Text-Dependent Questioning: Critical Response to Reading

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ClosereadingactivityInstructionalPlanTemplate.docx

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Reading and Literacy Growth grades 4-6

Assignment Topic: Text-Dependent Questioning: Critical Response to Reading

Assignment instruction: Use instructional plan template below. Briefly, respond to the questions in the template. Using APA style and reference.

· Create and implement a close reading activity specifically addressing the use of text-dependent questions with your intermediate literacy learners in grades 4-6. Closing reading activity with group of intermediate literacy learners in grades 4-6 in a small group setting.

Text-Dependent Questioning: Critical Response to Reading

Close Reading Activity Instructional Plan Template

Candidate’s Name: Setting/Grade Level:

Subject(s): School:

Date: Theme/Title:

1. PLANNING

Standards Addressed

List the standards by including the state, number of the standard(s), and a description of the standard(s).

Which international, national, or state, or content standards does this lesson address?

1. PLANNING

Learning Outcomes/SMARTGoals

What will students learn?

This is an example of smart goals:

S= All students in the class will show growth on CCSS Reading standards

M= STAR Reading Assessment

A= 5 th grade standards: 5.RF.3 & 5.RF.4,(CCSS Reading Foundational Skills) 5.RI.1-10(CCSS Reading Informational Text)

R= Students divided into four subgroups based on preassessment data, and growth targets identified

T= By June 2015

What is The SMART goals information for lesson

S=Specific, M=Measurable, A=Appropriate, R=Realistic, T=Timebound.

1. PLANNING

Learning Objectives (at least two)

What will students do? All objectives must be measurable.

Support for creating Learning Objectives: Review the document with Bloom’s Taxonomy verbs.

1. PLANNING

Bloom’s Revised Taxonomy

Which level(s) of Bloom’s Revised Taxonomy are targeted? Make sure that you reach the higher levels of Bloom’s Taxonomy (Evaluating and Creating).

☐ Creating

1. PLANNING

Real World Contexts

What real-world contexts are included in the lesson? Link the topic of the lesson to the relevance for the student. Include opportunities for students to demonstrate career and college readiness skills.

1. PLANNING

Collaboration

How was collaboration with other professionals, families, and/or community leaders included for this lesson? Describe the collaborative effort.

2. METHODOLOGY
Learning Experience/ Activity List the activities, including how you activate background knowledge and bring closure to the lesson. Please make sure you can demonstrate student engagement throughout the lesson. Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson.	Introductory/Anticipatory Set
	Building/Applying Knowledge and Skills by engaging students in their learning. List and explain all of the activities that you will use in the lesson. Connect each activity back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.
	Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning. List and explain how each student will take this knowledge and transfer it to real-world situations. Provide at least two examples of this knowledge and transfer. Diversity of instruction in the lesson: Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson. Use the following definition of diversity when addressing this issue. Diversity. (1) Individual differences (e.g., personality, interests, learning modalities, and life experiences), and (2) group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background)
	Synthesis/Closure: Include at least one instructional strategy that supports the objectives and provides closure in the lesson for the students.

2. METHODOLOGY

Instructional Strategies

What instructional strategies/methods will you use?

Connect each strategy and method back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.

☐	Constructions Standard: Objective:	☐	Nonlinguistic Representations Standard: Objective:
☐	Cooperative Learning Standard: Objective:	☐	Peer Editing Standard: Objective:
☐	Discovery Standard: Objective:	☐	Practice/Drill Standard: Objective:
☐	Discussion/Questioning Standard: Objective:	☐	Practicum Standard: Objective:
☐	Experiment Standard: Objective:	☐	Problem Solving Standard: Objective:
☐	Field Study Standard: Objective:	☐	Questions, Cues, and Advance Organizers Standard: Objective:
☐	Graphic Organizers Standard: Objective:	☐	Reflection/Response Standard: Objective:
☐	Generating and Testing Hypothesis Standard: Objective:	☐	Reinforcing Effort and Providing Recognition Standard: Objective:
☐	Homework and Practice Standard: Objective:	☐	Reporting Standard: Objective:
☐	Identifying Similarities and Differences Standard: Objective:	☐	Role-playing Standard: Objective:
☐	Independent Learning Standard: Objective:	☐	Setting Objectives and Providing Feedback Standard: Objective:
☐	Journal Standard: Objective:	☐	Simulation Standard: Objective:
☐	Laboratory Standard: Objective:	☐	Summarizing and Note Taking Standard: Objective:
☐	Lecture Standard: Objective:	☐	Viewing/Listening/Answering Standard: Objective:
☐	Library Research Standard: Objective:	☐	Other (Please specify) : Standard: Objective:

Why did you choose these instructional strategies/methods?

