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Leadership Team
Meeting
April 17, 2013
Bellringer
How do you use formative assessment grades in your classroom or building?
Clear Learning Goals
1. Communicate student achievement through summative assessments not through practice and formative assessments (learning process).
2. Utilize the most recent achievement evidence to determine grades.
3. Create text dependent questions to go with the accompanying passage.
Close Reading
Reach Associates
Close Reading
Reach Associates
Close Reading and Text-Dependent Questions
Attributes of Close Reading lessons:
Selection of a (brief), high quality, complex text
Individual reading of the text
Rereading the text
Text-based questions and discussion that focus
on discrete elements of the text
Discussion among students
Writing about the text
Close Reading – Demonstration Lesson
• I Have a Dream – Excerpt
Analyzing Text Dependent Questions
Text Dependent Questions…
• Are questions that can only be answered with evidence from the text
• Can be literal but can also involve analysis, synthesis, evaluation
• Focus on word, sentence and paragraph as well as larger ideas, themes or events
• Focus on difficult portions of text in order to enhance reading proficiency
• Do not rely on students possessing background knowledge or experiences to answer
Text Dependent?
• Is there equality for all in 2013? What evidence do you have to support your claim?
• In paragraph 3, Kings leads us to understand who he is speaking of when he talks of equality. Based on his words in this paragraph, who is he referring to?
• Was there ever a time you were treated unfairly? How did it make you feel?
9
Text Dependent?
• Based on this passage, what is King’s dream for his children? State it in your own words.
• What imagery is being created in the fourth paragraph? What figurative language is used to create this image?
• What would you have done if you were in the crowd hearing Dr. King’s speech?
10
Close Reading – Demonstration Lesson
• I Have a Dream – Excerpt
Multiple Reads
Create Some Text Dependent Questions Framing TDQs
• Ask why the author chose a particular word
• Analyze the impact of the syntax of a sentence
• Collect evidence like a detective on a case
• Tests comprehension of key ideas and arguments
• Look for pivot points in a paragraph
• Track down patterns in a text
• Notice what’s missing or understated
• Investigate beginnings and endings of texts
• Analyze how portions of the text relate to each other/ the whole
?
Non-Text Dependent Questions
• Are books without pictures or conversations useful?
• How would you react if you saw a talking rabbit?
• Would Alice have followed the rabbit down the hole had she not seen it look at a watch?
• What do you know about Lewis Carroll?
13
Text Dependent Questions
• Why wasn’t Alice “burning with curiosity”when she initially saw the rabbit? Whatsubsequent events led to her feelingthis way?
• In the opening paragraph Alice states“what is the use of a book… withoutpictures or conversation?” What doesthat sentence reveal about her?
14
Text Dependent Questions
• What details about the rabbit catchAlice’s eye in the third paragraph?
• Around what word does the meaning ofthe third paragraph pivot? How does thatchange the initial meaning of the paragraphand channel it in a new direction?
15
Summer DILT Meeting Dates
July 24 & 25
8:30-3:30
Central Elementary
Library
2013-2014 Work
•New Science Standards•PGES – Professional Growth & Effectiveness System
•Unit Plans
•Common Assessment
•Standards Based Grading
•Continue Literacy Work
Exit SlipWhich grading fix did you select to implement this year in your classroom & why?