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Copy of Text-Dependent Questions
Alexandra Stahlon 6 February 2013
Transcript of Copy of Text-Dependent Questions
-Group member #1: Read paragraphs 1-4
-Group member #2: Read paragraphs 5-8
-Group member #3: Read paragraphs 9-12
-Group member #4: Read paragraphs 13-18
-Group member #5: Read paragraphs 19-23
Follow the "Making Meaning Protocol"
Group member #1 will be the facilitator. Common Core Standards
Shift #4 Text-Based Answers Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop writing habits for making evidentiary arguments in both conversation, as well as in writing to assess comprehension of a text. Overarching Goal: To understand what a rigorous text-dependent question is, and how we can write them. EQ: What makes good teaching?
FQ: What makes a rigorous text-dependent question? Is the question “text-dependent”? -Requires students to engage in “gathering evidence”
-Requires “text-dependent analysis”
-“Can only be answered by referring explicitly back to the text.”
-“Privileges the text itself and what students can extract from what is before them.” Does the question aid in “deep comprehension”? Does the question have a specific focus? -Lingers over "specific sentences and phrases."
-Explores "specific words, details, and arguments."
-"Targets academic vocabulary and specific sentence structures."
-"Analyze paragraphs on a sentence-by-sentence basis, and sentences on a word-by-word basis, to determine the role played by individual paragraphs, sentences, phrases, or words."
-"Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another."
-"Question why authors choose to begin and end the way they do." Ms. Stahl & Ms. Lynch
Professional Development January 28, 2013 Rigorous Text-Dependent Questions PQs: How can questions elicit rigorous conversations?
-What role does questioning play in highly effective teaching?
-How can we write rigorous text-dependent questions? -Helps orient students to the text.
-Guides students “toward extracting the key meaning or ideas” found in the text.
-Requires students to gather “insight from what they read.”
-Ensures “careful comprehension of the text.”
-Enables students to construct meaning of challenging text.
-“Help students see something worthwhile that they would not have seen on a more cursory reading.” Does the question analyze the text as a whole? -“Probe each argument…each idea…each key detail in the text and observe how these build to a whole.”-“Examine the impact of those specifics on the text as a whole.”-Leads students to become aware of the connections between the key text structure/most powerful words, and the key ideas and understandings. Does the question set demonstrate coherence? -Individual questions function within a set.
-“An effective set of text-dependent questions delve systematically into a text.”
-Set follows a logical sequence.
-Set flows as a coherent series. Does the question set support mastery? -Series of questions address the standards.
-Supports students in successfully completing
a culminating assessment. Reading: "Consider the Lobster" by David Foster Wallace 1. Read the essay.
2. Look over the text-dependent questions based on the reading.
3. Modeling: How to assess a question for rigor and text-dependency.
4. Assess questions for rigor and qualities from the rubric.
5. Revise the 2 questions and share.
6. Exit Ticket: Google Form