What levels of Bloom’s Taxonomy did your students reach?

Explain the activities that support these areas of Bloom’s Taxonomy.

Use the literature provided in course resources and/or outside resources to support your reasoning for each strategy.

How will you group students for instruction (individual, small group, large group, or whole class)? Explain your rationale.

1. MATERIALS

Materials Used

T = FOR TEACHER

S = FOR STUDENT

Include at least one digital material.

T	S	Materials used	T	S	Technology utilized
☐	☐		☐	☐	Cassettes/CDs
☐	☐		☐	☐	Graphing or Scientific Calculator
☐	☐		☐	☐	Slides
☐	☐		☐	☐	Tape Recorder
☐	☐		☐	☐	VCR/TV/DVD/Laser disc
☐	☐		☐	☐	Assistive Technology
☐	☐		☐	☐	Cell Phone/Mobile Device
☐	☐		☐	☐	Digital/Video Camera
☐	☐		☐	☐	Concept Mapping Software
☐	☐		☐	☐	Social Networking
☐	☐		☐	☐	Virtual World (e.g., Second Life)
☐	☐		☐	☐	Interactive Gaming
☐	☐		☐	☐	Interactive White Board (e.g., SMART Board)
☐	☐		☐	☐	Distance Learning/Webcast
☐	☐		☐	☐	Computer Software
☐	☐		☐	☐	Weblog (Blog)
☐	☐		☐	☐	Wiki
☐	☐		☐	☐	Internet Research/Website
☐	☐		☐	☐	Podcast/Vodcast
☐	☐		☐	☐	E-mail
☐	☐		☐	☐	Presentation Software (e.g., PowerPoint)
☐	☐		☐	☐	Virtual Field Trip
☐	☐		☐	☐	Interactive Gaming
☐	☐		☐	☐	Other (Please specify):

Why did you choose these materials?

2. ASSESSMENT/EVALUATION

Assessment Options

☐	☐	Application Exam Standard: Objective:	☐	☐	Objective Test Standard: Objective:
☐	☐	Concept Mapping Standard: Objective:	☐	☐	Observation Standard: Objective:
☐	☐	Parent Evaluation Standard: Objective:	☐	☐	Contract Standard: Objective:
☐	☐	Peer Evaluation Standard: Objective:	☐	☐	Checklist Standard: Objective:
☐	☐	Self-Evaluation Standard: Objective:	☐	☐	Performance Task Standard: Objective:
☐	☐	Inventory Standard: Objective:	☐	☐	Portfolio Standard: Objective:
☐	☐	Quantitative Scale Standard: Objective:	☐	☐	Rating Scales Standard: Objective:
☐	☐	Rubric Standard: Objective:	☐	☐	Scored Discussion Standard: Objective:
☐	☐	Journal Standard: Objective:	☐	☐	Problem-Solving Assessment Standard: Objective:
			☐	☐	Other (Please specify): Standard: Objective:

Why did you choose this assessment(s)?

How do the chosen assessment(s) help you determine if your students met the goals/objectives?

In your answer, provide a rationale for each assessment you plan to use and its connection with each of your standard(s) and objective(s).

Be sure and link each assessment piece to a specific objective. Make sure you collect student work samples that can be included as appendices.

Choose pre-assessment, formative assessments, and summative assessments tell you about the learning of your group of P-12 students?

How will you use this assessment data to inform your instruction?

1. LEARNERS
Differentiation Address multiple intelligences and/or learning styles when writing your response.	How will you differentiate curriculum to meet diverse student needs? List and explain at least two ways that you differentiated the curriculum to meet diverse student needs.
	How will you differentiate instruction to meet diverse student needs? List and explain at least two ways that you differentiated the instruction to meet diverse student needs.
	How will you differentiate assessment to meet diverse student needs? List and explain at least two ways that you differentiated the assessment to meet diverse student needs.

5. LEARNERS
Diversity	How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)? Choose one diverse population and explain how you addressed their special needs.

Helpful Reference for lesson plan.

http://www.readwritethink.org/professional-development/strategy-guides/depend-text-create-text-31024.html?tab=2#strategy-practice

International Literacy Association (ILA) and National Council of Teachers of English (NCTE). (2014b). ReadWriteThink: Depend on text! How to create text-dependent questions. Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/depend-text-create-text-31024.html?tab=2#strategy-practice

Burke, B. (n.d.). A close look at close reading: Scaffolding students with complex texts. Retrieved May 15, 2016, from http://nieonline.com/tbtimes/downloads/CCSS_reading.pdf