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HandoutsCombined2 15 13
HandoutsCombined2 15 13
Presented by
Kathy Glass
650-366-8122
kathy@kathyglassconsulting.com
www.kathyglassconsulting.com
1
Assume Youre Under Surveillance
Andy Kessler
Its been over 60 years since George Orwell published 1984, said Andy Kessler, and
Big Brother is finally watching. There are around 30 million commercial surveillance
cameras in the U.S., and thousands of government cameras, recording your image at
banks, tollbooths, grocery stores, and public places. Police patrol cars in many cities are
being equipped with automatic license-plate readers that check 1,000 plates an hour
against databases of scofflaws. With facial-recognition technology in the works, how long
until police identify 1,000 faces per hour walking around the streets? Online, your emails,
searches, and website travels are being tracked and recorded; so are your travels in the
real world, as revealed by your smartphone or your tablets GPS. The government can
easily demand access to all this information. Ominously, the National Security Agency is
building a massive, $2 billion data center in Utah capable of storing 5 zettabytes of data
the equivalent of every email, cell phone call, Google search, and surveillance-camera
video for a long time to come. If you are online or out in public, you may well be under
surveillance. Plan for it.
Original source: The Wall Street Journal; printed in The Week, January 9, 2013
NOTETAKING SPACE:
EXPLANATION EXAMPLES
SUBJECTS PROMPTS
Does America still provide access to The American Dream to the tired, the poor, and the huddled masses? After reading The Right to
Studies
Social
Fail, the keynote address from the 2004 Democratic National Convention, and other literary and informational texts, write a synthesis
essay that addresses the question and support your position with evidence from the texts.
Consider whether uranium use and nuclear fission are the best methods of producing energy in light of concerns about global warming.
(Chemistry)
Science
After reading scientific sources, write a report addressing this consideration. Support your position with evidence from the texts. Be sure to
acknowledge competing points of view. Give examples from past or current events to illustrate and clarify your positions.
Kenton County (Kentucky) examples from Across the Subjects, Reading on Agenda by Catherine Gewertz in Educational Week, 4/25/2012
SUBJECTS PROMPTS
What is metaphor? After reading The House on Mango Street and drawing from other works youve read this year, write an essay that
ELA
defines metaphor and explains how authors use it to enhance their writing. Support your discussion with evidence from the texts.
What did the authors of the American Constitution mean by rights? After reading the Bill of Rights, write an essay that defines rights
Studies
Social
and explains rights as the authors use it in this foundational document. Support your discussion with evidence from the text. What
implications can you draw?
Can talent be learned? After reading scientific sources, write an essay that defines innate abilities and explains its relevance to talent.
Science
How does energy move from one place to another? After reading different sources, write a definition of energy in your science journal
Science
and explain what energy can do. Support your writing with information from the text.
Trail of Tears, write a narrative article from the perspective of a Choctaw and George Gains. L3 Use dialogue to convey multiple storylines.
How would a fairytale be different if told from another character? After reading or listening to several fairytales, rewrite one from the point
(elem.)
ELA
SUBJECTS PROMPTS
What was it like to live in the Victorian age in England? After reading accounts about life in the Victorian age, write an article that relates a
ELA
account that relates significant events in its history. L2 Use imagery and sensory language to develop your work.
What was it like to be an early explorer of the Americas? After reading accounts of a selected early explorer, write a series of journal
Studies
(upper
elem.)
Social
entries about the life of an explorer including tools he used, routes he took, and his successes and obstacles. L2 Keep first person point of
view and use sensory details so readers can get a clear picture of this explorers experiences.
