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Transcript of Text-dependent Questions
Text-dependent Questions and You
The Common Core Standards
are replacing the Indiana
The PARCC Assessments
will be taking the place of
the current ECA tests and
will be based on the Common Core.
The CC standards include
LITERACY STANDARDS for
Now, now. It's
not that bad.
Whatever YOU teach
The Literacy Standards for reading in content areas require students to:
cite evidence from the text to support analysis
determine what the text actually says & make logical inferences
(To infer is to use details from the text to figure out something the author doesn't say.)
In general terms, the standards expect students to go beyond the surface information and wrestle with the text.
We can help students practice by giving them questions that can only be answered by referring back to the text.
These are called TEXT-DEPENDENT QUESTIONS.
There are seven types of these special questions...
Now we're getting
1. general understanding
2. key details
4. text structure
5. author's purpose
7. opinions, arguments,
Students need to become reading detectives.
What does the author
imply is important
about the woodpecker?
Based on the passage, what
type of scientist is an
Why did the author write this article?
(What is the purpose of the story?)
What does the word
mean as it is
used in the text?
What are the two sides of the
argument presented in the article?
Using the information in
the article, what evidence
is being gathered from
Text-dependent questions might look like this...
Do you get the gist of what you read?
Who, What, When, Where, Why, How? Important info--not trivial.
Use context clues, think about word choice, ideas/feelings evoked
How is the text organized? sequentially? Cause/effct? problem/solution? chronologically?
WHY did the author write this?
to inform? to entertain? to persuade? to explain?
after students have read/reread the text...check for understanding
Read beyond what is said.
The CC standards for reading
strongly focus on students'
gathering evidence, knowledge,
and insight from what they read.
Students may build their analytic
reading skills by practicing
Let's see what a
close reading might look like.
Step One: Students read the text independently with no set-up, circling any words they do not know.
Step Two: Teacher reads the text aloud as students follow along.
Step Three: Students translate the text of the
first paragraph into their own words in one or more sentences.
Step Four: Teacher guides discussion of the first paragraph
Step Five: Based on what they have learned,
students rewrite their translation of the first paragraph.
September 17, 2012
"Forest Fire Research Questions the Wisdom of Prescribed Burns"
By JIM ROBBINS
— On a forested mountainside that was charred in a wildfire in 2003,
Richard Hutto, a University of Montana ornithologist, plays a recording of a
black-backed woodpecker drumming on a tree.
The distinctive tattoo goes unanswered until Dr. Hutto is ready to leave. Then, at the top of a tree burned to charcoal, a woodpecker with black feathers, a white breast and a yellow slash on its crown hammers a rhythmic response.
“This forest may have burned,” says Dr. Hutto, smiling, “but that doesn’t mean it’s dead. There’s a lot going on.”
The black-backed woodpecker’s drum signals more than the return of life to the forest. It also may be an important clue toward resolving a debate about how much, and even whether, to try to prevent large forest fires.
Scientists are at loggerheads over whether there is an ecological advantage to thinning forests and using prescribed fire to reduce fuel for subsequent fires — or whether those methods actually diminish ecological processes and biodiversity.
The United States Forest Service, which manages nearly 200 million acres of public land, believes limited thinning and burning will prevent catastrophic wildfires. The agency contracts with logging companies to cut down large and small trees across sweeping landscapes, and uses prescribed fire. Besides protecting homes, experts say, these methods also recreate the natural state of the forest.
The approach, developed primarily as a result of tree ring studies, seeks to reconstruct the forests of the West before the 20th century, when the large-scale suppression of wildfire first occurred. Some ecologists and environmentalists, however, are challenging the Forest Service’s model, saying it is based on incomplete science and is causing ecological damage.
Recent research, they say, shows that nature often caused far more severe fires than tree ring records show. That means the ecology of Western forests depends on fires of varying degrees of severity, including what we think of as catastrophic fires, not just the kinds of low-intensity blazes that current Forest Service policy favors.
They say that large fires, far from destroying forests, can be a shot of adrenaline that stimulates biodiversity.
The black-backed woodpecker could be an important indicator of which side is correct.
Give it a try!
One day you might
be as cool as Bobby Allen!
Ready to try it?
If you haven't already, please
read the excerpt of the article
about forest fires.
Locate a short piece of reading
that is appropriate to your
content and grade level.
Create a few questions
that ask students to
read deeply for the answer.
Although questions that
ask students to connect
their lives to the text can
be helpful in gaining interest,
they pull students away
from the text.
The questions should require
the students to think about what
they have read, not just go find
can be taken from the title?
We need them to
DEPEND on the text.
Indiana Academic Standards
Based on your reading of the
text, what does the term
No set-up = cold read
Goal: Try this at least
each nine weeks.
That's a piece of cake!
It is not necessary
to write every type of
question for each reading.
Do what works!