The Common Core State Standards: A Process for Creating TextDependent Questions
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Webinar Information A recording of this webinar will be posted on the Standards Toolkit website. If there are any ques1ons, please e-‐mail: • Dewey Go@lieb, Mathema>cs Specialist • Monica Mann, Ac>ng Administrator
• Petra Schatz, Language Arts Specialist
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Essential Questions • What is the difference between text-‐dependent and non text-‐dependent ques>ons? • What are the three types of text-‐dependent ques>ons? • What is the process for crea>ng text-‐dependent ques>ons?
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Desired Outcomes Understanding of the… • Process of crea>ng text-‐dependent ques>ons • Strategies used when addressing text-‐dependent ques>ons
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Common Core Shifts 1. Text Complexity and Range 2. Read Closely to Analyze, Infer and Give Evidence 3. Write to Sources 4. Short, Focused Research 5. Written and Spoken Argument 6. Academic Vocabulary 7. Shared Responsibility for Literacy Development Among All Teachers www.achievethecore.org
Common Core Shifts: ELA/Literacy 1. Building knowledge through content-‐rich nonfic1on 2. Reading, wri>ng and speaking grounded in evidence from text, both literary and informa>onal 3. Regular prac>ce with complex text and its academic language
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Student Achievement Partners:
David Coleman, Susan Pimentel, Jason Zimba
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Text Dependent Questions Reading, wri1ng and speaking grounded in evidence from text, both literary and informa1onal
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Time – In and Out of the Text
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More instruc>onal >me spent outside the text means less >me inside the text.
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Depar>ng from the text in classroom discussion privileges only those who already have experience with the topic.
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It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.
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The CCSS are College and Career Readiness Standards.
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Text-Dependent Questions are not…
Ø Low-‐level, literal, or recall ques>ons Ø Focused on comprehension strategies Ø Just ques>ons…
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Text-Dependent Questions...
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Can only be answered with evidence from the text. Can be literal (checking for understanding) but must also involve analysis, synthesis, evalua>on.
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Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.
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Focus on difficult por>ons of text in order to enhance reading proficiency.
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Can also include prompts for wri>ng and discussion ques>ons.
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Three Types of Text-Dependent Questions When you are wri>ng or reviewing a set of ques>ons, consider the following three categories:
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Ques>ons that assess themes and central ideas Ques>ons that assess knowledge of vocabulary Ques>ons that assess syntax and structure
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Non-Examples and Examples Not Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a >me when you failed at something. In “Le@er from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in wri>ng, a >me when you wanted to fight against something that you felt was unfair. In “The Ge@ysburg Address” Lincoln says the na>on is dedicated to the proposi>on that all men are created equal. Why is equality an important value to promote? www.achievethecore.org
Text-Dependent What makes Casey’s experiences at bat humorous? What can you infer from King’s le@er about the le@er that he received? “The Ge@ysburg Address” men>ons the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?
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Creating Text-Dependent Questions Step One: Iden>fy 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 sec>ons head-‐on. Step Five: Create coherent sequences of text-‐dependent ques>ons. Step Six: Iden>fy the standards that are being addressed. Step Seven: Create the culmina>ng assessment. www.achievethecore.org
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Core Understanding and Key Ideas
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Reverse-‐engineered or backwards-‐designed Crucial for crea>ng an overarching set of successful ques>ons Cri>cal for crea>ng an appropriate culmina>ng assignment
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Core Understanding and Key Ideas Core Understanding and Key Idea: Two people of very different ages may s>ll have much in common and become friends. Synopsis: Opal has just moved to a new town in a new state and has no friends yet. Through a series of comic mishaps inadvertently started by her very special dog, Winn-‐Dixie, Opal meets Miss Franny, the town librarian. Opal realizes they have much in common and a friendship is ignited. www.achievethecore.org
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Vocabulary Which words should be taught? • Essen>al to understanding text • Likely to appear in future reading
Which words should get more 1me and aTen1on? • More abstract words (as opposed to concrete words) persist vs. checkpoint no1ced vs. accident
• Words which are part of seman>c word family secure, securely, security, secured
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Vocabulary and Text Dependent Questions From “Hot and Cold Summer” -‐ 5th grade fic1onal text
• “To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid mee>ng Bolivia at first?” (pg. 23)
• Re-‐read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia?
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Syntax and Text Dependent Questions
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Syntax can predict student performance as much as vocabulary does.
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Ques>ons and tasks addressing syntax are powerful.
Example: Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close a@en>on to the use of commas and semi-‐colons in the last paragraph on pg. 377. The semi-‐colons separate or list each member in the pack.
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Structure and Text-Dependent Questions Text-‐dependent ques>ons can be crahed to point students’ a@en>on to features of text that enhance understanding (such as how sec>on headers and cap>ons lead to greater clarity or provide hints regarding what is most important in informa>onal text, or how illustra>ons add to a narra>ve). Text-‐Dependent Ques>ons
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Structure and Text-Dependent Questions Examples:
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“Look at the illustra>ons on page 31. Why did the illustrator include details like the power outlets in the walls?”
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“Dillard is careful to place opposing descrip>ons of the natural and man-‐made side-‐by-‐side. How does this juxtaposi>on fit with or challenge what we have already read? Why might she have chosen this point in the text for these descrip>ons?”
Text-‐Dependent Ques>ons
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Reading Strategies and Text-Dependent Questions
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Text-‐dependent ques>ons generally call on students to employ reading strategies.
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Strategies are no longer taught in isola>on. The text and readers’ need to comprehend it should determine what strategies are ac>vated -‐ not the other way around.
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Standard One
11-‐CCR
Increased Ability to Use Text Evidence
9-‐10
6-‐8
4-‐5
2-‐3
K-‐1
Standard Ten
Standards Two through Nine
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Increasing Range and Complexity
Bands
Bands
11-‐CCR
9-‐10
6-‐8
4-‐5
2-‐3
K-‐1
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Culminating Tasks
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Should relate to core understanding and key ideas. A coherent sequence of text dependent ques>ons will scaffold students toward successfully comple>ng the culmina>ng task.
Example: “The >tle of this selec>on is ‘Because of Winn-‐Dixie.' Using your answers from the ques>ons above and class discussion, explain why this is an appropriate >tle for the selec>on. Be sure to clearly cite evidence from the text for each part of your answer.” “Officer Buckle’s final safety >p is 'ALWAYS STICK WITH YOUR BUDDY.' How did he and Gloria each learn this lesson for themselves throughout the story?” www.achievethecore.org
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Final Thoughts
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There is no one right way to have students work with text dependent ques>ons.
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Providing for the differing needs of students means providing and scaffolding supports differen>ally -‐ not asking easier ques>ons or subs>tu>ng simpler text.
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Listening and speaking should be built into any sequence of ac>vi>es along with reading and wri>ng:
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“Re-‐read it, think it, talk it, write it” The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms. www.achievethecore.org
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Resources • achievethecore.org Ø Text-‐Dependent Ques>ons Module Ø Guide to Crea>ng Text-‐Dependent Ques>ons Ø Checklist for Evalua>ng Ques>on Quality
• engageny.org Ø Common Core Video Series: Common Core ELA/Literacy Ø Text-‐Based Answers Video
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Questions and Answers
Thank you! www.achievethecore.org
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