Source: Kathy Glass www.kathyglassconsulting.com
NOTETAKING SPACE:
An expectation in the Common Core State Standards is to focus students on reading closely to
examine difficult text. Teachers are expected to instruct in a manner that allows students to interact
with complex text frequently and independently. The designers of the Common Core do not mandate a
particular strategy or method of teaching, but rather allow teachers and curriculum designers to use
their professional judgment and expertise to help students meet goals articulated in the Standards. That
stated, what I provide here is a lesson outline that you can use to teach complex text. Students will not
receive instruction specifically in a particular reading strategy (e.g., questioning, clarifying, rereading),
but rather teachers should employ these strategies in a more authentic way when the need arises as
they engage with text. These lesson suggestions are culled and adapted from the website
www.achievethecore.com.
b. Prior to beginning instruction around a text, divide it into sections or passages. Students will
then focus on one section or passage at a time.
c. Underline words in the text that students will probably not be able to define based on
context clues. Provide definitions of these words in the margin or on a separate sheet of
paper. (See Step 2 of Designing Text-Dependent Questions)
d. Use bold to indicate Tier 2 words, or general academic words, that students should learn.
These are the kinds of words that appear across content area texts and can likely be defined
using context clues (e.g., determine, vary, abstract, associate, parallel). During instruction,
spend time teaching these words and also modeling how to use context clues to determine
meanings. Let students know that you expect them to use the same process to master
words in other text. (See Appendix A, pages 33-35) (See Step 2 of Designing Text-
Dependent Questions)
2. Introduce the passage (teacher). Teachers should avoid conducting prereading activities prior to
students experiencing the text on their own. However, teachers might give brief definitions of words
in which context clues do not reveal meanings. Additionally, teachers might set the stage for the
lesson by posing an essential guiding question and stating the title and author. Teachers can also tell
students that the text is considered challenging; therefore, students will need to reread and examine
it carefully to discover its deep meaning which is what they will be doing with your guidance. It is
okay to share with students that they might struggle during the first reading, but that is to be
expected and perseverance is warranted.
3. INITIAL EXPOSURE: Read, annotate, discuss, and listen to the passage (students). Expose students
to a given text passage two times initially: through independent reading and by listening. For this
initial exposure, you might reverse the order of the two methods below depending on the difficulty
of a passage and the fluency abilities of students.
b. Discuss with a partner and class. Invite students to discuss and respond to one anothers
thoughts and ideas about the text based on their annotations, notes and observations. Ask
partners to share their discussion highlights and constantly remind them to refer to
evidence from the text as they share. Make a list of words that are unknown; discuss and
model how they can use context clues to determine meanings.
c. Listen to text. Students follow along or listen as the teacher or a student who is a skilled
reader reads aloud. Or teachers can play a recording of the text section. Hearing the text
allows students to internalize the rhythm and syntax of a text that they might not have
considered when reading silently. Also, it gives students the opportunity to hear proper
pronunciations of unknown words.
5. Complete formal assessment (students). Teachers prepare and administer a final assessment that
calls on students to demonstrate their understanding of the whole text. (See Step 3 in Designing
Text-Dependent Questions)
Figure 5.4
from Mapping Comprehensive Units to the ELA Common Core Standards, K5, by Kathy Tuchman Glass
Presented by
Kathy Glass
www.kathyglassconsulting.com
kathytglass@yahoo.com
1
Schedule
8:30 to 9:45 Presentation
3:30 Adjourn
Agenda
Build Text-Dependent Questions
UseText-Dependent Questions
to Facilitate Instruction Around
Complex Text
What are text
dependent
questions?
How do I craft
them?
4
Text-dependent questions, as the
name denotes, are questions designed
around a fiction or nonfiction piece that
prompt readers to use the actual text to
respond. These are questions designed
to compel students to examine and
analyze the authors work at a
sophisticated level to decipher surface
and hidden meanings.
From Mapping and Designing Units to the ELA Common Core, 6-12 by
Kathy Glass
Not Text-Dependent Text-Dependent
In Casey at the Bat, Casey What makes Caseys
strikes out. Describe a time when experiences at bat
you failed at something. humorous?
In Letter from a Birmingham What can you infer from
Jail, Dr. King discusses Kings letter about the
nonviolent protest. Discuss, in letter that he received?
writing, a time when you wanted
to fight against something that
you felt was unfair.
