5-8 Reading Workshop

Boston, Massachusetts August 14, 2012

Be Uncommon. Change History.

5-8 Reading Workshop Goals Reflect on your strengths and weaknesses as literacy teachers and set goals for the upcoming year Master seven reading techniques that support highly effective literacy instruction Agenda Common Core Examples Reading Systems o Control the Game o Accountable Independent Reading Explicit Vocabulary Instruction Implicit Vocabulary Comprehension o Dont Wait o Lower the Level o Evidence Based Questioning Implementation in school teams

Do Now: What book or books were your watershed texts as a student? Which ones changed the way you thought, made you love the study of book, and just maybe, set you on the path to becoming an English teacher?

Common Core Sample Passages The passages below are from a packet of sample assessment questions SED published in June. After reading each article, answer: What grade level is this text from? Why do you think so? How aligned is your teaching to what it takes to read this?

Why are evergreen trees green all year round?

Evergreen trees (also known as conifers because of the cones that hold their seeds) include spruce, fir and pine trees. Evergreen trees do lose leaves, but not all at the same time the way that deciduous trees (trees that lose their leaves) do. These trees are specially adapted to live in climates where there may be limited annual sunshine and/or available water. The evergreen thrives in cold climates and its leaves are adapted to make the most of its environment. The leaves of evergreen trees are often small and narrow, like needles. Evergreen leaves can remain on a tree for anywhere from 1-20 years depending on the species of tree, but most leaves remain on the tree for less than five years. It is thought that by keeping its leaves year round the plant might be able to take advantage of periods of thaw during the winter to make food. It also means that the plant does not need to waste energy re-growing a full set of leaves each year. The leaves of an evergreen have the same function as leaves of other trees, mainly to make food for the plant through photosynthesis. The leaves are often a dark green color indicating that a lot of the sun-absorbing compound chlorophyll is present. By having a lot of small leaves packed with chlorophyll, the plant gathers as much energy as it can from the sparse sunlight. It uses this energy to make food in the form of glucose. The dark color also helps keep the plant warm in its cold environment (think about wearing dark clothing on sunny day versus light or white clothing. The dark clothing absorbs more sunlight and is hotter to wear). The cold climate where evergreens often live means that even if there is a large amount of precipitation, the water is often frozen and therefore unavailable to the plant. The small surface area and the thick coating of wax on the needle-like leaves allow the plant to retain more water (there is less surface area available for evaporation). The small leaves also have small holes called stomata that are used for gas exchange; these can be closed very tightly to stop water loss. Lastly the small pointy leaves and the cone-like shape of the tree itself shed snow more easily than other trees so the evergreens are not as likely to break under the weight of snow and ice. 1. According to the article, evergreen trees are often found in cold, icy climates where water may be frozen. How does the tree survive in these conditions? Use two details from the article to support your answer. Write your answer in complete sentences.

1. What grade level is this text from? Why do you think so? 2. How aligned is your teaching to what it takes to read this?

Excerpt from Common Core Examples

The Horse of Wood

by Alfred J. Church The Greeks besieged the city of Troy for nearly ten years. They could not take it because the walls were so high and strongsome said that they had been built by the hands of godsbut they kept the Trojans inside. This had not always been so. There had been a time when the Trojans had gone out and fought with their enemies on the plain, sometimes they had beaten them in battle, and once they had very nearly burnt their ships. But this was all changed. They had lost some of the bravest of their chiefs, such as Hector, the best of the sons of Priam, and Paris the great archer, and many great princes, who had come from the countries round about to help them. We can easily believe then that Priam, King of Troy, and his people were very glad to hear that one day the Greeks had gone home. Two Trojans, who had left the city two weeks or so before on a message from King Priam to one of his allies, came back saying that they had gone to the camp of the Greeks and had found it empty, and that there were no ships to be seen. Everyone who was not ill or too old to move about made all the haste they could to get out of the city. The gates were opened wide for the first time during ten years, and men, women, and children hurried out to see the plain where so many battles had been fought, and the camp in which the enemy had lived, and the place where the ships had been dragged up on the shore. According to lines 1 through 9, what was one problem with Troys defense against the Greeks? A They had lost many of the bravest chiefs. B They had not tested the strategy for very long. C They were not able to leave their city. D They could not keep the Greeks out of Troy.

