What does it look like and sound like when students use evidence to support their thinking?. Essential Question. TRADITIONAL DEFINITION The writing in a book or magazine, rather than the pictures, or any written material. The words, phrases, or sentences on a printed page.
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What does it look like and sound like
when students use evidence to support their thinking?
Conveys meaning & allows interpretation
structures or symbols
arranged with intention
We don’t ‘read’ to find one idea, we ‘read’ to find layers of meaning. This helps students to develop claims and defend them using evidence from the text.
Unlocking Complex Texts
by Laura Robb, 2013
SL.1 Speaking & Listening Standard
GOAL: To identify differences between grade level expectations in SL Anchor Standard 1
are at the
Anchor Standard 3:
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Integration of Knowledge and Ideas
Craft and Structure
Key Ideas and Details
How do we know it is ‘worthy of a close reading?”
What could we teach with this text?
Analyze text for possible teaching points
Identify text dependent questions
First Reading: What is the main idea of this text?
Second Reading: How does the first paragraph in “Buried Alive!” differ from the introduction in “A Brief History of Pompeii?
Third Reading: Find evidence in “Buried Alive!” about how the author feels about this topic. Why did the author title the article “Buried Alive!”?
Begin with the students in mind
“What instruction do my students need?”
Match a text with the objective
Plan text-dependent questions to support the objective
Close reading instruction in Spanish K-5
Build connections in English through Lit-based ESL
Consider language proficiency level
Scaffold by giving exposure to text prior to the whole group instruction (Especially levels 1-3)
Use a second language lens
when selecting text
Level 1:Recall and Reproduction
Level 2:Basic Application of Skills & Concepts
Level 3:Focus on Strategic Thinking
Level 4:Extended Thinking
Science wasn’t very interesting until we started talking about it.
I never realized how much was involved in a good conversation.
It was weird. When we finished talking, we had a totally new idea.
Conversations not only made us sound smarter, I think they actually made us smarter.