In The Gettysburg Address The Gettysburg Address
Lincoln says the nation is mentions the year 1776.
dedicated to the proposition that According to Lincolns
all men are created equal. Why is speech, why is this year
equality an important value to significant to the events
promote? described in the speech?
www.achievethecore.org
Why does the narrator
kill the old man?
Evidence from text:
I think it was his eye! Yes, it was this!
One of his eyes resembled that of a
vulture -- a pale blue eye with a film over it.
Whenever it fell upon me my blood ran
cold, and so by degrees, very gradually, I
made up my mind to take the life of the old
man, and thus rid myself of the eye for
ever.
From Edgar Allen Poes The Tell-Tale Heart
Example from Julie Jackson-Forsberg
Why does the narrator
insist that he is not a madman?
Student response: The narrator insists that he is
not made because he is wise.
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Essential Understandings
1. People search for a place to call home and a sense
of family to foster security.
2. Sometimes the truth needs to remain secret to
protect people from harm.
3. Effective leaders can help unite disparate groups to
achieve a unified goal by using compromise and
strategy.
4. The structures and behaviors of living organisms
help them adapt to their environments so they can
survive.
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STEP 2: Identify
What Is Noteworthy
Writing style, e.g., repetition
of sentence structure, Tone
phrases, particular words Flashbacks
Passages that are: Foreshadowing
ripe for making inferences Dialect
Bias
are difficult to read
Irony
because of syntax
Imagery
make a significant point or Allusion
need interpretation Metaphor
complicated because of Simile
figurative language
Kathy Glass www.kathyglassconsulting.com
STEP 2 Examples
Allusion:
Its been over 60 years since George
Orwell published 1984
Imagery:
the National Security Agency is building
a massive, $2 billion data center in Utah
capable of storing 5 zettabytes of datathe
equivalent of every email, cell phone call,
Google search, and surveillance-camera
video for a long time to come.
www.kathyglassconsulting.com
Mood: general feeling of the work; the
emotions readers feel while reading; conveyed
through dialogue, setting, plot, images.
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Informative/Explanatory Essays
Students use their research and their
identification of patterns [emotion word
families] to help them answer the following
prompt: How do Douglass' feelings change
over the course of this piece? What is
Douglass trying to show about how slavery
makes people feel? Write a paragraph in
which you show how his feelings change and
what you believe he is trying to show the reader.
Douglass selection from www.achievethecore.org
Informative/Explanatory Essays
Students should write an adequately planned
and well-constructed informative essay
regarding the meaning of the essays title -
Living Like Weasels. Why has the author
chosen this title? Why is it significance?
Students should include at least three pieces
of evidence from the text to support their
thoughts.
Dillard selection from www.achievethecore.org
Narrative
For homework, choose one of the following
prompts to complete: (1) Construct a
narrative that teaches the same lesson(s)
that Tom [Sawyer] learns at the end of the
passage. Incorporate both the voice of a
narrator, as well as dialogue in your story. (2)
Write a parody of the scene by changing the
characters and work being done to reflect a
modern dilemma.
www.achievethecore.org
Opinion/Argument
Language Arts: Opinion/Argument
Read Emma Lazarus poem The New
Colossus. Stake a claim about the theme of
the text. Be prepared to orally defend your
interpretations and judgments through
evidence from the text.
From Mapping Comprehensive Units to the ELA Common Core K5 by Kathy Glass
STEP 3:
Create Final Assessment
1. Read about the step. Read pages 8-9 of the
Word packet about Step 3.
2. Create a final assessment. To do so:
Revisit essential understandings and review
grade level standards.
Determine how students can best
demonstrate understanding of text passage
via an appropriate text type.
Consider length of text.