1. What grade level do you think this text is for?

2. If this were the state test at the end of this coming year, what is one thing your students would need to be prepared to do in nine months time? (i.e. that they wouldnt be ready for today.)

Excerpt from Common Core Examples

Martin Eden by Jack London The one opened the door with a latch-key and went in, followed by a young fellow who awkwardly removed his cap. He wore rough clothes that smacked of the sea, and he was manifestly out of place in the spacious hall in which he found himself. He did not know what to do with his cap, and was stuffing it into his coat pocket when the other took it from him. The act was done quietly and naturally, and the awkward young fellow appreciated it. He understands, was his thought. Hell see me through all right. He walked at the others heels with a swing to his shoulders, and his legs spread unwittingly, as if the level floors were tilting up and sinking down to the heave and lunge of the sea. The wide rooms seemed too narrow for his rolling gait, and to himself he was in terror lest his broad shoulders should collide with the doorways or sweep the bric-abrac from the low mantel. He recoiled from side to side between the various objects and multiplied the hazards that in reality lodged only in his mind. Between a grand piano and a centre-table piled high with books was space for a half a dozen to walk abreast, yet he essayed it with trepidation.

Even before they analyze text, students need a basic understanding of what is happening in a passage. In the passage above, underline sections where you think students may struggle to follow the narrative or understand the description. Number them and list the questions you would ask to support students understanding at each point. 1. 2. 3. 4. 5. 6. 7. 8.
7

Takeaways from Common Core Samples What are your takeaways from reading these three sample passages?

Reading and the Path to College Whats the average number of minutes per day our kids need to spend reading to succeed in college? Consider: How much time you spent reading to get ready for college How much time you spent reading once you were there

Your answer: _________________________. Some context: What do you think is the average minutes per day spent reading in a typical school in your district:________________. (A study found this to be the AMPD in one NYC district:________________. )

Some Data: Ok, here was the average number of minutes spent reading per hour in a dozen of our top reading classes: ______________.

Reflection: What are some of the barriers that prevent students from reading more during class?

Scene from a Life of a Teacher Colleen Driggs, Clip # 0254 Harmony, 6th Grade How many students are reading in Colleens class? How do you know?

Control the Game (CTG) Technique Notes Key Idea: A system for engineering student oral reading to make it productive, accountable and efficient; and to ensure that kids read a lot. Key Terms: o Primary reader - A student who is reading aloud. o Secondary reader - A student who is reading silently with the primary reader. o Leverage - The degree to which anyone other than the primary reader is a secondary reader (rather than a secondary non-reader) and the degree to which secondary readers are attentive. Skills: o Keep durations unpredictable-

o Keep the identity of the next reader unpredictable-

o Keep durations short-

o Minimize transaction costs-

o Bridging-

o Spotting-

Control the Game Video Analysis Nikki Frame, Clip # 0273, Tree Ear, 6th Grade How does Nikki respond to students not being ready to read? What else does she add here thats effective?
From the landing beach Tree-ear hurried toward the village. He had decided to go to Min rst, to deliver the message the message about the commission, and then return to the bridge to tell Crane-man the news. No one answered his call at the front of the house, so Tree-ear walked around to the back. Ajima was in the vegetable patch, crouched over with her back to him. He cleared his throat. Ajima?" She whirled around so quickly that for a moment he feared she would fall over. "Tree-car!" she exclaimed, her face breaking into the thousand wrinkles of her smile. "You are safely returned!" "Yes, Ajima." The day was chilly, autumn fully arrived, but her welcome swept over Tree-ear like a warm breeze. He bowed and could not keep himself from smiling in return. ls the master home?" He is at the draining site-" She hesitated as if making a decision, then spoke again. You have news for him? Tree-ear felt his smile grow broader. Yes, Ajima." He bowed again to her and scampered through the yard toward the stream.

