Text-Dependent QuestionsAnd Domain 3: BUsing Questioning and DiscussionTechniquesSTARS Team – December 5 2012
The CCSS Requires Three Shifts in ELA/Literacy1. Building knowledge through content-rich   nonfiction2. Reading, writing a...
Why use Text-Dependent Questions?•   Departing from the text in classroom discussion privileges    only those who already ...
Three Types of Text-Dependent QuestionsWhen youre writing or reviewing a set of questions, considerthe following three cat...
Non-Examples and ExamplesNot Text-Dependent                          Text-DependentIn “Casey at the Bat,” Casey strikes ou...
Creating Text-Dependent Questions Step One: Identify the core understandings and key ideas of           the text. Step Two...
Classroom Strategies•   There is no one right way to have students work with text    dependent questions, and a variety of...
Activity• Using your Social Studies or Science textbook, find a section  you will be teaching soon, find the questions the...
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Domain 3 and text dependent questions dec 5

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Domain 3 and text dependent questions dec 5

  1. 1. Text-Dependent QuestionsAnd Domain 3: BUsing Questioning and DiscussionTechniquesSTARS Team – December 5 2012
  2. 2. The CCSS Requires Three Shifts in ELA/Literacy1. Building knowledge through content-rich nonfiction2. Reading, writing and speaking grounded in evidence from text, both literary and informational3. Regular practice with complex text and its academic language www.achievethecore.org 2
  3. 3. Why use Text-Dependent Questions?• Departing from the text in classroom discussion privileges only those who already have experience with the topic. • – For example, reading about tornadoes, then asking students to talk about a time when they were in a tornado only allows the students who have had this experience to engage. By grounding the discussion in the text itself, all students are given an equal opportunity to engage. The text becomes a shared experience in learning about any topic.• It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading. • As texts and reading becomes challenging – it’s easier for students to disengage with the text and go to what they know (or think they know based on their experience.) Requiring students to persevere through difficult text builds critical reading muscles. www.achievethecore.org 3
  4. 4. Three Types of Text-Dependent QuestionsWhen youre writing or reviewing a set of questions, considerthe following three categories:• Questions that assess themes and central ideas• Questions that assess knowledge of vocabulary• Questions that assess syntax and structure www.achievethecore.org 4
  5. 5. Non-Examples and ExamplesNot Text-Dependent Text-DependentIn “Casey at the Bat,” Casey strikes out. What makes Casey’s experiences at batDescribe a time when you failed at humorous?something.In “Letter from a Birmingham Jail,” Dr. What can you infer from King’s letterKing discusses nonviolent protest. about the letter that he received?Discuss, in writing, a time when youwanted to fight against something thatyou felt was unfair.In “The Gettysburg Address” Lincoln says “The Gettysburg Address” mentions thethe nation is dedicated to the year 1776. According to Lincoln’sproposition that all men are created speech, why is this year significant to the events described in the speech?equal. Why is equality an importantvalue to promote? www.achievethecore.org 5
  6. 6. Creating Text-Dependent Questions Step One: Identify the core understandings and key ideas of the text. Step Two: Start small to build confidence.Step Three: Target vocabulary and text structure. Step Four: Tackle tough sections head-on. Step Five: Create coherent sequences of text-dependent questions. Step Six: Identify the standards that are being addressed.Step Seven: Create the culminating assessment. www.achievethecore.org 6
  7. 7. Classroom Strategies• There is no one right way to have students work with text dependent questions, and a variety of approaches is best, incorporating speaking and listening as well as writing. • Whole class discussion as well as independent work through written response (Extended Response!) • Graphic Organizers and Guided Notes to help with careful reading and evidence gathering. • QAR and Reciprocal Teaching • Other Cooperative Group Strategies, such as Jigsaw , Placemat, and Mind Mapping • Differentiation - providing scaffolding supports differentially - not asking easier questions or substituting simpler text. www.achievethecore.org 7
  8. 8. Activity• Using your Social Studies or Science textbook, find a section you will be teaching soon, find the questions the textbook provides and determine whether they are text-dependent questions that require a close analytical reading of the text. • How can you improve the questions? • Develop new questions www.achievethecore.org 8

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