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Text-Dependent Tasks April 27, 2016

This resource discusses the use of complex texts, text-dependent questions, and tasks in order to develop students' reading comprehension and critical thinking skills. It provides examples of tasks and activities that can be used across different grade levels.

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Text-Dependent Tasks April 27, 2016

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  1. Text-Dependent Tasks April 27, 2016

  2. Complex Text Process (Let’s Review) Choose a complex text: Begin with the end in mind. What do the students need to learn (CCSS)? What is the content to be taught with the text? What tasks will be completed after reading?

  3. Complex Text Process Develop text-dependent questions: Provide opportunity for understanding. Which parts of the texts may students struggle with? What do they need to be able to tackle the upcoming task?

  4. Complex Text Process Develop text-dependent task: Provide opportunity for students to apply their learning. How will this task address the level of rigor for the CCSS? How will you know that students have reached mastery?

  5. Characteristics of Text-based, Complex Tasks A – Meets the expectations set by the CCSS/ES for grade level and content. B – Is grounded in a complex text, and the text and task are strategically paired based on qualitative measures, quantitative measures, and the needs of readers. C – Includes text-dependent questions that push students to extract key meaning and ideas from the text. D – Necessitates the close reading of one or more texts in order to complete the task. E – Requires students to cite evidence from the text.

  6. An Excellent Resource!

  7. Sample Tasks See handout for examples. Tasks vary… • Seminars • Debates • Exit tickets • Graphic organizers • Writing prompts • Projects • Tests* • Etc.

  8. How are we using the complex text processalready at Endhaven? Kindergarten • Penguins (RI.K.1-RI.K.3, RI.K.9) • Day 1 – Close Read for the GIST – Penguins by Anne Schreiber • Day 2 - Close Read for Vocabulary (barb, coast, colony, equator, Marine mammals, webbed) • Day 3 and Day 4 - Close reading for TDQs • How do photographs help our understanding? • Can we have a pet penguin where we live? • Day 5 – TDT – Cumulative Writing Activity

  9. How are we using the complex text process already at Endhaven? Third Grade • Introduced Biography Unit and Biography Vocabulary • Students chose a Biography book on a person of their choice. • Students read the book. • Students reread the book and took notes. • Students used their notes to create a speech. • Students then reread their biography book and answered text dependent questions. • Students will present their speech during the Wax Museum.

  10. How are we using the complex text process already at Endhaven? Fifth Grade Literacy at a Glance: 1. Long Range Planning for the year: • Based on RI and RL standards • Divide standards based on what fits best with fiction and nonfiction reading • Planned month by month to ensure completion of all skills 2. Fiction Literacy: • Book clubs • Skills (reinforced with Stop and Jots) • Word Work (Making Meaning, Prefixes, Suffixes, Roots) • Writing 3. Non-Fiction Literacy: • Social Studies curriculum (land bridge into North America-Reconstruction after the Civil War) • Skills • Read-Aloud Books • Time for Kids • Compass Learning

  11. How are we using text-dependent tasks already at Endhaven? What we do now…………. • Skills embedded in everything we do each day • Using text dependent questions in book clubs, social studies text, and read-aloud books • Begin with the end in mind • Provide opportunities to apply learning with activities How we can make our teaching better……… • Linking the book club novels and standards instead of just looking at book levels • Choose read-aloud books based on standards • Activities will focus on one part of the big picture for every child (to ensure close reading)

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