Anna Myers, Clip # 0907 Delegate, 5th Grade How does Anna support her most struggling reader during this Control the Game reading of a non-narrative nonfiction text?
In September 1774, leaders from 12 colonies met in Philadelphia. The meeting was called the First Continental Congress. All the colonies except Georgia elected delegates to the Congress. Fifty important men attended, including George Washington, Patrick Henry, Samuel Adams, John Adams, and John Jay. Many delegates were strong Loyalists who still thought of themselves as British. Still others, like George Washington, were somewhere in between. Only one thing united the delegates their loves of liberty and hatred of tyranny. Even though they had different opinions, the delegates agreed to send a respectful letter to King George.

10

Control the Game Practice Choose one of the passages to read in your supplemental texts packet based on your grade level and subject area. You will be working with this text throughout the day. Review the passage in your packet. Using the names of students at your table, mark up the text for how you would use CTG. Consider: 1. How will you make durations and the next reader unpredictable?

2. How will you keep durations short?

3. How will you minimize transaction costs? (i.e. how will you call on students to read)

4. When/how will you bridge?

5. Will you spot check? How?

Practice Directions 1. Teacher will lead class in Control the Game reading. 2. Students will comply with the teachers directions and be ready to read when called on. ONE student (decide who in advance) will not be ready to read when called on. 3. Coach will be prepared to provide feedback at the midpoint of the role play. Use the vocabulary from our technique notes in your feedback: a. What did your teacher do well? b. What could your teacher work on to maximize his/her use of Control the Game?

11

Silent Reading Video Analysis Boris Zarkhi, Clip # 0705 Ben Franklin, 5th Grade How does Boris combine Control the Game while also ensuring that students have the opportunity to read independently?

Silent Reading Reflections 1. What else could a teacher do to make silent reading accountable?

2. When is silent reading most appropriate? When is silent reading least appropriate?

3. How could you adapt silent reading that is accountable to your classroom?

12

Accountable Independent Reading (AIR) Technique Notes Key Idea: Prepare students to read on their own productively, accountably and efficiently, but remember that students can practice reading poorly. Encode success; then increase difficulty. Elements of Accountable Independent Reading: Accountability Tools Question: Mark Up: Hash marks: Read back: What and When Objective: Mastery: Pre-read: o Fluency o Close Reading Re-Read: Gradual Release
Length of Reading Time Lag for Follow Up Rigor of Questions Start with Less than a page (1 paragraph) Lets talk about what you just read. Start with basic comprehension: What just happened? Move Towards Ratchet up with proven success Ok, last night you read chapter 3 Move to analysis when students show they are ready1: What lines in the passage recall a key theme weve discussed so far? What points from our non-fiction text can help us make sense of this? Figurative or inferential text; The first is the last: The beginning is often the hardest to part understand. The last step may be to have students begin a text independently. Tell me what was most important and why.

Difficulty of the passage

Literal Text

Autonomy

Tell me what Holden says he thinks about Judas.

This may be a multi-year process.

13

Accountable Independent Reading Video Analysis Christy Lundy, Clip # 0974 World War II, 7th Grade What accountability tools does Christy use to support her AIR moment in this class?

Beth Verrilli, Clip # 0695 Genesis, 11th & 12th Grade What is High School about Beth Verrillis use of Accountable Independent Reading in this clip?

14

Accountable Independent Reading Practice Planning Directions Use the same passage that you used for Control the Game and incorporate a moment of Accountable Independent Reading (AIR). Consider the following: 1. How will you cue students to start and stop AIR?

2. What focus question will you ask to hold students accountable?

3. What will you do while students are reading?

4. How will you hold students accountable after reading?

Practice Directions 1. Teacher will lead class in Control the Game reading and will incorporate a moment of Accountable Independent Reading. 2. Students will comply with the teachers directions and be ready to read when called on. ONE student (decide who in advance) will not be ready to read when called on. 3. Coach will be prepared to provide feedback at the midpoint of the role play. Use the vocabulary from our technique notes in your feedback: a. What did your teacher do well? b. What could your teacher work on to maximize his/her use of Control the Game and AIR?

15

Control the Game and AIR Reflection What factors would you consider in determining how long to allow an individual student to read?

How can you best address the needs of both struggling and advanced readers during oral reading?

How can you effectively use Control the Game to support your use of Accountable Independent Reading?

16

glare (v) to stare angrily

Word: _________________________________

Definition: ______________________________________________________________________________ ______________________________________________________________________________ Similar to Because

+ -

neutral

Both are ___________ to express ___________.

scowl

But To __________ is an ____________________________ that is ______ necessarily directed at a _________________. It simply shows frustration or angermight be directed towards oneself.

