Text-Dependent Questions, Grades K-5 by Douglas Fisher & Nancy Frey & Heather Anderson & Marisol Thayre

Author:Douglas Fisher & Nancy Frey & Heather Anderson & Marisol Thayre
Language: eng
Format: epub
Publisher: SAGE Publications
Published: 2015-08-17T15:09:04.711000+00:00

Figure 4.2 Language Chart for No, David!

Speaking and Listening Standards

The standards are replete with opportunities for expanding speaking and listening skills through extended discussion, and standards 1, 4, and 6 have been reviewed in previous chapters. But standards 2 and 3 are of particular note in the context of determining text meaning. (Figure 4.4 lists the grade-specific speaking and listening standards.)

Standard 2 in speaking and listening aligns with reading standard 7’s emphasis on using diverse texts, media, and visual displays. To be clear, analysis of nonprint media is similar to analysis of print media (What does the text say? How does the text work?), but we have chosen to spotlight diverse formats in this chapter precisely because these often offer a path for further contextualizing content.

After a long winter that seemed to never end, spring finally came to the northwestern community where Jayla Lewis and her third grade students live. In preparation for the inevitable arrival of spring, Ms. Lewis video recorded adults at her school reciting the poem “After the Winter” by Claude McKay (www.poetryfoundation.org/poem/237358). On the first warm day, she played a video that included readings of the poem by the children’s principal, school secretary, and custodian as well as some of their teachers and a parent. The students read the poem in print and discussed its meaning, especially in visualizing the “summer isle” the poet described, and located photographs that illustrated the poem. (We will explore this project in more detail in Chapter 5.)

Standard 3 in speaking and listening offers more direction on the role of logic and reasoning. In the same way that reading standard 8 requires students to locate and analyze reasoning within a text, speaking and listening standard 3 requires effective speakers and listeners to adhere to a logical progression in their discussions. While standard 4 (discussed in previous chapters) reflects the demands on the speaker, standard 3 asks students to use their listening skills to detect when and where these demands occur.

Hannah Johnstone’s first grade science students are studying the patterns of animal parental behavior that help animal babies survive. They view a National Geographic Kids two-minute video several times. The video shows wood duck babies as they hatch and then take their first plunge into the water. The narrator describes their 15-foot jump from the nest as “the big ordeal.” He then asks about the courage of baby ducks and states that if the ducks fail to jump, they will starve. Ms. Johnstone and her students list the visual and narrative information that supports the description of the big ordeal, the courageousness of the ducks, and the purpose of the mother duck’s behavior.

Figure 4.3 Language Standards That Focus on What the Text Means

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