2. The CCSS Requires Three Shifts in ELA/Literacy
1. Building knowledge through content-rich
nonfiction
2. Reading, writing and speaking grounded in
evidence from text, both literary and
informational
3. Regular practice with complex text and its
academic language
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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.
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4. Three Types of 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
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5. Non-Examples and Examples
Not Text-Dependent Text-Dependent
In “Casey at the Bat,” Casey strikes out. What makes Casey’s experiences at bat
Describe a time when you failed at humorous?
something.
In “Letter from a Birmingham Jail,” Dr. What can you infer from King’s letter
King discusses nonviolent protest. about the letter that he received?
Discuss, in writing, a time when you
wanted to fight against something that
you felt was unfair.
In “The Gettysburg Address” Lincoln says “The Gettysburg Address” mentions the
the nation is dedicated to the year 1776. According to Lincoln’s
proposition that all men are created speech, why is this year significant to
the events described in the speech?
equal. Why is equality an important
value to promote?
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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.
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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.
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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
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