Sentence: I glared at my boyfriend as he greedily gobbled the last slice of my chocolate birthday cake.

Other Forms: This word can also be seen as a noun. Ex: After he noticed my glare from across the room, my boyfriend quickly brushed cake crumbs from his chin and placed his plate in the dishwasher.

17

Explicit Vocabulary Technique Notes Key Idea: Definitions are insufficient for word mastery. Focus on using words correctly to develop depth of word knowledge. For reflection: How many times do you have to use a word before you own it? Principles of Vocabulary Instruction Start with the Definition-should be written by the teacher to make it: o o Multiple Takes-Have students use (and hear; and say) the word as many times a possible by o o o o Stress the Syntax-Ensure that students can use new words correctly by asking them to o o Combine, Compare, and Contrast-Beware the synonym model. Mimic is not the same as imitate and its the difference between them that creates meaning in a passage. Ask students to: o o

Picture This-Create a multidimensional image of the word by o o

18

Explicit Vocabulary Practice Directions: 1. Choose a word from your article or reading that would be important to explicitly teach. Use the template below to write a roll out script. You can use the glare script that follows as a guide. Explicit Vocabulary Script Part 1: Word, Definition, and Part of Speech:

Demonstrate use of the word (with example sentence):

Part 2: Different Forms and Examples:

Part 3: Similar to

Because..

BUT Different from _____________ because..

19

Part 4: Application - Write 4-5 questions here. Be sure to incorporate other words from your Word Wall, you can use the other words from Improving Definitions to do so. 1.

2.

3.

4.

5.

Part 5: Picture/Sentence Prep for Picture:

20

Explicit Script Example for Glare

Part 1: Word and Definition: Glare (verb)-to stare angrily Pronounce and Model: Call and response for glare. Model glare and have students do the same on the second call and response. Example: I glared at my husband as he greedily gobbled the last slice of my chocolate birthday cake. Quick Qs (to frame students understanding and connect to novel): Who glared at Annemarie in the beginning of Number the Stars? Why? What did Lois Lowry want to show about the soldiers? About Annemaries relationship with the soldiers? How did the soldiers glare make Annemarie feel? A glare is a type of look that conveys a particular emotion. Its really useful while were doing our work with charactersparticularly when were talking about character perspectives or emotions. Authors choose certain facial expressions or actions for characters to reveal their perspective. Instead of saying, Anna looked Caleb, and she was feeling angry. an author can say Anna glared at Caleb The second sentence has the same meaning BUT its more sophisticated, more specific, more interesting and shorter. Part 2: Other Forms: (at the bottom of the organizer): (noun): an angry stare After he noticed my glare from across the room, my husband quickly brushed cake crumbs from his chin and placed his fork in the dishwasher. Explain: Glare can also mean a very, bright dazzling light as in glare from the sun. Why might the glare from the sun or bright headlights on a dark night be related to an angry stare? Today well primarily focus on glare as an angry stare from a person, but its important to be familiar with the other meaning. Part 3: Similar Word Similar to: Scowl (have a participant read, but I will explain the similarities and differences) Because: Both are looks that express anger But: To scowl is an expression of anger that is not necessarily directed at a person. It simply shows frustration or angermight be directed toward oneself When you glare, it is directed at another person. You want them to feel your anger. Q: What is the charge of glare? scowl? Is one stronger? 21

Explicit Script Example for Glare (Contd)

Part 4: Application: Q: (Mine the Exceptions): If you drop your ice cream cone are you more likely to glare or scowl? Think about a dropped ice cream cone again. What might cause a person to glare in this situation?

Q: (Associations and Details): Whats a place that might be filled with people that are glaring at one another? Whats an activity that might cause people to glare at each other? Q: (Personal/Novel Connections): Describe the last time you glared at someone. Why might Anna glare at Caleb? Would Scout glare at Boo Radley? Why or why not? Q: (Connect to Previous Words): Describe a situation that might cause a teacher to first glance then glare at a student. Why might you glare at an oblivious person? How might a glare be connected to intimidation? Would you be more likely to glare at a modest or boastful person? Why? Part 5: Picture Prep for Picture: Describe who is glaring and why Sentence: Students verbally share ideas for sentence and we write one together. Part 6: Quick Review (OPTIONAL-only if time) What do you anticipate that you will do this weekend? Why? Can you find solitude at an amusement park? What does your conscience help you with? Name a solemn event Why would a student sit meekly in his/her chair? Where do mice emerge from? How could a teammate coax you to give them your favorite mechanical pencil?

