Why? • Improve test scores • Challenge students • Meeting literacy standards
Text complexity • Qualitative measures • Range of factors- levels of meaning, structure… • Quantitative • Sentence and word length/ unfamiliar words • Readers and task • What the readers bring to the table and what they can handle
What does annotating look like? • Writing all over the paper!
Question stems • What are the strengths and weaknesses of… • What would happen if… • What is another way to look at… • Idea: Put questions stems on the tables?
Protocols! • Everyone has favorites • Similarities • READING! • WRITING • ANNOTATING
Six Levels of Questioning • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation
The Question Funnel • Overview- create questions, clear up most student questions, leaving difficult questions for whole group • Teacher preparation: • find a short text (paragraph, graph, picture, etc.) • Find a longer text for students to annotate or use post it notes
The Question Funnel • Read independently • Annotate with questions- underline, highlight, write questions • Share questions with a partner • Try to answer some questions • Share questions with table • Share questions with whole group • Thick vs thin questions
The Question Funnel • Read a second article • Follow steps from before • CLASS DISCUSSION and time to answer/research deep questions
From Telling to Teaching • Overview- students read more independently, the teacher monitors and questions the students instead of giving them answers
From Telling to Teaching • Materials- a short text or a chunked article
From Telling to Teaching • Step 1- students read the selection alone, writing/annotating what they are discovering • Once all students have finished the teachers asks them to rate his/her understanding on a scale of 0-10 • Step 2-3 this process is repeated two more times • 3 independent readings, writings, and ratings
From Telling to Teaching • After the third reading the students write about what happened to their understanding of the text each time they read it. • What did rereading the selection do for you as a reader? • Did your ratings go up or down? Why? • In what ways can a lower rating actually mean that your understanding has improved? • List any questions you still have about the selection.
From Telling to Teaching • In groups of 3-4 students discuss what they wrote • Students re-rate their understanding after the group discussion • The teacher leads a discussion and any unanswered questions are researched.
Lifting a Line • Materials needed- one short text or a long, chunked text
Lifting a Line • Protocol • Students read a text 2-3 times independently, underlining lines they feel are important or they have questions about • Students pick a line they feel is most important • Students write a paragraph about that line and give reasons why it is the most important • In groups of 3-4 students discuss their lines and any questions. They make a t-chart with similarities and differences • Groups present tcharts and different ideas • Textual evidence to support ideas • To summarize, the teacher reflects and summarizes the ideas of the group rather than trying to provide a definitive interpretation
Claims • A claim is a statement of opinion or belief • Thesis- singular, overachieving claim which dictates the path of argument. • In most cases, a thesis requires several claims put together, to demonstrate its power.
Evidence • Material from the text or outside sources • Supports the claim