And cradled my wings on the breeze, Then soared to the uttermost reaches With rapture, with power, with ease!

10 Close Read Lesson Plan Text: Your World Grade: 3 rd Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.6 Text Dependent Questions: What is the meaning of the word abide in the first stanza? Give evidence. RL.3.4 Who is the narrator of this poem? Who is speaking? RL.3.6 What does the author mean when he says the distant horizon? RL.3.4 Compare and contrast how the narrator feels in the first stanza and the third stanza. RL.3.3, RL.3.5 What does the narrator mean when he says to travel this immensity in stanza two? RL.3.4 How is the word battered used in the last stanza? Use the second line of that stanza to help you understand it s meaning in the sentence. RL.3.4 How did the narrator soar by the end of the poem? RL.3.1 This poem is written from a bird s point of view. What would it look like if it was written from a person s point of view? RL.3.6, RL.3.2. ASSESSMENT: After completing this close read of complex text, you are now ready to write a short summary explaining what this poem means. Summary starter: In this poem Skills to embed into close, analytical reading: L.3.1 Nouns: world, wings, breeze, horizon, nest, skyline, sea, Verbs: battered, cradled, soared, encircled, pressing, throbbed, Adjectives: narrowest, burning, big, Pronouns: it, I, me, my, you, your

11 Cheyenne Again By Eve Bunting One day he comes, The Man Who Counts, and says: A boy, aged ten. He has to go! And when he comes again he has with him the tall policeman in his White Man s clothes, the one called Taking Man. He wears the hat and spurs the gleaming silver badge, that mark his work. Run! Run! Run fast, my mother tells me. Hide! But, No! my father says. Young Bull must leave. Now is the White Man s world. He needs to learn the White Man s ways. The corn is drying out. There will be food in this place they call school, Young Bull must go. And so they walk me to the train, The Man Who Counts and Taking Man. You will speak English, says Taking Man. It will be better so. He shines his shining badge. I do not want to be like him. This is the Sleeping Room, they tell me at the school. So bare a place. The beds in rows. No huddle of my brothers, warm around. No smell of smoke. No robe spread on the ground. I will be lonely here They take away my buckskins and my shirt. The deerskin moccasins my mother made. They cut my braids, give me a uniform of scratchy wool the color of an ashen sky, with buttons to the neck. No more Cheyenne, they say. You have lost nothing of value. You will be like us.

12 Close Read Lesson Plan Dellinger Text: Cheyenne Again Day one: Stanzas 1-5 Standards: RL51 RL52 RL53 RL54 RL56 Text Dependent Questions Who has come to take the boy? What words or phrases in the second stanza show who the speaker is? What evidence in stanzas 3 and 4 indicate where the boy is being taken? In Stanza 2, how does the point of view of the mother differ from that of the father? Use evidence to support your answer. What reasons does the father give in stanza 2 for Young Bull going with the white men? According to the boy, what is missing from the sleeping room? What symbolism can be inferred by the single line in stanza 5? Day 2: Stanza 6 In the first two sentences, what is being taken? What line in stanza 6 indicates the white man s opinion of Cheyenne? In what ways is the boy forced to change? Use text evidence to support your answer? What is the theme of stanza 6? Cite specific evidence from the text. ASSESSMENT: Select either me or they to use as a character to complete a Bio Poem. Compare/Contrast with other students Bio Poem Compare/Contrast with other students Bio Poem WRITING TASK: Compare and contrast the white man s culture to the Cheyenne culture. Write a compare and contrast essay.

13 Creating questions Text dependent question checklist

14 Benefits we ve seen so far Exposes students to concepts/ideas they would not access themselves (on their own) Higher order thinking Increases confidence Challenges thinking Differentiates for above grade level students

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