22

Implicit Vocabulary Technique Notes Blank Version Key Idea: Deep teaching of explicit vocabulary is critical to students developing strong word knowledge, but its also insufficient. In addition to teaching a word or two daily with depth and subtlety, teachers also have to reinforce implicit vocabulary, words that appear during students reading. There are four things that we observe top teachers doing in response to challenging words in students reading. They are: 1. Define Drop it In

Call and Response

2. Define and practice

3. Pronounce.

4. Ignore.

23

Implicit Vocabulary Video Analysis Nikki Frame and Patrick Pastore, Hearse, Clip 0839, 6th Grade What criteria do you think about to decide whether to use Patricks or Nikkis technique?

Tondra Bailey, Unanimous, Clip 0408, 8th Grade What is especially effective about how Tondra addresses Implicit Vocabulary in this clip? What other elements of reading instruction do you see here?

24

Implicit Vocabulary Planning and Practice (Contd) Planning Directions: 1. Review your grade level text in the supplementary text packet. 2. List the possible vocabulary words that you find into the categories below based on how youd approach them. Use the two examples to guide you. Implicit Vocabulary Organizer Word
Example: Delegate

Define (Draft brief Definition)

Define / Define and Practice

Pronounce
That word is delegate. What word?

Ignore

Example: Partition

Underline partition and write Divider in the margin.

25

Implicit Vocabulary Planning and Practice (Contd) Practice Directions: 1. Teachers: Plan to ask students to read a portion of the text you prepared using Control the Game. As you encounter implicit vocabulary, use the methods you planned to reinforce vocabulary (i.e. Define and Practice, Define, Pronounce, Ignore) as you would with a group of students. Students: Be prepared to read and answer questions when called on Coach: One person should play the role of coach. He or she should prepare to give feedback on: What did the teacher do best? How could he/she use that approach more? What could the teacher add to his/her approach to strengthen it or try something new? Which specific question(s) best developed student understanding of the word? How was the teachers pacing? Was he/she able to keep the story going while also reinforcing vocabulary? Why or why not?

2. 3.

Practice Debrief What did you learn from practicing and/or observing during the role play?

What observations did your peers make during the large-group debrief that are most worth remembering?

What are your two most important personal take-aways from this activity?

26

Dont Wait Technique Notes Key Idea: The types of questions you ask while students are reading are of critical importance. Its easy to assume that you should always ask broad and abstract questions in order to increase rigor. Champion teachers are diligent in maintaining a balanced approach to their questions. Dont Wait:

Dont Wait Video Analysis Alex Bronson, Clip # 1354 Pinprick, 5th Grade and Alex Bronson, Clip # 1355 Mosquito, 5th Grade How does Ms. Bronson effectively use Dont Wait? Why was her Dont Wait question about a pinprick especially important?

27

Lower the Level Technique Notes Kerry Salvatierra, Clip # 0148 Make My Own Bed, 5th Grade In this clip Ms. Salvatierra and her students are coming to the very end of their novel, Joey Pigza Swallowed the Key by Jack Gantos. Compare the question she asks here versus what she could have asked at this point. What would have happened to the conversation about the conclusion of the book and this students comprehension had she not asked this question?

Lower the Level: Remember to ask questions about a text at all of the following levels of meaning: Pay particular attention to word, phrase and sentence level. These are often the root of larger misunderstandings and are easily overlooked.

Remember: Lower Level does not necessarily mean less rigorous! You arent going down the ladder on Blooms Taxonomy when you Lower the Level.

