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Writing Open Ended Text Based Questions:

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Colleen Flower

on 17 March 2014

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Transcript of Writing Open Ended Text Based Questions:

David Coleman
From close-ended to open-ended questions.
Learn from the text, support from the text...
Read, write and talk about text in a pattern of gist, significant moments, interpretation and author's craft. (Close reading)
Align questions to standards, especially standards that are frequently seen and are ones that are determined as a need for reteaching based upon data.
"Questioning" Shifts of the CCLS...
Pattern of Reading, Writing and Talking
Read to get the
gist
- What is literally happening?
What's the central argument?
What ideas or reasons support the argument?
Who's the audience?
Discussion is fairly short...

Reread to find
significant moments
- find the overall meaning and practice using and explaining text evidence.
What moments strike you as most significant to the text?
Explain the significance or each moment using text details.
Steps:
Using your text, the data and the question stem prompts, write open-ended text based questions.
As a group, choose one article and question. Everyone answer that question.
Open-Ended Questions
Have multiple responses
Based upon text evidence
Requires an in-depth response
Shifts of the Common Core Learning Standards...
Writing Open Ended Text Based Questions:
Close Ended Questions
Specific answers
Short response
Little to no explanation
Which kind requires more thought about the concept(s)?
Patterns:
Read again to
interpret
the ideas in the text- thought provoking question that has multiple, varied responses based on evidence from the text.
Students provide their own interpretation of the texts.
How is the author making an argument about American culture and our way of life? What does the author reveal about his values?
Read again to
analyze the author's methods
-analyze author's craft
How does the author structure his argument?
How does the author use evidence to support his argument?
Does the author use relevant, sufficient and credible evidence? Why or why not?
Close Ended Questions:
What is a ligament?
Open Ended Question: RI 7,8.1 and RI 7,8.2:
"Knee injuries are common among active kids, especially athletes, and a torn anterior cruciate ligament (ACL) — a ligament that helps give the knee its stability — is one of the most common types of knee injuries."
How can this statement be a central idea of the text? Explain using at least two text based details.
Why write Open-Ended Questions?

Make students make meaning of concepts rather than just define from a textbook.

Provides for discussion of concepts at higher orders of thinking.

Allows for more speaking, listening and writing about academic vocabulary.

Allows for multiple ways to analyze and interpret texts.

Students get exposed to what is expected in college.
Which is the open-ended text dependent question?
You are reading the Gettysburg Address.
Why did the North fight the Civil War?
Have you ever been to a funeral or gravesite? Explain.
What impact does starting the second paragraph with "Now" have on the overall meaning of the Gettysburg Address?
Lincoln says that the nation is dedicated to the proposition that "all men are created equal." Why is equality an important value to promote?
Hints for creating short constructed response questions:
1
. Be SPECIFIC about the number of details you want in the students' responses.

"Use
two
details from the passage to support your answer."
2.
Provide students with a lot of space to answer the question. They will only write in as much space as you provide.
Sometimes providing a small space makes students think their answer should be short.
3.
For each and every question that you create, answer the question yourself. Create some sample responses that you think students might produce. Make sure you have found the text details within the passage that you want your students to find and use.
4. For each and every question that you create, decide which of the Common Core standards to which the question is linked.
5. Make sure that students are not ONLY finding evidence, but also explaining that text evidence AND what the text evidence shows.
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