Text-Dependent Questionsand Evidence-Based

AnswersParticipants will create text-dependent questions using a complex text of their choice.

Defining Text-Dependent Questions

by Christina Hank

How does Christina Hank define text-dependent questions?

How do we recognize a good text-dependent question?

Why does Christina say we need to engage in a “different kind of planning”?

How has Christina’s questioning changed?

Reread the first section “Courage”.

Modeling of Text-Dependent Questions using

What Can a Small Bird Be?

Text-dependent Questions Demonstration

What does the word “surfaced” mean in this text? Why do you think the authors chose this word? (page 3 of Courage section.)

Text-dependent Questions Demonstration

The text begins with: There once was a curious bird who wondered, What can a small bird be? Why do you think the authors chose to begin the text with this question?

Text-dependent Questions Demonstration

What is the meaning of “courage” and how does Tortoise demonstrate “courage” in this text?

Text-dependent Questions Demonstration

What evidence is there that shows Bird is wondering, “What can a small bird be?” and working on a solution?

Evidenced-Based Answers

Text-based evidence facilitates rich and rigorous evidence-based discussions and writing through specific, thought-provoking questions about common texts (including, when applicable, illustrations, charts, diagrams, audio/visual, and media).

Matching Activity

Directions:

Blue cards: Sort the QUESTIONS (blue cards) into two categories: examples and non-examples.

Did you sort out these non-examples?

Red cards:

Align the STANDARDS (red cards) with the QUESTIONS (blue cards).

Question Standard(s) Addressed

What does the word surfaced mean in this text? Why do you think the authors chose this word?

L.6.4Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choose flexibly from a range of strategies.a. Use context as a clue to the meaning of a word or phrase.

The text begins with: There once was a curious bird who wondered, What can a small bird be? Why do you think the authors chose to begin the text with this question?

RL.6.5Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

What is the meaning of courage? How does Tortoise demonstrate courage in this text?

RL.6.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.RL.6.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Question Standard(s) Addressed

What evidence is there that shows Bird is wondering, “What can a small bird be?” and working on a solution?

RL.6.3Describe how a particular story’s or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

What evidence shows that the crows are bullying the Tortoise? What is Bird’s response?

RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

What words or phrases does the author choose to persuade you that the crows are bullies?

RL.6.5Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

How will we know theylearned it?

Let’s PracticeCreating Text-Dependent

Questions

A Guide to Creating Text-Dependent Questions for Close

Analytic Reading

This resource is on the wiki. Use it to guide your thinking as you write questions.

http://si2012ela.ncdpi.wikispaces.net/file/view/Guide-to-Creating-Questions-for-Close-Analytic-Reading.pdf

Add something here

How will we respond when we don’t know?

Responsiveness to Instruction

• NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

Team Initiated Problem Solving (TIPS) Model

(Newton et al, 2009) Problem Solving Meeting Foundations

Collect& UseData

Develop Hypothesis

Identify Problems

(Define & Clarify)

Evaluate & Revise

Action Plan

Develop &Implement Action Plan

Discuss & Select

Solutions

At each stage of the problem solving

process, the team’s use of data is critical

to inform decision-making.

Team Initiated Problem Solving (TIPS) Model

(Newton et al, 2009) Problem Solving Meeting Foundations

Collect& UseData

Develop Hypothesis

Identify Problems

(Define & Clarify)

Evaluate & Revise

Action Plan

Develop &Implement Action Plan

Discuss & Select

Solutions

The next step is to use

this information about the problem to develop a hypothesis about

why the team

thinks it exists.

Team Initiated Problem Solving (TIPS) Model

(Newton et al, 2009) Problem Solving Meeting Foundations

Collect& UseData

Develop Hypothesis

Identify Problems

(Define & Clarify)

Evaluate & Revise

Action Plan

Develop &Implement Action Plan

Discuss & Select

Solutions

Teams should look for solutions that will

reduce or eliminate the problem, while

addressing the reason the problem exists.

Team Initiated Problem Solving (TIPS) Model

(Newton et al, 2009) Problem Solving Meeting Foundations

Collect& UseData

Develop Hypothesis

Identify Problems

(Define & Clarify)

Evaluate & Revise

Action Plan

Develop &Implement Action Plan

Discuss & Select

Solutions

Once the team has selected the solutions they

believe will be most effective, the team will develop an action

plan to put those solutions in place, including details for how the solutions will be

implemented

Team Initiated Problem Solving (TIPS) Model

(Newton et al, 2009) Problem Solving Meeting Foundations

Collect& UseData

Develop Hypothesis

Identify Problems

(Define & Clarify)

Evaluate & Revise

Action Plan

Develop &Implement Action Plan

Discuss & Select

Solutions

The team meets again to evaluate the action

plan and revise as necessary, based on the data

collected during the implementation of

the plan.

1. How does this content area prepare students to be future ready? (Green)

2. How does this area connect to other content areas? (Pink)

3. What are the implications for meeting the needs of all learners as related to this content area? (Yellow)

Summer Institute 2012Part 2

English Language Arts Section

NCDPI