creating text dependent questions

MONICA CURIELCLAS2013

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.

Non-Examples and Examples

In “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 protest. 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 men 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?

Not Text-Dependent Text-Dependent

Types of Text-Dependent Questions

When you're writing or reviewing a set of questions, consider the following progression of question types:

General Understandings• Overall view• Sequence

of information

• Story arc• Main claim

and evidence• Gist of

passage

Retell the story in order using the words

beginning, middle, and end.

General Understandings in“The Very Hungry Caterpillar”

Key Details• Search for nuances in

meaning• Determine

importance of ideas• Find supporting

details thatsupport main ideas

• Answers who, what, when, where, why, how much, or how many.

Key Details

• How long did it take to go from a hatchedegg to a butterfly?

• What is one food that gave him a stomach ache? What is one food that did not give him a stomach ache?

Vocabulary and Text Structure

• Bridges literal andinferential meanings

• Denotation

• Connotation

• Shades of meaning

• Figurative language

• How organization contributes to meaning

Vocabulary

How does the author help us to understandwhat cocoon means?

• Genre: Entertain? Explain? Inform?Persuade?

• Point of view: First-person, third-personlimited, omniscient, unreliable narrator

• Critical Literacy: Whose story is notrepresented?

Author’s Purpose

Author’s Purpose

Who tells the story—the narrator or the caterpillar?

• Not simply “guesses”• Consider the information and

form responses• Analyze how multiple ideas

build to a whole• “Read between the lines”

Inferences

Inferences

The title of the book is "The Very Hungry Caterpillar." How do we know he is

hungry?

Opinions, Arguments, and Intertextual Connections

• Author’s opinion and reasoning (K-5)• Claims• Evidence• Counterclaims• Ethos, Pathos, Logos• Rhetoric

Links to other texts throughout the grades

Opinions and Intertextual Connections

NarrativeIs this a happy story

or a sad one? How do you know?

InformationalHow are these two books similar? How are they different?