5 text dependent questions and evidence-based answers
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5 text dependent questions and evidence-based answers
- 1. Text-Dependent Questions and Evidence-Based Answers Participants will create text- dependent questions using a complex text of their choice.
- 2. Defining Text-Dependent Questions by Christina Hank
- 3. How does Christina Hank define text-dependent questions?
- 4. How do we recognize a good text-dependent question?
- 5. Why does Christina say we need to engage in a “different kind of planning”?
- 6. How has Christina’s questioning changed?
- 7. Modeling of Text-Dependent Questions using What Can a Small Bird Be? Reread the first section “Courage”.
- 8. 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.)
- 9. 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?
- 10. Text-dependent Questions Demonstration What is the meaning of “courage” and how does Tortoise demonstrate “courage” in this text?
- 11. Text-dependent Questions Demonstration What evidence is there that shows Bird is wondering, “What can a small bird be?” and working on a solution?
- 12. 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).
- 15. Matching Activity Directions: Blue cards: Sort the QUESTIONS (blue cards) into two categories: examples and non-examples.
- 16. Did you sort out these non-examples?
- 17. Red cards: Align the STANDARDS (red cards) with the QUESTIONS (blue cards).
- 18. Question Standard(s) Addressed What does the word surfaced mean in L.6.4 Determine or clarify the meaning of unknown and this text? Why do you think the authors multiple-meaning words or phrases based on grade chose this word? 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 RL.6.5 Analyze how a particular sentence, chapter, scene, curious bird who wondered, What can a or stanza fits into the overall structure of a text and small bird be? Why do you think the contributes to the development of the theme, authors chose to begin the text with this setting, or plot. question? What is the meaning of courage? How RL.6.4 Determine the meaning of words and phrases as does Tortoise demonstrate courage in they are used in a text, including figurative and this text? connotative meanings; analyze the impact of specific word choices on meaning and tone. RL.6.2 Determine 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.
- 19. Question Standard(s) Addressed What evidence is there that shows Bird RL.6.3 is wondering, “What can a small bird Describe how a particular story’s or be?” and working on a solution? 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 RL.6.1 bullying the Tortoise? What is Bird’s Cite textual evidence to support analysis response? of what the text says explicitly as well as inferences drawn from the text. What words or phrases does the author RL.6.5 choose to persuade you that the crows Analyze how a particular sentence, are bullies? chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
- 20. Let’s Practice Creating Text-Dependent Questions How will we know they learned it?
- 21. 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-
- 22. Add something here How will we respond when we don’t know?
- 23. 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.
- 24. Team Initiated Problem Identify Solving (TIPS) Problems Model (Define & Clarify) Evaluate & Revise Develop Hypothesis At each stage of the Action Plan Collect problem solving & Use process, the team’s Data use of data is critical to inform decision- making. Develop & Discuss & Implement Select Action Plan Solutions (Newton et al, 2009) Problem Solving Meeting Foundations
- 25. Team Initiated Problem Identify Solving (TIPS) Problems Model (Define & Clarify) Evaluate & Revise Develop Hypothesis The Action Plan next step is to use Collect this information about & Use the problem to develop Data a hypothesis about why the team Develop & Discuss & thinks it exists. Select Implement Action Plan Solutions (Newton et al, 2009) Problem Solving Meeting Foundations
- 26. Team Initiated Problem Identify Solving (TIPS) Problems Model (Define & Clarify) Evaluate & Revise Develop Hypothesis Action Plan Collect Teams should look & Use for solutions that will Data reduce or eliminate the problem, while Develop & Discuss & addressing the reason Implement Select the problem exists. Action Plan Solutions (Newton et al, 2009) Problem Solving Meeting Foundations
- 27. Team Initiated Problem Identify Solving (TIPS) Problems Model (Define & Clarify) Once the team has Evaluate & selected theDevelop they solutions Revise believe will be most effective, Hypothesis Action Plan the team will develop an action Collect plan to put those solutions in & Use place, including details for Data how the solutions will be implemented Develop & Discuss & Implement Select Action Plan Solutions (Newton et al, 2009) Problem Solving Meeting Foundations
- 28. Team Initiated Problem Identify Solving (TIPS) The team meets Problems evaluate the action again to Model (Define & Clarify) plan and revise as necessary, based on the data Evaluate & collected during Revise Develop the implementation of Hypothesis Action Plan the plan. Collect & Use Data Develop & Discuss & Implement Select Action Plan Solutions (Newton et al, 2009) Problem Solving Meeting Foundations
- 29. • How does this content area prepare students to be future ready? (Green) • How does this area connect to other content areas? (Pink) • What are the implications for meeting the needs of all learners as related to this content area? (Yellow)
- 30. Summer Institute 2012 Part 2 English Language Arts Section NCDPI
Notas del editor
- 1) Defining text-based questions 2) Demonstration of text-based questions using model text 3) Matching and Sorting Activity: Examples and non-examples Connection to standards Features of high quality questions 4) Time to practice
- Handout: Participants will go to the Wiki to read the article. This text is an excerpt from a blog posted by achievethecore and given to us by Kelly G.
- Read section: Deep reading through text-based questions, or “Another area where I went astray” Read paragraphs 1 & 2. With a partner, determine how Hank defines text-dependent questions.