28

Lower the Level Video Analysis Read the text excerpt from Esperanza Rising by Pam Muoz Ryan below. Identify as many words or phrases that students might struggle to fully understand.
Text from Esperanza Rising by Pam Muoz Ryan She huddled in the field near a smudge pot to keep warm and mentally counted the money she would need to bring to Abuelita here. Every other week, with the small amounts she saved, she bought a money order from the market and put it in her valise. She figured that if she kept working until peaches, she would have enough for Abuelitas travel. Her problem would then be how to reach Abuelita. The men went down the rows first, pruning the thick grapevines and leaving a few long branches or canes on each trunk. She followed along with the others, and tied the canes on the taut wire that was stretched post to post. She ached from the cold and had to keep moving all day long to stay warm. That night, as she soaked her hands in warm water, she realized that she no longer recognized them as her own. Cut and scarred, swollen and stiff, they looked like the hands of a very old man.

Colleen Driggs, Clip # 0256 Until Peaches, 5th Grade

Colleen asks: What does she mean when she thinks to herself, If she kept working until peaches, she would have enough for Abuelitas travel? What does she mean by that? How does this question support students comprehension and prepare them for close reading?

Why is the follow up that Colleen does (using Right is Right) with the student who doesnt fully answer her question especially important?

29

Lower the Level Practice Script your word and phrase level questions: Reread the nonfiction article youve been working with today (or choose a new one!). Star (*) 3-5 places where word or phrase level questions are critical to preventing larger misunderstandings. Script a question for each. Use the Lower the Level examples from the previous page to support you. Be prepared to share with a partner. 1.

2.

3.

4.

5.

Practice Your Questions: Using Control the Game, read a small portion of the text before your question and stop to ask your Lower the Level questions. Remember the principles of Dont Wait and return to the text after your question is answered by students. Maximize your road miles! Feedback: How did your partners questions support students in reading closely? What do you like about the questions? What suggestions do you have for improvement?

Practice again, integrating feedback. Switch roles.

30

Evidence Based Questioning Evidence Based Questioning (EBQ): Ask questions where students must make reference to the text, even on opinion questions. You cant fake:

Evidenced Based Questions Video Analysis Hannah Solomon, Clip # 0092 Commander Toad, 5th Grade In this clip of Hannah Solomon, how does she anchor her question in the text and insist that students use evidence in their answers?

Lauren Catlett, Clip # 0486 All the Evidence, 5th Grade How does Lauren increase the level of rigor through her questioning? How does asking for all of the evidence give her a better check for understanding?

31

EBQ Spectrum Review the variables on Evidence Based Questioning below and reflect on the following questions: 1. Which types of EBQs do teachers tend to ask most frequently? Least frequently?

2. Which types of EBQs are the most rigorous? Least rigorous?

Different Types of Evidence Based Questioning Provide Direct Citation, Ask for Conclusion Who can read me the line from this paragraph that shows that Carlos is kindhearted? Give Evidence; Draw Conclusion Carlos says to his mother, Ill empty the dishwasher; youre busy right now. What does that tell you about him? Support One Best Answer Theres really one best answer to support. The evidence shows that Carlos is selfish. There are a limited range of interpretations. The task is to prove it with evidence. Evidence for Your Own Conclusion Teacher: What kind of character is Amanda? Student Jane: Shes a little bit selfish. Teacher: Interesting. Can you find some evidence to support that? Paraphrase and Ask for Evidence Who can describe what it is that shows us that Carlos is kind-hearted?

Give Conclusion; Find Evidence Carlos mother says that hes become more thoughtful lately. What evidence is there that explains why she might have said that? Support Multiple Viable Answers There are a variety of viable conclusions to be drawn from a scene. The interesting part is to see how various readers assemble the evidence to interpret it differently. Evidence for Someone Elses Conclusion Teacher: What kind of character is Amanda? Student Jane: Shes a little bit selfish. Teacher: Interesting. Who can find some evidence to support Janes conclusion?

