Text Dependent Questioning Patricia Coldren Lee County Schools
Text Dependent Questioning Patricia Coldren Lee County Schools [email protected] Common Core and Literacy An increase in the complexity and rigor of literacy is a keystone of the Common Core standards. The Common Core document states The
Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life. College and Career Readiness Anchor Standards for Reading
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. The Three Shifts (Common Core Keys) 1. Building knowledge through content rich nonfiction and informational texts.
2. Reading and writing grounded in evidence from the text. 3. Regular practice with complex text and its academic vocabulary. Reading and writing grounded in evidence from the text. Standards expect students to be able to answer text dependent questions that depend on them having read the text carefully and
repeatedly rather than questions that can be answered based completely on prior knowledge and/or personal experience. New standards place great emphasis on writing to sources and using evidence from texts to create effective argumentative and informational writing, as well as focusing on narrative writing. What does that look like in the classroom? Teachers will ask questions that make it necessary for students to reread text to find answers and find evidence to support their answers. Students will have to read text closely to find evidence and draw inferences. Students will support their opinions with evidence from the text. Why change the way we question?
What We Do Today Asking students to make connections to themselves, other texts and the world is a common style of questioning that guides students away from the text. It does not lead to a deep understanding of the text. We often ask simple questions that require very literal thinking to ensure they have read the text. Students expend a lot of time and energy answering these questions instead of considering More instructional time spend outside the text means less time spent 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. The CCSS and College Career Readiness Standards. What does the future look like?
Overview of Text Complexity Smarter Balanced Assessments Charlottes Web Overview of Text Complexity Charlottes Web Overview of Text Complexity
Charlottes Web Overview of Text Complexity t x e t s i h t e
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Yes We Can!!! Overview of Text Complexity www.achievethecore.org Guide to Creating Text Depen dent Questions Text Dependent Questions 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 Good Text Dependent Questions Overview of Text Complexity
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 Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts Question why authors choose to begin and end when they do Note and assess patterns of writing and what they achieve
Four Steps to Creating Text Dependent Overview of Text Complexity Questions Find It Look Closer Prove It Take It Apart Based on Comprehension Through Deductive Reasoning by Margaret Kilgo and The Common Core Institute, Institute 3
Overview of Text Complexity Find It Most literal, requires reader to find explicitly stated facts and details in text Identify facts and details. What is? Where is? Who is? Look Closer
Overview of Text Complexity Literal, but requires searching in more than one place Demonstrate understanding of information found in more than one place Compare and contrast Explain Summarize What do the facts or ideas show How would you rephrase the meaning?
Overview of Text Complexity Prove It Inferential, readers search for clues/evidence to support their answers Analyzing or evaluating the information Identify main idea Draw conclusions Make predictions Make inferences What is the theme. What is the central idea
Take it Apart Overview of Text Complexity Challenge the reader to analyze from a literary perspective Analyze text structure and organization The first paragraph is important because How has the author used the information? (cause/effect, clues/evidence, chronological, etc.) Why does the author use a chart, illustration
The author uses description to tellGive an example from the text. Examples In Casey at the Bat, Casey strikes out. Describe a time when What makes Caseys experiences you failed at something. at bat humorous? In Letter from a Birmingham Jail, Dr. King discusses nonviolent protests. Discuss, in writing, a time when you wanted
to fight against something that What can you infer from Kings letter about the letter that he you felt was unfair. received? In The Gettysburg Address Lincoln says the nation is The Gettysburg Address dedicated to the proposition that mentions the year 1776. all mean are created equal. Why is equality an important value toAccording to Lincolns speech, why is this year significant to the promote?
events described in the speech? Charlottes Web Overview of Text Complexity t x e t s i h
t e k a m ? t e n e w d n
Ca depen Charlottes Web Overview of Text Complexity The characters in Charlottes Web all demonstrated certain character traits that were important to the outcome of the story. List three characters and complete the chart. Character Trait
Evidence from the text How does this evidence show the trait you listed? What difference did it make in the story? Analyze Your Own Overview of Text Complexity Choose your own classroom activity. Read each question carefully. Determine if it is a Text Dependent Question.
If it isnt a text dependent question, can you rewrite it? What does this mean for my classroom? Students Overview of Text Complexity Have to Live and Breath the Text We have to make a conscious effort to rethink what we do before, during, and after reading You have to spend time analyzing your questioning
for each reading group in your classroom You have to dig into the text before your students can Planning is of the utmost importance and the detail is key We have to teach students how to interact with text and use the text in writing Overview of Text Complexity
It doesnt mean No more cool activities that get students excited about readingbut we have to rethink those activities and push the students farther to activate those higher levels of learning.
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