- Read paragraphs 3 (and bulleted list) and discuss the features of a text-dependent question.
- Read section: Deep reading through text-based questions, or “Another area where I went astray” Read paragraph 4.
- Read section: Reflection is the heart of our practice. Read paragraphs 5 & 6.
- Ask participants to reread the first section, “Courage”.
- What did you and your partner do in order to answer these questions. Think about why these are examples of text-dependent questions. Meaning of surfaced from context: He came up to the surface of the water after being in a whirlpool. The word surfaced gives the reader a visual image of the tortoise – it gives a location in the water. The question serves to frame the text. The section answers the question in regards to courage.
- What did you and your partner do in order to answer these questions. Think about why these are examples of text-dependent questions. Meaning of surfaced from context: He came up to the surface of the water after being in a whirlpool. The word surfaced gives the reader a visual image of the tortoise – it gives a location in the water. The question serves to frame the text. The section answers the question in regards to courage.
- Focus your discussion on why these are good text-dependent questions. Meaning of courage from context: Bird greeted Tortoise as he came ashore, “You were so brave !” Turtle demonstrates courage by deciding not to let the bullies stop him “I won’t,” said Tortoise. “Not this time.” Without hesitation he climbed into the hat and pushed off. He cut across the currents until he felt sand between his claws. “I sure showed those crows, didn’t I?” The literal answer is that the text says he wondered, “What can a small bird be?” Then, he helped Tortoise to be brave and courageous, and the wink at the end of this section acknowledges that he understands how he can help others demonstrate courage.
- Focus your discussion on why these are good text-dependent questions. Meaning of courage from context: Bird greeted Tortoise as he came ashore, “You were so brave !” Turtle demonstrates courage by deciding not to let the bullies stop him “I won’t,” said Tortoise. “Not this time.” Without hesitation he climbed into the hat and pushed off. He cut across the currents until he felt sand between his claws. “I sure showed those crows, didn’t I?” The literal answer is that the text says he wondered, “What can a small bird be?” Then, he helped Tortoise to be brave and courageous, and the wink at the end of this section acknowledges that he understands how he can help others demonstrate courage.
- You just had a rich discussion with your partner using evidence from the text. Students may need support in order to have these kinds of discussions. Some of our graphic organizers may be helpful. This is what we want our students to do. This is the year of evidence! Use the synthesis document as an example.
- Beyond just “right there” questions. Making a claim about what they have read based upon the text (not connections) and finding evidence to support their thinking in the text. We need to teach students how to make inferences and how to build knowledge based on textual evidence.
- Examples of text-dependent questions and non-examples.
- If you can answer the question without having read the text, it is not a text-dependent question. Perhaps we begin by asking them to sort questions by example and non-example, based upon what they have learned so far? These slides may not be necessary – we may only need an answer slide. If you are teaching the Standards, realize that these questions do not align.
- Matching questions to standards = Answer slide
- Matching questions to standards = Answer slide
- You can use the yellow cards as a guide or the participant notes. Refer to participant notes for how to create text dependent questions. Participants will write their questions in the participant notes. This is the third piece of the puzzle. You have selected your text, chosen vocabulary, and now you are writing questions. Remember, you can write text dependent questions about your vocabulary terms. As in any good reverse engineering or “backward design” process, teachers should start by identifying the key insights they want students to understand from the text – keeping one eye on the major points being made is crucial for fashioning an overarching set of successful questions and critical for creating an appropriate culminating assignment. For BIRD: What evidence is there that shows Bird is wondering, “What can a small bird be?” and working on a solution?
- Responsiveness to Instruction (RtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction for all students. Instead of confronting deficiencies in students to be fixed, the purpose of RtI is to facilitate a process for ensuring that all students succeed. Problem: Difference between expected/desired outcome and current outcome Problem identification: Finding a difference & determining if it is significant enough to require action now Problem solving: Figuring out how to eliminate or reduce difference (Newton et al, 2009)
- Have participants take Tips card out of packet and keep readily available on their tabe/desk each click will prompt a bubble with more explanation, beginning with the center (Collect and use Data) TIPS is a problem solving model that is similar to other iterative evaluative processes. It provides a structure for collaborative improvement so that individuals time is valued and focused. The TIPS process was designed to improve team decision-making about school-wide challenges, the steps of the process are just as effective when used informally by a teacher problem-solving in the classroom. OR by us as we attempt to guide the ELD summer institute. Decision making is aided by access to data, but still relies on experience and observation. Data-based decision-making is integral to the TIPS process, and so is located in the center of the graphic. 07/03/12
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- Preparing for Facilitative Team Time – Create Linoit link for each session. Lino links will be found on ELA Wiki Linoit to post responses – 3 different stickies As you participate in the workshop over these two days, please keep these questions in mind to help address the overall theme of the institute: “Addressing Student Needs in an Era of New Content Standards.” Maiden http://linoit.com/users/mullinshe/canvases/Maiden West Stokes http://linoit.com/users/mullinshe/canvases/West%20Stokes Croatan http://linoit.com/users/mullinshe/canvases/Croatan JH Rose http://linoit.com/users/mullinshe/canvases/JH%20Rose San Lee http://linoit.com/users/mullinshe/canvases/San%20Lee