Creating Text-Dependent Questions for Close Analytic Reading Selection: Because of Winn Dixie by Kate DiCamillo Grade: 4 Unit 1 W5



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Creating Text-Dependent Questions for Close Analytic Reading

Selection: Because of Winn Dixie______ by Kate DiCamillo____ Grade:4_ Unit 1 W5

Initial Planning

Identify the Core Understandings and Key Ideas of the Text

As in any good backward mapping process, teachers should start by identifying the key insights they want students to understand from the text. Keeping the major points to be made in mind is crucial for crafting an overarching set of successful questions. This step is also critical for creating a means to check for student understanding.

Identify Lesson Focus: (Review Qualitative Measures)

Knowledge Demands: (Briefly describe the knowledge demands the text requires of students.) Very Complex – We found this to be very complex because the life experiences presented in the excerpt such as: being in a small town, that is unfamiliar to the main character. There is also a multigenerational friendship that develops within the story and may not be common for students. The librarian in the story had a library purchased for her by her very wealthy father, the use of dialogue ( grand, ma’am, peculiar) also increased the complexity of this text. There are also cultural references to Palmetto trees, Johnny Tremain, War and Peace, and mosquitos that are uncommon to most readers.

Pg.112-113 “Herman W. Block told me that I could have anything that I wanted for my birthday…”

Pg. 114 “All my friends, everyone I know when I was young, they’re all dead and gone.”


Text Structure: (Briefly describe the structure, organization, and other features of the text) Moderately Complex – We found this to be moderately complex because there are two story lines that are brought about through flashbacks. The events in the story trigger what happens next in the story and which makes it difficult to predict. The friendship between the librarian and the little girl is quickly solidified through the unexpected appearance of Amanda Wilkinson. Illustrations support parts of the text.

Pg. 112-(Flashback) Back when Florida was…
Meaning/Purpose: (Briefly explain the levels of meaning (Literary Text) or purpose (Informational text) Moderately Complex – We found this to be moderately complex because the overall theme is clear and straight forward. The story does lend itself to other subtle layers of meaning such as how her dog becomes the bridge their friendship, but is having trouble making friends with kids in her community.
Language Features: (Briefly describe the conventions and clarity of the language used in the text, including the complexity of the vocabulary and sentence structures.)

Moderately Complex – We found this to be moderately complex under conventionality is largely explicitly and easy to understand with few examples of complex meaning. There is a great deal of conversational dialogue, and small amounts of regional vocabulary. Simple and compound sentences are found throughout the story.

Dialogue throughout the text-a few specific examples…

Pg.109-“Miss Franny?” I said. “Are you all right?’

Pg.110-“Are you positive?” she asked.

Pg.111-“That’s okay,” I told her.


Pgs. 110-The double negative in “She didn’t weigh hardly anything at all.”
CCSS Focus Standards:

4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)

4 S&L1.C-Pose and Respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

4 S&L1.D-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Use shorter text or excerpts of longer texts


Supporting Student Needs

Considerations for Reader and Task

To really understand a complex text, the reader will have to read it more than once, to make sense of what the author is saying and to glean the details at both the explicit and implicit levels. First and foremost, close reading demands a willingness to return to the text to read part or even all of it more than once, ultimately instilling habits of mind in approaching text. Planning for multiple reads as well as multiple purposes for reads is essential in order to support all student needs.

Potential Challenges this Text Poses:

Meaning: (Conceptual Understanding Examples, pg. #)


Understanding the difference in storylines (flashbacks and present)
memorial-pg#108
Language: (Syntax, Vocabulary Examples, pg. #)
Regional dialogue “ma’am,” “grand”
Pgs. 110- The double negative in “She didn’t weigh hardly anything at all.”


Strategies/Lessons to access complex text: Pre teach
CCSS Focus Standards:

First Close Read-4RL.2
Second Close Read-4RL.3
Explicit instruction of theme, review of vocabulary strategies, and review of story elements (characters, setting, and events)

Pre teach

Activity/Lesson


Preview selection and vocabulary



*Use the interactive question-response guide to introduce students to the main selection from the English Learner Resource Book (pages 44-49)

*use the internet to show visuals and examples of southern settings and other cultural references

First Read: Read with a partner to get the main idea of the story.

