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Text Dependent Questionting and How it Relates to the Common Core

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Sara Kramer

on 4 March 2013

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Transcript of Text Dependent Questionting and How it Relates to the Common Core

At the Root
of it All What Do Text Dependent
Questions Look Like? First Things First Wrapping It All Up The Shifts Text Dependent Questions Core Understanding
and Key Ideas The Power of Words Culminating Activities Common Core State Standards The Essentials Text Dependent Questioning Building knowledge through content-rich nonfiction

Reading, writing, and speaking grounded in evidence from text, both literary and informational

Regular practice with complex text and its academic language The CCSS Requires
Three Shifts in ELA/Literacy
Reading, writing, and speaking grounded in evidence from text, both literary and informational Shift # 2: Text-Dependent Questions More instructional time spent outside the text means less time inside the text.

Departing from the text in classroom discussion privileges only those who already have experience with the topic.

It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading. Time – In and Out of the Text Low-level, literal, or recall questions

Focused on comprehension strategies

Just questions… Text-Dependent Questions are not… Can only be answered with evidence from the text.

Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.

Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.

Focus on difficult portions of text in order to enhance reading proficiency.

Can also include prompts for writing and discussion questions. Text-Dependent Questions... When you're writing or reviewing a set of questions, consider the following three categories:

Questions that assess themes and central ideas

Questions that assess knowledge of vocabulary

Questions that assess syntax and structure Three Types of Text-Dependent Questions Creating Text-Dependent Questions Text-Dependent Not Text-Dependent What makes Casey’s experiences at bat humorous?


What can you infer from King’s letter about the letter that he received?




“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What Do They Look Like? Reverse-engineered or backwards-designed

Crucial for creating an overarching set of successful questions

Critical for creating an appropriate culminating assignment Core Understanding and Key Ideas
Core Understanding and Key Idea:
Two people of very different ages may still have
much in common and become friends.

Synopsis:
Opal has just moved to a new town in a new state
and has no friends yet. Through a series of
comic mishaps inadvertently started by her very
special dog, Winn-Dixie, Opal meets Miss Franny,
the town librarian. Opal realizes they have much
in common and a friendship is ignited. Core Understanding and Key Ideas: Example Because of Winn-Dixie Vocabulary Which words should be taught?
Essential to understanding text
Likely to appear in future reading

Which words should get more time and attention?
More abstract words (as opposed to concrete words)
persist vs. checkpoint
noticed vs. accident

Words which are part of semantic word family
secure, securely, security, secured Vocabulary From “Hot and Cold Summer” - 5th grade fictional text

“To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first?” (pg. 23)

Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia? Vocabulary and Text Dependent Questions Words! Words! Words! Wonderful Words! It's All in How it's Said Syntax and Structure Syntax can predict student performance as much as vocabulary does.

Questions and tasks addressing syntax are powerful.

Example:
Who are the members of the wolf pack? How many wolves are in the pack?

To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg. 377. The semi-colons separate or list each member in the pack. Syntax and Text Dependent Questions Text-dependent questions can be crafted to point students’ attention to features of text that enhance understanding (such as how section headers and captions lead to greater clarity or provide hints regarding what is most important in informational text, or how illustrations add to a narrative). Structure and Text-Dependent Questions Examples:
“Look at the illustrations on page 31. Why did the illustrator include details like the power outlets in the walls?”

“Dillard is careful to place opposing descriptions of the natural and man-made side-by-side. How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?” Structure and Text Dependent Questions Strategies, Standards,
and All That Jazz Organizing Our Thinking Text-dependent questions generally call on students to employ reading strategies.

Strategies are no longer taught in isolation.

The text and readers’ need to comprehend it should determine what strategies are activated - not the other way around. Reading Strategies and Text-Dependent Questions Increasing Range and Complexity Standard Ten Standard One Standards 2-9 Increased Ability to Use Text Evidence Should relate to core understanding and key ideas.
A coherent sequence of text dependent questions will scaffold students toward successfully completing the culminating task.

Example:
“The title of this selection is ‘Because of Winn-Dixie.' Using your answers from the questions above and class discussion, explain why this is an appropriate title for the selection. Be sure to clearly cite evidence from the text for each part of your answer.”

“Officer Buckle’s final safety tip is 'ALWAYS STICK WITH YOUR BUDDY.' How did he and Gloria each learn this lesson for themselves throughout the story?” Culminating Tasks
There is no one right way to have students work with text- dependent questions.

Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text.

Listening and speaking should be built into any sequence of activities along with reading and writing.

“Re-read it, think it, talk it, write it”

The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms. Final Thoughts Key Ideas and Details


Craft and Structure
.

Integration of Knowledge and Ideas Questioning Inferring Evaluating Synthesizing Reading Strategies Visualizing http://www.xtranormal.com/watch/14224479/text-dependent-questioning Examples of Non-Text Dependent
Questions in Winn-Dixie Non-Text Dependent
Was there ever a time when an animal
scared you?

Should Miss Franny have felt embarrassed?

Describe a time when you were given a
really unique gift. Examples from Basals
As you read, think about plants and animals in
Florida.
In Because of Winn-Dixie Opal tells about her
experiences after moving to a new town.
Tell about a time when you were a newcomer. Text Dependent But Trivial
What book was Miss Franny reading when the
bear came into the library?

What did the men say when they were
teasing Miss Franny?

Why was Miss Franny sitting on the floor
when Opal met her?

Who came into the library while Miss Franny
was telling Opal her story? What book was
she reading? Sara Kramer, Laurel Hill Elementary
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