32

Evidence Based or Not? Review the text excerpts and questions below. For each question, determine if it is an Evidence Based Question or NOT. For those questions which are NOT evidence based, re-write the question to require evidence. For those questions that are EBQs, indicate what makes it evidence based.
Excerpt #1 (from Ch. 1 of Number the Stars) Annemarie looked up, panting, just as she reached the corner. Her laughter stopped. Her heart seemed to skip a beat. Halte! the German soldier ordered in a stern voice. The German word was as familiar as it was frightening. Annemarie had heard it often enough before, but it had never been directed at her until now. Behind her, Ellen also slowed and stopped. Far back, little Kirsti was plodding along, her face in a pout because the girls hadnt waited for her. Annemarie stared up. There were two of them. That meant two helmets, two sets of cold eyes glaring at her, and four tall shiny boots planted firmly on the sidewalk, blocking her path to home. And it meant two rifles, gripped in the hands of the soldiers. She stared at the rifles first. Then, finally, she looked into the face of the soldier who had ordered her to halt. What is your name? Annemarie Johansen. Your friendis she a good student too? He was looking beyond her, at Ellen, who hadnt moved. Annemarie looked back, too, and saw that Ellens face, usually rosy-cheeked, was pale, and her dark eyes were wide. She nodded at the soldier. Better than me, she said. What is her name? Ellen. And who is this? he asked, looking to Annemaries side. Kirsti had appeared there suddenly scowling at everyone. My little sister. She reached down for Kirstis hand, but Kirsti, always stubborn, refused it and put her hands on her hips defiantly. The solder reached down and stroked her little sisters short, tangled curls. Stand still, Kirsti, Annemarie ordered silently, praying somehow the obstinate five-year-old would receive the message. But Kirsti reached up and pushed the soldiers hand away. Dont, she said loudly. Both soldiers began to laugh. They spoke to each other in rapid German that Annemarie couldnt understand.

Question: Why do children fear soldiers? Why is it Evidence Based? OR Re-Write to Make it Evidence Based

EBQ or NOT?

Question: On page 6 Kirsti tells her mother, But I wasnt scared. Annemarie was, and Ellen, too. But not me! What piece of evidence do we have that shows that Kirsti wasnt scared? EBQ or NOT? Why is it Evidence Based? OR Re-Write to Make it Evidence Based

33

Excerpt #2 (from Ch. 1 of To Kill a Mockingbird) Folks call me Dill, said Dill, struggling under the fence. Do better if you go over it instead of under it, I said. Whered you come from? Dill was from Meridian, Mississippi, was spending the summer with his aunt, Miss Rachel, and would be spending every summer in Maycomb from now on. His family was from Maycomb county originally; his mother worked for a photographer in Meridian, had entered his picture in a Beautiful Child contest and won five dollars. She gave the money to Dill, who went to the picture show twenty times on it. Dill blushed and Jem told me to hush, a sure sign that Dill had been studied and found acceptable. Thereafter the summer passed in routine contentment. Routine contentment was: improving our tree house that rested between giant twin chinaberry trees in the back yard, fussing, running through our list of dramas based on the works of Oliver Optic, Victor Appleton, and Edgar Rice Burroughs. In this matter we were lucky to have Dill. He played the characters formerly thrust upon methe ape in Tarzan, Mr. Crabtree in The Rover Boys, Mr. Damon in Tom Swift. Thus we came to know Dill as a pocket Merlin, whose head teemed with eccentric plans, strange longings, and quaint fancies. But by the end of August our repertoire was vapid from countless reproductions, and it was then that Dill gave us the idea of making Boo Radley come out. The Radley place fascinated Dill. In spite of our warnings and explanations it drew him as the moon draws water, but drew him no nearer than the light-pole on the corner, a safe distance from the Radley gate. There he would stand, his arm around the fat pole, staring and wondering. Question: What kind of character is Dill? What evidence from this excerpt supports that? Why is it Evidence Based? OR Re-Write to Make it Evidence Based EBQ or NOT?

Question: Why do Jem and Scout enjoy spending time with Dill? Why is it Evidence Based? OR Re-Write to Make it Evidence Based

EBQ or NOT?

What is one tip you would give to teachers in writing effective EBQs?

34

Writing Evidence Based Questions Instructions: As needed, re-read your article. Write 3-5 Evidence Based Questions for your chapter (either in the space below or directly into your text). For each question that you write, use a different type from the chart on p. 24. 1)

2)

3)

4)

5)

Feedback: Swap your questions with a partner and explain your choices. Consider the following questions when providing feedback: How did your partners questions require evidence? How are the questions rigorously text based? Do the questions represent the various types from page 24? What did the teacher say/do to effectively prompt for more evidence? What suggestions do you have for improvement?

35