Close Reads

Create Coherent Sequence of Text-Dependent Questions

Create Coherent Sequences of Text-Dependent Questions – Start Small to Build Confidence

The opening questions should help orient students to the text, and be specific enough to answer so students gain confidence. The sequence of questions should not be random but should build toward more coherent understanding and analysis to ensure that students learn to stay focused on the text to bring them to a gradual understanding of its meaning.


Think of ways to maximize student engagement.


Close Read I

Learning Focus:

Meaning/Purpose: (Briefly explain the levels of meaning (Literary Text) or purpose (Informational text) Moderately Complex – We found this to be moderately complex because the overall theme is clear and straight forward. The story does lend itself to other subtle layers of meaning such as how her dog becomes the bridge their friendship, but is having trouble making friends with kids in her community.

Knowledge Demands: (Briefly describe the knowledge demands the text requires of students.) Very Complex – We found this to be very complex because the life experiences presented in the excerpt such as: being in a small town, that is unfamiliar to the main character. There is also a multigenerational friendship that develops within the story and may not be common for students. The librarian in the story had a library purchased for her by her very wealthy father, the use of dialogue ( grand, ma’am, peculiar) also increased the complexity of this text. There are also cultural references to Palmetto trees, Johnny Tremain, War and Peace, and mosquitos that are uncommon to most readers.

Pg.112-113 “Herman W. Block told me that I could have anything that I wanted for my birthday…”

Pg. 114 “All my friends, everyone I know when I was young, they’re all dead and gone.”

Focus CCSS:4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Text-Dependent Questions


Evidence-Based Answers/Pg. #

Reread paragraph 1 on page 108. What do you learn about Ms.Fanny Block after reading this paragraph? Share with your partner.

Pg.108-“She is small…, very old…, with gray hair…and the first friend I made in Naomi.”

Why was Winn Dixie standing outside the library looking in the window?

Pg.108-because he couldn’t go inside…but he was okay as long as he could see me.

Reread pg. 109-Why does Ms.Franny scream?


Pg.109-She thought there was a bear looking in the window.

How does Winn Dixie end up in the library? How does this help develop the theme in the story?


Pg.111- The narrator brings him in because she wants to hear Franny’s story. “He gets lonely without me.”

Pg.110-“It’s a long story”

This is special because dogs are usually allowed in the library.

Pg-112-114-How does the story Ms. Franny tells ,connect her and the narrator? What do the narrator and Ms.Franny have in common?

Pg.114-“All my friends, everyone I know when I was young, they’re all dead and gone.” It was the same way I felt in a new town and not having a mama to comfort me.


Both sighed.


Pg.116-How does Winn-Dixie help the narrator and Ms. Franny decide to be friends?


Pg. 116-He shows his teeth to Ms.Franny, and she says, “That dog is smiling at me.”

We could be friends…”

I mean, you, me, and Winn-Dixie we could all be friends.”


Pg.117-How does the appearance of Amanda Wilkinson show that Ms. Franny and the narrator are now friends?

She lets Winn-Dixie stay in the library

Certain ones, a select few.” And then she turned around and winked at me.



What’s the theme in the story. Discuss with your partner. Use examples from the text to support your answer.

Everyone needs friends

Friends come in all shapes, sizes, and ages

Pg.108-“She is small…, very old…, with gray hair…and the first friend I made in Naomi.”

Pg. 116-He shows his teeth to Ms.Franny, and she says, “That dog is smiling at me.”

We could be friends…”

I mean, you, me, and Winn-Dixie we could all be friends.”

Pg.114-“All my friends, everyone I know when I was young, they’re all dead and gone.” It was the same way I felt in a new town and not having a mama to comfort me.

Both sighed.


Close Read II.

Learning Focus:

Text Structure: (Briefly describe the structure, organization, and other features of the text) Moderately Complex – We found this to be moderately complex because there are two story lines that are brought about through flashbacks. The events in the story trigger what happens next in the story and which makes it difficult to predict. The friendship between the librarian and the little girl is quickly solidified through the unexpected appearance of Amanda Wilkinson. Illustrations support parts of the text.

Pg. 112-(Flashback) Back when Florida was…
Language Features: (Briefly describe the conventions and clarity of the language used in the text, including the complexity of the vocabulary and sentence structures.)

