1) Defining text-based questions 2) Demonstration of text-based questions using model text 3) Matching and Sorting Activity: Examples and non-examples Connection to standards Features of high quality questions 4) Time to practice
Handout: Participants will have a paper copy. This text is an excerpt from a blog posted by achievethecore and given to us by Kelly G.
Read section: Deep reading through text-based questions, or “Another area where I went astray” Read paragraphs 1 & 2. With a partner, determine how Hank defines text-dependent questions.
Read paragraphs 3 (and bulleted list) and discuss the features of a text-dependent question.
Read section: Deep reading through text-based questions, or “Another area where I went astray” Read paragraph 4.
Read section: Reflection is the heart of our practice. Read paragraphs 5 & 6.
Ask participants to reread the first section, “Courage”.
What did you and your partner do in order to answer these questions. Think about why these are examples of text-dependent questions. Meaning of surfaced from context: He came up to the surface of the water after being in a whirlpool. The word surfaced gives the reader a visual image of the tortoise – it gives a location in the water. The question serves to frame the text. The section answers the question in regards to courage.
Focus your discussion on why these are good text-dependent questions. Meaning of courage from context: Bird greeted Tortoise as he came ashore, “You were so brave !” Turtle demonstrates courage by deciding not to let the bullies stop him “I won’t,” said Tortoise. “Not this time.” Without hesitation he climbed into the hat and pushed off. He cut across the currents until he felt sand between his claws. “I sure showed those crows, didn’t I?” The literal answer is that the text says he wondered, “What can a small bird be?” Then, he helped Tortoise to be brave and courageous, and the wink at the end of this section acknowledges that he understands how he can help others demonstrate courage.
You just had a rich discussion with your partner using evidence from the text. This is what we want our students to do. This is the year of evidence!
Examples of text-dependent questions and non-examples.
If you can answer the question without having read the text, it is not a text-dependent question. Perhaps we begin by asking them to sort questions by example and non-example, based upon what they have learned so far? These slides may not be necessary – we may only need an answer slide.
Matching questions to standards = Answer slide
Matching questions to standards = Answer slide
Answers to matching questions to features
Answers to the matching activity questions to features
You can use the yellow cards as a guide or the participant notes. Refer to participant notes for how to create text dependent questions. Participants will write their questions in the participant notes. This is the third piece of the puzzle. You have selected your text, chosen vocabulary, and now you are writing questions. Remember, you can write text dependent questions about your vocabulary terms. As in any good reverse engineering or “backward design” process, teachers should start by identifying the key insights they want students to understand from the text – keeping one eye on the major points being made is crucial for fashioning an overarching set of successful questions and critical for creating an appropriate culminating assignment. For BIRD: What evidence is there that shows Bird is wondering, “What can a small bird be?” and working on a solution?
Ela si text dependent qs 2012
Text-Dependent Questionsand Evidence-Based Answers Participants will create text- dependent questions using a complex text of their choice.
Defining Text-Dependent Questions by Christina Hank
How does Christina Hankdefine text-dependentquestions?
How do we recognize a goodtext-dependent question?
Why does Christina say weneed to engage in a “differentkind of planning”?
Modeling of Text-Dependent Questions using What Can a Small Bird Be? Reread the first section “Courage”.
Text-dependent Questions Demonstration• What does the word “surfaced” mean in this text? Why do you think the authors chose this word? (page 3 of Courage section.)• The text begins with: There once was a curious bird who wondered, What can a small bird be? Why do you think the authors chose to begin the text with this question?
Text-dependent Questions Demonstration• What is the meaning of “courage” and how does Tortoise demonstrate “courage” in this text?• What evidence is there that shows Bird is wondering, “What can a small bird be?” and working on a solution?
Evidenced-Based AnswersText-based evidence facilitates rich andrigorous evidence-based discussions andwriting through specific, thought-provokingquestions about common texts (including,when applicable, illustrations, charts,diagrams, audio/visual, and media).
Matching ActivityDirections:Blue cards: Sort the QUESTIONS (bluecards) into two categories: examples andnon-examples.
Red cards:Align the STANDARDS (red cards)with the QUESTIONS (blue cards).
Question Standard(s) Addressed L.6.4What does the word surfaced mean in Determine or clarify the meaning of unknown and multiple-this text? Why do you think the authors meaning words or phrases based on grade 8 reading and content, choose flexibly from a range of strategies.chose this word? a. Use context as a clue to the meaning of a word or phrase. RL.6.5The text begins with: There once was a Analyze how a particular sentence, chapter, scene, or stanzacurious bird who wondered, What can a fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.small bird be? Why do you think theauthors chose to begin the text with thisquestion? RL.6.4What is the meaning of courage? How Determine the meaning of words and phrases as they aredoes Tortoise demonstrate courage in used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning andthis text? tone. RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Question Standard(s) Addressed RL.6.3What evidence is there that shows Bird Describe how a particular story’s or dramas plot unfolds in ais wondering, “What can a small bird series of episodes as well as how the characters respond or change as the plot moves toward a resolution.be?” and working on a solution? RL.6.1What evidence shows that the crows are Cite textual evidence to support analysis of what the textbullying the Tortoise? What is Bird’s says explicitly as well as inferences drawn from the text.response? RL.6.5What words or phrases does the author Analyze how a particular sentence, chapter, scene, or stanzachoose to persuade you that the crows fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.are bullies? RL.6.6Why does Bird wink at the Tortoise? Explain how an author develops the point of view of the narrator or speaker in a text.
Yellow cards:Add to your alignment (matched redand blue cards) the FEATURES ofgood text-dependent questions(yellow cards).
Text-dependent Questions ask Examplestudents to:Analyze paragraphs on a sentence by What is the meaning of courage? Howsentence basis and sentences on a word does Tortoise demonstrate courage inby word basis to determine the role this text?played by individual paragraphs,sentences, phrases, or wordsInvestigate how meaning can be altered What does the word surfaced mean inby changing key words and why an this text? Tortoise flailed his legs andauthor may have chosen one word over surfaced with a mouth full of water. Whyanother do you think the authors chose this word?Probe each argument in persuasive text, What words or phrases does the authoreach idea in informational text, each key choose to persuade you that the crowsdetail in literary text, and observe how are bullies?these build into a whole
Text-dependent Questions ask Examplestudents to:Examine how shifts in the direction of an What evidence shows that the crows areargument or explanation are achieved and bullying the Tortoise? What is Bird’sthe impact of those shifts response?Question why authors choose to begin and The text begins with: There once was aend when they do curious bird who wondered, What can a small bird be? Why do you think the authors chose to begin the text with this question?Note and assess patterns of writing and what What evidence is there that shows Bird isthey achieve wondering, “What can a small bird be?” and working on a solution?Consider what the text leaves uncertain or Why does Bird wink at the Tortoise?unstated
Let’s PracticeCreating Text-Dependent Questions How will we know they learned it?
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