2. Learning Goals:
• Understand principles of Text-
Dependent Reading and
Writing
• Strengthen students’ critical
literacy skills in a habit-
forming way
• Make literacy-based
instruction more interactive,
more engaging, and more
collaborative
3. Learner Experiences:
• Quick, fast-paced sampling
of key concepts related to
Text Reading & Writing
• Technology Connections
embedded throughout
• You try… interactive
activities along the way
13. Purpose = LEARN the content
Summarize a sentence or paragraph
Paraphrase a sentence or paragraph
Circle and define key words
http://www.davestuartjr.com/purposeful-annotation-close-reading/
16. Green: Words, concepts,
and ideas that you
already know well.
Blue: Words, concepts,
and ideas you've heard of
or understand a little bit.
Red: Words, concepts,
and ideas you've never
heard of.
Highlights in iBooks
22. Phases of Close Reading/ TDQ
What does the text say?
How does the text work?
What does the text mean?
1
2
3
4 What does the text inspire you to do?
inspection
investigation
interpretation
inspiration
23. Header Text goes here
Body Level One
Body Level Two
Body Level Three
Body Level Four
Body Level Five
Slide used with permission from
Stephanie Wanek
24. Browse through the examples of text + TDQs
Open ‘Eisenhowers_D-Day_text’
With a partner try to craft one good text-
dependent question at each Level.
You Try…
26. “The positive effects to be gained by attention to
the general meaning of the text and the key
details of the text are muted, if not entirely
undone, if we ask students to do this work in
silence, as an independent activity.”
~Fisher & Frey, 2015
27. Classroom discussions
• Allow for construction of knowledge
NEED TO HAVE:
• sustained dialogue (not just short questioning cycles)
• uptake (teacher poses new ?s derived from students’ comments
• authentic questions (that do not always have a single correct answer)
**Quality of Quantity of Student Talk
28. In discussion and instructional
conversation “meaning is realized only
in the process of active, responsive
understanding.”
~Nystrand, 2006
30. Catlin Tucker
Developing Dynamic Discussion Questions
•Begin with an eye-catching title
•Embed media
•Layer your questions
•Ask controversial or polarizing
questions
•Encourage students to make
connections
•Be flexible
•Focus on topics of interest to all
Let’s see some of Catlin’s examples
31. With a partner (or independently) craft one
dynamic discussion prompt and add it to the
Canvas post
You Try…
35. Sentence Construction
Sentence Expansion
Sentence Combining
Sentence Frames (Stems)
WHY?:
• When sentence formation is automatic, space is
available in working memory to plan, compose,
edit, and revise product.
• Best way to help students score higher on a
writing test? Write better sentences.
• Short writing often, not just long writing seldom.
Learning Goal: Help students improve TDA Writing
by writing better sentences.
36. Complete the Practices in Canvas:
- Sentence Expansion
- Sentence Combining
- Sentence Frames
You Try…
37. Stems & Frames
Create comprehension stems and frames to
scaffold students’ thinking and processing
of text.
Select or adapt ready-made writing frames
here: https://goo.gl/PGXhVe