Moderately Complex – We found this to be moderately complex under conventionality is largely explicitly and easy to understand with few examples of complex meaning. There is a great deal of conversational dialogue, and small amounts of regional vocabulary. Simple and compound sentences are found throughout the story.

Dialogue throughout the text-a few specific examples…

Pg.109-“Miss Franny?” I said. “Are you all right?’

Pg.110-“Are you positive?” she asked.

Pgs. 110-The double negative in “She didn’t weigh hardly anything at all.”

Pg.111-“That’s okay,” I told her.
Focus CCSS:4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)

Text-Dependent Questions


Evidence-Based Answers/Pg. #

Reread pages 108-110- What are the sequence of events that lead up to Miss Franny’s flashback?




Pg.108-“It all started with Winn-Dixie not liking it when I went into the library, because he couldn’t go inside, too…”

“But I showed him how he could stand up on his hind legs and look in the window…”

“Miss Franny Block saw Winn-Dixie standing up on his hind legs like that, looking in the window, she didn’t think he was a dog. She thought he was a bear.”

Pg.109-“…and all of a sudden there was this loud and scary scream…there was Miss Franny Block sitting on the floor behind her desk.”

Pg.110-“I stuck out my hand and Miss Franny took hold of it, and I pulled her up off the floor.”

“…mistaking a dog for a bear, but that she had a bad experience with a bear coming into the Herman W. Block Memorial Library a long time ago and she had never quite gotten over it.”

“…It is a very long story.”

How does the flashback bring Miss Franny and the narrator together?



Pg. 114-After the flashback Miss Franny shares that all her friends are dead and gone. The narrator connects through the shared feeling of being friendless.




Compare and contrast the pictures on Pg.111 and Pg.112. How do these pictures show their growing friendship.

On page 111, they are sitting across from each other, and on Pg 112, they are sitting closely, and Miss Franny has her arm around the narrator.


Why does the author keep mentioning that Miss Franny is old…

Pg. 108


Pg. 110

Pg.114


Is this important to the theme of the story? Explain.

Points out generational gap, and shows that friendships can develop between different ages.

How does the author use the conversation between the three main characters on Pg.116 to show they are all friends? Why is that conversation important?



Pg.116-“ Winn-Dixie raised his head off his paws and looked back and forth between me and Miss Franny. He sat up then and showed Miss Franny his teeth.”

The conversation acknowledges and verbalizes the mutual decision to be friends.

It seals their friendship.


Why does the author use the words “old pinch-faced” to describe Amanda Wilknison? How does the appearance of Amanda Wilkinson illustrate the friendship between Miss Franny and the narrator?



Pg.117- She is close in age, but do not connect as friends.

Miss. Franny says certain dogs (Winn-Dixie) are allowed in the library, and winks at the narrator.



Look through the text and find examples of words, phrases, and sentences that show how the author uses dialogue and cultural references to describe the characters, setting, and events in the story. Be sure to explain your reasoning.

Pg.109-“Miss Franny?” I said. “Are you all right?’


Pg.110-“Are you positive?” she asked.

Pg.111-“That’s okay,” I told her.

Pg. 110- ma’am

Pg.111-“That’s okay,” I told her.



Pg 116. Grand

Pg.112 Palmetto trees, and mosquitos

Pg. 114 War and Peace

Pg.117- Johnny Tremain


What do you think would have happened if Miss Franny had not allowed Winn-Dixie in the library? Discuss with your partner and support your thinking . How would that have changed the theme and/or sequence of events? Cite evidence from the text.

They might never have become friends…

The narrator would have left the library

Checking for Understanding

How will you know that learning has occurred? Planning for a means to check student understanding is crucial. Refer back to the Lesson Focus to plan intentionally to check for student understanding.
Describe how you will check for student understanding:

In your journal-answer the following:

How is the theme of friendship revealed through the story? Cite at least 3 details from the story to explain/support your answer.


Vocabulary


KEY WORDS ESSENTIAL TO UNDERSTANDING

Words addressed with a question or task



WORDS WORTH KNOWING

General teaching suggestions are provided in the Introduction







consisted-pg.112

aware-pg.113

peculiar-pg.113

advanced-pg. 117



palmetto-pg.112






prideful-pg.112

grand-pg.116



hind-pg.108

selecting-pg.108

positive-pg.110











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