28
Kathy Glass www.kathyglassconsulting.com
Designing Text-
Dependent Questions
Step 1: Develop essential understandings around
the text
Step 2: Identify what is noteworthy about the text
Step 3: Create a final assessment
Step 4: Target vocabulary, sentence syntax, and
text structure
Step 5: Recognize key details
Step 6: Delve into challenging areas of the text
Step 7: Arrange questions in appropriate order for
instruction
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Three Tiers of Words
www.achievethecore.org
Text-Dependent Sentence
Task
Rewrite this It is a melancholy object to those
sentence into who walk through the great town
your own or travel in the country, when
words. What they see the streets, the roads,
mood does it and cabin doors, crowded with
evoke? beggars of the female-sex,
following by three, four, or six
children, all in rags and
importuning every passenger for
an alms.
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Generic Tailored to Text
How do the What effect does Sachers writing have on
sentence readers in this passage?
beginnings or He had driven straight into a hole.
sentence He lay on the dirt staring at the truck,
structures impact which struck lopsided into the ground. He
the text? Reflect sighed. He couldnt blame his no-good-
the authors dirty-pig-stealing-great-great-grandfather this
style? time.
Divide a long Divide Patrick Henrys sentence into simpler
sentence into parts and explain what each part means:
simpler parts. But different men often see the same
What does each subject in different lights; and, therefore, I
part mean? hope it will not be thought disrespectful to
those gentlemen if, entertaining as I do,
opinions of a character very opposite to
theirs, I shall speak sentiments freely, and
without reserve.
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STEP 4: Target vocab., sentence
syntax, and text structure
1. Read about the step. Read pages 12-13 of the
Word packet about Step 4.
2. Target vocab., syntax, and structure. Review
your student text and make sure you have flagged
those words and passages that appeal to this step.
3. Create questions. Create text-dependent
questions to satisfy this aspect of deciphering
complex text. Convert appropriate general
questions in the Word packet (p. 12-13) to specific,
text-dependent ones.
Kathy Glass www.kathyglassconsulting.com
STEP 5:
Recognize Key Details
Can be a combination of any of these types of questions:
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Examples of Questions for Step 5
(Key Details)
(Q1) Why is Douglass specific about making
friends with little white boys?
(Q2) How did Douglass learn how to read
when running errands?
(Q1) What features of a weasels existence
make it wild? Make it violent?
(Q2) What instances in the text show a display
of weasels being obedient to instinct?
www.achievethecore.org
STEP 6: Delve into
Challenging Areas of the Text
Focus on:
dense material
inferential opportunities
hard to interpret literary devices
complicated figurative language
Possible overlap with Step 4 (syntax) if
passages with challenging sentence
structure have sophisticated content.
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Examples of Questions for Step 6
(Challenging Text)
(Q8) Put the great law of human action and
the difference between work and play into
your own words.
(Q10) When she sees the weasel Dillard says,
I've been in that weasel's brain for sixty
seconds. What did she find there?
Homework: In your journal, write an entry
describing the effect of seeing the weasel. What
experience does Dillard compare it to, and how
is this an apt comparison?
www.achievethecore.org
Generic Tailored to Text
Why does the author Why does Dahl use irony? What
use this literary device effect does it have on the reader?
(hyperbole, allusion,
dialect, etc.): _____?
What do characters How do Anne Franks actions and
decisions reveal about decisions define her character?
themselves? How and why do our impressions
of her change?
What literary devices Cisneros uses the metaphors of
does the author use? an onion, rings of a tree trunk,
Provide an and stacking dolls to describe
interpretation or growing old. Reread that
rewrite the passage in paragraph and rewrite it in your
your own words. own words.
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Standard Text-Dependent Questions
www.achievethecore.org
The sequence of questions should
not be random but should build
toward more coherent understanding
and analysis.
An effective set of discussion
questions might begin with relatively
simple questions requiring attention to
specific words, details, and arguments
and then move on to explore the
impact of those specifics on the text
as a whole.
Source: Revised Publishers Criteria
How do teachers
facilitate close
reading of complex
text?
50
Prepare for Close Reading
Divide it into sections or passages.
Underline words where there are no context
clues; provide definitions in the margin or on
a separate sheet of paper.
Use bold to indicate Tier 2 words, or general
academic words.
