text dependent questioning patricia coldren
TRANSCRIPT
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 meaningful text-specific questions that will bring them to a deeper understanding.
•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.
Overview of Text ComplexityWhat does the future look like?
Smarter Balanced Assessments
Overview of Text ComplexityCharlotte’s Web
Overview of Text ComplexityCharlotte’s Web
Overview of Text ComplexityCharlotte’s Web
Can we make this text
dependent?
Overview of Text ComplexityYes We Can!!!
www.achievethecore.org
Guide to Creating Text Dependent 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
Overview of Text ComplexityGood Text Dependent Questions
•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
•Consider what the text leaves uncertain or unstated
Overview of Text ComplexityFour Steps to Creating Text Dependent
Questions
Find ItLook Closer
Prove ItTake 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…?
Overview of Text ComplexityLook Closer
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 ComplexityProve 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…
Overview of Text ComplexityTake it Apart
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 tell…Give an example from the text.
ExamplesIn “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 protests. 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 mean are created equal. Why is equality an important value to promote?
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?
Overview of Text Complexity
Charlotte’s Web
Can we make this text
dependent?
Overview of Text ComplexityCharlotte’s Web
The characters in Charlotte’s 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?
Overview of Text ComplexityAnalyze Your Own
Choose your own classroom activity. Read each question carefully. Determine if it is a Text Dependent Question.If it isn’t a text dependent question, can you rewrite it?
What does this mean for my classroom?
Overview of Text ComplexityStudents 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 studentscan•Planning is of the utmostimportance and the detail iskey•We have to teach studentshow to interact with textand use the text in writing
Overview of Text ComplexityIt doesn’t mean…
No more cool activities that get students excited about reading…but we have to rethink those activities and push the students farther to activate those higher levels of learning.