Chapter 4 Text-Dependent Questions

Welcome back to chapter 4 of TDQ!

This chapter had a lot of A-Ha-Ha-Ha moments for me. 

I really liked how the author said that reading is like a jig saw puzzle.  We must simultaneously look at the pieces while imagining the puzzle as a whole.  This statement really made me stop and think about how in the early grades we have so many piece when it comes to reading and that we really need to slow down and teach quality lessons.  Which leads back to my battle of why it is important to teach one book a week and really look at the text, from all the different angles.    

While I was reading this chapter I keep thinking about my long range plans that I have been working on and what books I plan to use each week.  

Take a look at this list of books and resources that Mrs. Wills and Mrs. Jump put together for us.  Thank you so much for doing this!  

I am so excited, many of the books I planed to use where on this list!  I can't wait to dive into this resource. 

On page 101 there is a great anchor chart to go with No, David!  I use this book at the beginning of the year to help establish classroom rules.  I can't wait to add this beauty into my lesson!!

Even though author's purpose is not part of the curriculum in pre-k, I believe we can expose our kiddos to it.  This chapter reminded me of the saying "If you build it they will come".  If you expose and challenge them they will rise to the occasion!  

The Questions for Determining the Author's Purpose, on page 112-114 provide many samples on how to help children dig deeper into the text.    Pages 116-118 give examples on how to use other text and media platforms, to help children make intertextual connections.  

As I said above this chapter was amazing, I could not put the book down!

Chapter 2 Text-Dependent Questions

This chapter reminds us that students must know what the text says before they progress to what the text means.  Discuss the practices you currently use in your classroom.  How might they change after reading this chapter.

I am guilty of front loading my kids with information before we read a text and even during the text, I tend to guide them through the meaning.  A lot of my Pre-K kiddos have never had a book read to them let alone talk about the text.  In the beginning my questions are more pointed, just to get them listening to the text and know what the text says.  However, as the year goes on, we can progress to more meaningful dialogues about the text, instead of me just guiding them.

I really like the part about how close reading helps students become text inspectors, I found it so enjoyable as I was reading the Face book posts that many of the teachers where thinking the same thing I was, which was to get a magnifying glass and have the kiddos pretend to be inspectors to find the information with in the text.  I think I would start this out in the beginning of the year by having my pre-k kiddos find the clues with in the pictures.

I hope that by reading this book I will be able to push my kiddos further and have the courage to take bigger leaps with my teaching.

We saw several examples of student discussions in the video.  What are some of your take a-ways from theses examples? 

Video 2.1:  I so agree with the misconception that Kindergarten and 1st grade students can't go deep, if we teach them the different layers and provide them with the vocabulary they can go deep, I have seen it done and it was impressive.  I truly believe this is also true with pre-K.  Slow and steady!

Video 2.2:  I enjoyed how he structured his questions,  this would be great for a teacher that can't handle the noise level with partner sharing.  I really like how he let the kiddos know what level of questions he was asking

Video 2.3: I really liked how she had the kiddos discuss with each other the meaning of the standard that they are focusing on for THE WEEK.  This was so amazing to see!

Video 2.4:  I love to hear teachers say that we are just the facilitators in close reading.  We really need to learn to sit back and facilitate the learning!  I also enjoyed what she said that by doing closed reads we are preparing students for college.  However, I was very frustrated when reading this chapter, because I know that in our district our elementary teachers are using these strategies but they are not being used in the High Schools and if they are it is by a very limited number of teachers;(

Final thoughts? I read this chapter twice, and both times I could not believe how my head was spinning from all the information.

A-ha-ha moments?

There where so many a-ha-ha moments with in this chapter!  However, the more I read the chapter and the further I get into the book I know that this is possible with in my classroom of pre-k kiddos.  It is not going to come easy but we will get there.

Next step?  My biggest take away from this chapter is that quality is better the quantity.  Slow down hold those discussions about the book, let the students talk to one another.

Book Club

Always up for learning something new or just trying to improve your craft?   Me too! That's why I was so excited to see this book study on text dependent questions.   I saw this book on Pinterest in May and was so excited to see that Mrs. Wills was doing a book club on it.  If you are interested here is the link to get started, there is still time!  http://mrswillskindergarten.com/text-dependent-questions-chapter-1/

Summer Book Club (Text-Dependent Questions)

Discuss how you currently go about the process of selecting texts to read in your classroom?  Do you think your process will change as a result of this book study?

I choose text based on a theme or message in mind along with a lot of collaboration, research and blogs.  I teach one book a week, this provides me with the opportunity to dig deep into the text and really hit the standard I am working on.   I feel like I make pretty good choices when it comes to text selection, however I believe this book will enhance the way I choose my texts and help me provide my students with rich literature.

Nancy Frey states that students must be giving the opportunity to struggle a bit.  How comfortable are you with giving students the space to struggle?

I am use to seeing kids struggle at home and at school, and I know that struggling with support is where learning happens.  However, some days it is harder to watch our kiddos struggle and I believe this is due to the pressure that is put on us as educators.  Yet, I have seen many times how the power of struggling helps kids become stronger academically and emotionally!

Douglas Fisher states that incorporating Close Reading can be a messy process.  How comfortable are you in trying new practices in your classroom?

I like to try and learn new things!  I agree it can be messy and finding the right support is the hard part.  Our district just eliminated all of our instructional coaches due to the teacher shortage.  Pushing coaches back into the classroom removed the support system that our teachers had in place.

A-ha-ha moment.

My a-ha-ha moment was that it's okay for some of the text dependent questions that I prepare may not get used any that's okay:)  I also realized that I need to give my kiddos more time to have conversations between themselves about the text.  I need to step back and let the learning take place between them.

Happy reading!!  Can't wait for chapter 2.