Develop essential understandings of the
whole text and text-dependent questions
associated with each section of the text.
Word packet p.15-16
www.kathyglassconsulting.com
www.achievethecore.org
Ideas for Introducing
the Passage
Avoid conducting prereading activities; allow
students to experience the text on their own.
Give brief definitions of words in which
context clues do not reveal meanings.
Set the stage for the lesson by posing an
essential guiding question and stating the
title and author.
Prepare students for complexity.
Word packet p.18-19
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IN DEPTH EXAMINATION:
Answer Text-Dependent Questions
and Perform Tasks
Prompt students to reread text frequently and
independently to address text-dependent
questions and tasks.
Students refer to evidence from the text when
responding.
Tasks can be varied and might include a
combination of formal and informal responses.
Use a variety of teaching methods.
Use a variety of grouping configurations.
Word packet p. 18-19
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Grouping and Instructional
Strategies Ideas*
Think-Pair-Share
Roundtable
Individually
RAFT
Pairs or Trios
Games
Small Group
Cubing
Whole Class
Graphic Organizers
Jigsaw
Reciprocal Teaching
* Not a finite list
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Aligned materials should guide
students to gather as much as they
can about the meaning of [Tier 2]
words from the context of how they
are being used in the text, while
offering support for vocabulary
when students are not likely to be
able to figure out their meanings
from the text alone.
Kathy Glass 57
kathytglass@yahoo.com Kathy Glass www.kathyglassconsulting.com
def. sym./pic.
sent. ex.
58
Kathy
Lesson Design Glass kathytglass@yahoo.com
for Differentiated Instruction, pg. 119
Write one of these Tier 2
words in the center
of your graphic organizer:
Determine Calibrate
Obstacle Itemize
Layer Periphery
Admission Misfortune
Relative Dignified
Vary Faltered
Formulate Unabashed
Specificity Spouted
Accumulate Eruption
Kathy Glass kathytglass@yahoo.com
Find 4 SEPARATE people who
are sitting near you who can
fill in your squares.
Kathy Glass 61
kathytglass@yahoo.com
Kathy Glass www.kathyglassconsulting.com
What renewable energy is What proponents of
renewable energy say
RENEWABLE
ENERGY
What opponents of What you predict about
renewable energy say renewable energy based
on text
63
Kathy Glass www.kathyglassconsulting.com
Glass
Kathy kathytglass@yahoo.com
Sample Questions
Use obvious in a
sentence that shows
you know its meaning.
What is not an
example of careful?
a) watching both ways
when crossing the
street; b) wearing
sunscreen at the
beach; c) going biking
Star Cards
Here
without a helmet
Kathy Glass kathytglass@yahoo.com
Word packet p. 20
serene friendly
fast-paced cultural
CITY
Kathy Glass 67
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Source: Amy Shellmans class
NATURAL HIGH
happy healthy
unwanted violent
ADDICTION
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kathytglass@yahoo.com
Question Suggestions
English
Complex sentences are two
Game Cards simple sentences combined by a
Here comma and coordinating
conjunction. (True/False) 1
SPACE
What are two synonyms for the
word beautiful? 2 SPACES
History
What are responsibilities of
citizens? 2 SPACES
What are the 3 branches of
government? 1 SPACE
Name two causes of the American
Star Cards Revolution. 2 SPACES
Here
Lesson Design for Differentiated Instruction by Kathy Glass
See website:
www.kathyglassconsulting.com
CINDERELLA
shy gentle
cruel ugly
STEPMOTHER
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BEOWULF
courageous reckless
diabolical heinous
GRENDEL
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kathytglass@yahoo.com Kathy Glass kathytglass@yahoo.com
Your responses
must include
evidence from
the text.
Kathy Glass, Glass Educational Consulting
469 Eleanor Drive
Woodside, CA 94062
Phone: 650-366-8122
E-mail: kathy@kathyglassconsulting.com
Website: www.kathyglassconsulting.com
Website:
Downloadable resources: lessons, templates,
PPts, Common Core Standards (Word)
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