***** COUNSELORS CAREFULLY LISTEN AND GATHER THE BEST EVIDENCE
Many people make good money telling other people what to do. Counselors, consultants, and advisors are all paid to learn about situations and then give their clients the best advice they can to help their clients make the wisest decision.
Step 11: How do you draw the best conclusions?
Part A: If someone is giving us advice, we want to make sure they've really listened to us and understand what we're dealing with. In your Explore 3 packet on Classroom, you will find space for Step 11. Work with an elbow partner to brainstorm what makes an effective listener.
What did you think were characteristics of an effective listener?
Effective counselors really listen to their clients. They need to gather all of the information available so they can help their clients deal with their situations.
In language arts, social studies, and science, you are often asked to answer a question. To answer questions, you need to gather the best evidence available.
Counselors have to be effective listeners to gather the best information from their clients. Readers need to be able to do a CLOSE READING to gather the best information from a text.
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Part B: In order to create an effective Text Dependent Analysis, we have to really understand the text. CLOSE READING is a a strategy that can help you really understand a text. The goal in close reading is to gain a deep, accurate understanding of what the text is basically saying, how it's put together, and its big themes or main ideas. In this class, we'll be doing CLOSE READING of texts that are being used for TDA essays. We'll typically:
1. Read the text once for general comprehension/background understanding. This might be a teacher read aloud, paired reading, or independent reading.
2. Skim the text a second time, adding ANNOTATIONS as you read. (When we ANNOTATE a text, we add comments, thoughts, or markings that make the text easier to understand. ANNOTATIONS leave a record of our thinking as we read the text. You can "talk to the text," recording comments, questions, reflections, and connections). Look for specific evidence to help answer the question. Read the evidence carefully, and make sure you really understand what it's saying.
Step 12: What is reciprocal teaching?
Reciprocal Teaching is a strategy designed to help you understand stories better. You will make predictions, do a close reading of a text, write some questions, and then have a discussion with a few of your classmates. With your teacher, review the Reciprocal Teaching procedure on paper. Also review the different types of questions used in the QAR strategy. (You can find these on Classroom). Make sure you understand all of the types of questions.
Step 13: The Tiger's Heart
You are a counselor who has been hired by the People Being Brave Foundation. The People Being Brave Foundation is a large, international organization that gives awards each year to people who demonstrated heroism or bravery. It is your job to help decide who is brave or heroic enough to be nominated. The villagers in Pepe’s town believe he has demonstrated heroism. Does Pepe deserve the award? You have been brought in to draw a conclusion and determine if he deserves an award for heroism. You will closely examine the story of what Pepe has done in order to decide whether he should be nominated for the award. In your role as a counselor, you will need to gather the evidence and make the best decision. Here is the procedure you will follow:
Preview the story, "The Tiger's Heart." Fill out the "Prediction" section of your Reciprocal Teaching Chart. (Your teacher will give you a paper copy of this).
Complete a close reading of the Tiger’s Heart. (Read it 2 times with annotations).
Fill out the "Questions Asked" and "Clarifications Needed" parts of your Reciprocal Teaching Chart.
As a class or in a small group, you will have a Reciprocal Teaching discussion to understand how these discussions work.
As a class, we will create a summary of what happened in the story.
On your Explore 3 Packet, you will find a a Pro/Con organizer. Work to fill this out. Find evidence for why Pepe DOES deserve the award (pro) and find essays for why Pepe DOESN'T deserve the award (con). Record the text passages supporting both sides on the chart.
Take a POSITION. Do you feel Pepe should or should not be recommended to receive the People Being Brave Foundation award?
Use a paper RACE organizer to write three ICEE points. You will give this to the Foundation to show your recommendation.
Step 14: Whose Face Do You See
You are a counselor who works at a hospital in England. It is your job to work with families to help them make difficult decisions about the long term care of their loved ones. You have been brought in to work with Marianne's family. Marianne has been in a coma, on life support, for eight months. You are working with Marianne's mother, Julie, and Marianne's father, Ant, to help them decide whether to remove Marianne from life support.
Marianne's parents have to decide what they should do. Should they pull Marianne off life support or keep her on?
Complete the "Prediction" section on the Reciprocal Teaching Chart your teachers give you.
On your own, complete a close reading of pages 1 - 3 of “Whose Face Do You See?”
Fill out the "Questions Asked" and "Clarifications Needed" parts of your Reciprocal Teaching Chart.
Hold a reciprocal teaching discussion in your small group. One students should record the discussion on iMovie and hand it in to Classroom.
On your Explore 3 Packet, you will find a a Pro/Con organizer. Work to fill this out. Find evidence for why Marianne SHOULD be kept on life support and evidence for why Marianne SHOULD NOT be kept on life support. Record the text passages supporting both sides on the chart.
Take a POSITION. Do you feel Marianne should or should not be kept on life support?
Complete a paper RACE organizer. You will share this with Marianne's parents to help them decide what to do for Marianne.
Step 15: RACE Paragraph
Your organizer is designed to help you write a RACE paragraph. This can be used to write a short answer in classes like language arts, social studies, science, etc. RACE paragraphs are also the building blocks for a TDA or persuasive essay. RACE stands for:
RESTATE part of the question in your answer
ANSWER the question
CITE evidence
EXPLAIN your thinking
A RACE paragraph includes:
a topic sentence that RESTATES and ANSWERS the question and
two or three ICEE points that each INTRODUCE and CITE evidence and EXPLAIN your thinking.
Note: Sometimes you may have a concluding sentence, but this isn't always necessary.
Now let's practice. You will use the RACE organizer you started completing in steps 13 and 14.
Turn your organizer from Step 13 into a RACE paragraph by adding in transition words and copying it into a paragraph on your Explore 3 packet.
It is important that you handle the evidence correctly.
When you use a quotation from the text, you must first introduce it. (EX: In the text it says... The author writes... In the story it says... The text says...) Your organizer has provided this text; make sure you copy it.
The quotation from the text must go in quotation marks: "....." It should contain the exact words of the original text. (Words may be cut out with ...)
EX: In the text it says, "Beware the Jabberwock, my son."
Work individually to turn your organizer from Step 14 into a RACE paragraph. When you have finished writing it, revise it and proofread it.
Write your final copy in the space for the Step 15 assignment on the Explore 3 Packet. This is a Collins Type 3 assignment. There are 3 FCA's (Focus Correction Areas):
The response will be complete, with a topic sentence and 2 or 3 CEE points.
Citations will be handled correctly. The student will introduce the text support and place quotation marks around the text supports. The text support will be written exactly as it is in the text.
Each CEE point will have 2 sentences of explain that logically support the answer in the topic sentence.