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Text Dependent Questions

Text Dependent Questions. Professional Development September 11, 2013. What is Text Dependent Questioning?.

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Text Dependent Questions

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  1. Text Dependent Questions Professional Development September 11, 2013

  2. What is Text Dependent Questioning? • The Common Core State Standards expect students to use evidence from texts to present careful analyses, well-defended claims, and clear information. A central tool to help students develop these skills is text-dependent questions: questions that can only be answered by referring back to the text. • www.achievethecore.org • The act of creating standards-based questions that require reading and analysis in order to answer. • Reading with a pencil/Reading like a detective!

  3. Why Pursue Text Dependent Questioning? • Increases a focus on standards (Core) • Reduces focus on a specific text • Requires deeper reading • Creates a need to Read • Requires purposeful reading • Citing Evidence • Relates to learning targets • Increases distributed practice and Core mastery

  4. Lesson Analysis Lesson 1: Traditional Lesson

  5. Lesson 1: Your Focus • Actions of the Teacher • What is the teacher doing? • Actions of the Student • What are you doing in your role? • Level of Rigor • The level of challenge during the lesson • The Role of the Text • The activities and the standards

  6. Lesson 1 Pre-Reading Post-Reading • By looking at the title, what do you think this text will be about? • Have you ever been to a zoo? • Have you ever seen a bear? Panda? Polar? Black? Brown? Grizzly? • What do you know about bears? • What is a den? • What does the word “heaves” mean?

  7. Lesson 1 Analysis • Actions of the Teacher • What is the teacher doing? • Actions of the Student • What are you doing in your role? • Level of Rigor • The level of challenge during the lesson • The Role of the Text • The activities and the standards • Rate the lesson on a scale of 1-5 based on the evidence above.

  8. Lesson Analysis Lesson 2: Text Dependent and Standard Based

  9. Lesson 2: Your Focus • Actions of the Teacher • What is the teacher doing? • Actions of the Student • What are you doing in your role? • Level of Rigor • The level of challenge during the lesson • The Role of the Text • The activities and the standards

  10. Lesson 2: Standards • RI.3.1: Ask and answer questions to demonstrate understanding of the text, referring explicitly to the text as the basis for the answers. (support) • RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (focus) • RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text. (focus)

  11. Lesson 2: Learning Targets • I can ask and answer questions to demonstrate my understanding of a text. • I can refer to the text as a basis for my answers. • I can determine the meaning of words and phrases in a text. • I can describe logical connections between certain sentences and paragraphs in a text.

  12. Text: Where do Polar Bears Live? • During Reading • As you read this, please underline any words or phrases that are unfamiliar to you or get in the way of your understanding. • During Reading Discussion Questions • RI.3.4: Why does the author use the word “heave” at this point (in section 1)? What effect does it have on the meaning of this sentence? • RI.3.8: In section 1, what is the connection between the first paragraph and the rest of the paragraphs?

  13. Discussion Questions: Group Work • RI.3.4: In section 2, what does “from October to February the sun never rose,” mean in this text? Why is it important to the overall meaning of the text? • RI.3.8: What is the logical connection between sections 1 and 2?

  14. Individual Writing Task • RI.3.1: The cub is four months old. Why is the cub just seeing the sun and feeling the wind for the first time? (Refer to the text as a basis for your answer.) • The cub is just seeing the sun and the wind for the first time because __________________. I know this because the text says __________________. • RI.3.4: What does “built to survive” mean in this paragraph? • Built to survive means ________________. The sentences following this phrase are connected because __________________________________.

  15. Lesson 2 Analysis • Actions of the Teacher • What is the teacher doing? • Actions of the Student • What are you doing in your role? • Level of Rigor • The level of challenge during the lesson • The Role of the Text • The activities and the standards • Rate the lesson on a scale of 1-5 based on the evidence above.

  16. Revisit Learning Targets • How did we ask and answer questions to show our understanding of this text? Please give a specific example. (RI.3.1) • When did we refer to the text as a basis for our answers? (RI.3.1) • When and how did we determine the meanings of words and phrases in this text? (RI.3.4) • When and how did we describe logical connections between certain sentences and paragraphs in this text? (RI.3.8)

  17. Observations Discussion Share Out Our Hopes

  18. What did you observe? • Table Discussion • Differences between Lessons 1 and 2 • Classroom Applications • Whole Group Share Out • Takeaway • An example of how questions should be standards-based and text-dependent • A comparison in levels of rigor • An understanding of the teacher’s role as facilitator and the student’s role as detective

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