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Text-based Questions

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Stephanie Odagled

on 29 September 2013

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Transcript of Text-based Questions

Textually Dependent Questions
By: Stephanie, Courtney, and Ashley

What are textually dependent questions?
What are textually dependent questions not?
low-level on Costa's/Bloom's
literal (word-for-word answers from text)
recall dependent
based on comprehension strategies
dependent on personal experience

Why use textually dependent questions?
places emphasis on textual evidence to support argument
reinforces content vocabulary
promotes reader internalization of information
Textually Dependent Questions for ELLs
reinforce content vocabulary
focuses on main idea and implications of text
supplement with illustrations, charts, diagrams
paraphrases complex or vocabulary rich phrases with appositives
Checklist for Evaluating Text Based Questions
The following slides detail the checklist for evaluating text dependent questions published by achievethecore.org, an organization “to help educators understand and implement the Common Core State Standards. It includes practical tools designed to help students and teachers see their hard work deliver results. achievethecore.org was created in the spirit of collaboration. Please steal these tools and share them with others (achievethecore.org).”
Part C: Text Specific
Checklist Part A:Text Dependent
The Checklist

“A2. Is it always clear to students that answering each question requires that they must use evidence from the text to support their claims (achievethecore.org)?”
You should be able to answer yes to both of these questions if your question is text dependent.
“A1. Does the student have to read the text to answer each question (achievethecore.org)?”
Checklist Part
B: Important Considerations
Although not necessary for every question, these are things to keep in mind.
“B2. Do questions include appropriate scaffolding so all students can understand what is being asked (Are the questions worded in such a way that all students can access them) (achievethecore.org)?”
“B1. Do students have an
opportunity to practice speaking and listening while they work with these questions and tasks(achievethecore.org)?”
“B3. At tricky or key points in the text are there check-in questions for students to answer so that teachers can check on students’ understanding and use these sections to enhance reading proficiency (achievethecore.org)?”
“B4. Do questions provide an opportunity for students to determine the meaning of academic vocabulary in context? When possible, do some of these questions explore some aspect of the text as well as important vocabulary (achievethecore.org)?”
“B5. Does the mix of questions addressing syntax, vocabulary, structure and other inferences match the complexity of the text (achievethecore.org)?”
"C1. Are the questions speific enough so they can only be answered by
reference to this text (achievethecore.org)?”
“C2. Are the inferences students are asked to make grounded logically in the text (Can they be answered with careful reading rather than background knowledge) (achievethecore.org)?”
Checklist Part D: Organization of the Questions
“D1. Do the early questions in the sequence focus on specific phrases and sentences to support basic comprehension of the text and develop student confidence before moving on to more challenging tasks (achievethecore.org)?”
“D2. Are the questions coherently sequenced? Do they build toward gradual understanding of the text’s meaning (achievethecore.org)?”
“D3. Do the questions stay focused on the text and only go beyond it to make other connections in extension activities after the text has been explored (achievethecore.org)?”
“D4. If multiple texts/different media are under consideration, are students asked to examine each text closely before making connections among texts (achievethecore.org)?”
Checklist Part E: Culminating Activity or Writing Prompt
“E1. Does the culminating task call on the knowledge and understanding acquired through the questions (achievethecore.org)?”
“E2. Does the writing prompt in the culminating task demand that students write to the text and use evidence (achievethecore.org)?”
“E3. Are the instructions to teacher and student clear about what must be performed to achieve proficiency (achievethecore.org)?”
“E4. Is this a task worthy of the student and classroom time it will consume (achievethecore.org)?”
Textually Dependent Questions at Work
Questions that require an in-depth response based on the text.
3 main characteristics:
1. Assess themes and central ideas
2. Assess knowledge of vocabulary
3. Assess syntax and structure

Facilitate Close Reading
Close reading: stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. (PARCC, 2011, p. 7)
Engaging with the text does not start at answering the questions
Text-Based Questions and the Common Core
RL 8.4 Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including analogies or allusions to other
RL 8.6 Analyze how differences in the
points of view of the characters and the
audience or reader (e.g., created through
the use of dramatic irony) create such
effects as suspense or humor.
RL.8.2 Determine a theme or central idea
of a text and analyze its development over
the course of the text, including its
relationship to the characters, setting, and
plot; provide an objective summary of the
RL. 8.3 Analyze how particular lines of
dialogue or incidents in a story or drama
propel the action, reveal aspects of a
character, or provoke a decision.
Strategies for Teaching Close Reading
Thinking Notes
Annotated notes help to focus the reading and make it easier to reference back to the material
Considerations for ELLs
Importance of background knowledge
Comprehension also comes from vocabulary proficiency
Teaching students to write text-based questions as well as answering them
How does the use of comparison help the reader understand the parts of the nervous system?
Using the second paragraph on page 8, what words create a mental image of a nerve cell?
How does the author support the statement "nerves are the body's wiring"?
Example of Text-Based Questions in Science
Full transcript