Text Dependent Questioning A Deep Dive into the Development and Use of Text Dependent Questions Presenter: JoEllen Victoreen

Session Goals Participants will understand the importance of text dependent questioning based on higher order thinking skills to access deep understanding of texts Participants will practice developing text-dependent questions and tasks for challenging texts Participants will practice using and applying text dependent questioning to the understanding of a challenging text. Participants will understand the importance of textual evidence from texts as evidence of understanding text practical application and understanding

What’s Driving the Focus on Text Dependent Questioning? Shifts in Literacy Instruction Building knowledge through content-rich nonfiction to achieve a true balance of informational and literary texts Reading, writing, speaking about texts must focus on text evidence. Rich and rigorous conversations are dependent upon text-dependent questioning. Regular practice reading and comprehending complex text and its academic vocabulary

What’s Driving the Focus on Text Dependent Questioning? SAT Shifts include a greater emphasis on Words in Context Command of Evidence Essay Analyzing a Source U.S. Founding documents and the Great Global Conversation

What’s Driving the Focus on Text Dependent Questioning? Standards driven assessments Standards require the ability to locate and use relevant textual evidence from sources Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

A Brief History: Questioning the Text Arthur Costa’s Levels of Questioning (2001) Levels of Questioning (a pre-AP strategy ) Text Dependent Questioning (2010) Achieve the Core.org Douglas Fisher and Nancy Frey (2015) Close reading and Text Dependent Questioning should be done with texts that are worthy and complex enough to warrant repeated reading and detailed investigation. A Costa – High Level Thinking Skills - , “Model of Intellectual Functioning in Three Levels,” Level 1: 4 W’s and identify, restate/ Level 2: compare; examine; analyze/ Level 3: evaluate, assess

Why is Text-Dependent Questioning Important? Students make meaning Text dependent questions ensure that discussions and writing prompts focus on the text itself to build a strong foundation of knowledge. Text dependent questioning keep students in the text longer for deeper understanding of authors’ purpose, meaning and craft. Text dependent questions move students from literal to inferential and critical levels of meaning Text Dependent Questions moves students systematically across a continuum of increasingly complex cognition.

Text Dependent Questions Guidelines What does the text say? General understanding; Key details How does the text work? Vocabulary, structure, author’s craft What does the text mean? author’s purpose; intertextuality What does the text inspire you to do? Opinion with evidence or argument Inspection Investigation Interpretation application from Fisher, D and Frey, N, Text Dependent Questions. 2015

Text Dependent Questions and Cognitive Rigor What does the text say? General understanding; Key details How does the text work? Vocabulary, structure, author’s craft What does the text mean? author’s purpose; intertextuality What does the text inspire you to do? Opinion with evidence or argument Depth of Knowledge - Rigor Cognitive Levels Skills and concepts tasks Strategic thinking and reasoning task Recall and recognition tasks Extended thinking tasks from Fisher, D and Frey, N, Text Dependent Questions. 2015

What is a Good Text Dependent Question – Models Which words or lines from the poem suggest there is an advantage to dying young? What image is created by using the word “chaired” in line 2? How does this image change in the second stanza? The word “devouring” is used in paragraph 1. What is the effect of this word choice on the mood of the opening Which paragraph signals a change from a discussion of the generals’ differences to a discussion of their similarities? What transition words help you see this? Compare the two passages, noticing that both talk about Temple’s relationship to horses and their importance in her life. Which of the two selections gives you more insight into the significance of this experience? Give textual evidence to show why you think so? What does the text say? General understanding; Key details How does the text work? Vocabulary, structure, author’s craft What does the text mean? author’s purpose; intertextuality What does the text inspire you to do? Opinion with evidence or argument

Step 1: Investigating the Text Read the text multiple times both aloud and silently. Decide what you think is the most important learning to be drawn from the text. Determine the key ideas of the text.  Locate the most powerful academic words in the text and integrate questions and discussions that explore their role into the set of questions above. Find the sections of the text that will present the greatest difficulty. These could be sections with difficult syntax, particularly dense information, and tricky transitions or places that offer a variety of possible inferences.

Step 2: Creating Questions Movement is from literal, to structural, to deep meaning What does the text say? General understanding; Key details (inspection) How does the text work? Vocabulary, structure, author’s craft (investigation) What does the text mean? author’s purpose; intertextuality (interpretation) What does the text inspire you to do? Opinion with evidence or argument (application) Explore the relationship between main ideas and supporting details. who, what, where , when, why and how much Involves mechanics of the text – signal words, transitions, text structures. Questions about vocabulary and phrases are essential to resolving the unknown. author’s craft questions – word choice; genre choice Making inferences based on information not explicitly stated; following the line of reasoning; author’s purpose; Applying what is learned by creating something new; questions result in some task – debate, presentation, writing.

Text Dependent Questioning Frames Question Frames Which sentence tells you that___________ Where can you find an example of ______in the text? What details does the author use to support the idea that_________? How does this (sentence/paragraph/scene/line of dialogue) relate to the theme? What details does the author include to explain ________? What details tell you how (character) feels after (plot event)? Which words or phrases create a mood of___________? What words help you understand the meaning of _________? What does the author mean by (figurative/descriptive language)? What does it reveal about? Which details show (character’s ) point of view? from Newmark Learning NY 2014

A Brief Evaluation of TDQ Does the question take the student back to the text? Does the student have to read the text to answer each question? Is it clear to students that answering each question requires that they must use evidence from the text to support their claims? Are the inferences students are asked to make grounded logically in the text (Can they be answered with careful reading rather than background knowledge)? Do questions provide an opportunity for students to determine the meaning of academic vocabulary in context? When possible, do some of these questions explore some aspect of the text as well as important vocabulary? Are the questions coherently sequenced? Do they build toward gradual understanding of the text’s meaning?

Sequencing Text Dependent Questions

Sequencing the Questions Let the text be the guide Start with what’s explicit, move to what’s implicit: General understandings. These questions ensure that students grasp the overall view of the text. Key details. These text-dependent questions require that readers pay attention to the details. Vocabulary and text structure. These text-dependent questions focus on the specific words and phrases the author uses as well as the structure of the text. Author’s purpose. Although often not specifically stated, there is a purpose for each text. Inferences. Inferences are more than guesses or simply telling students to “read between the lines.” Text- dependent questions should allow students to consider the information that is provided and then make informed extrapolations from the information provided. Opinions, arguments, and intertextual connections. The final category of text-dependent questions are often the questions that teachers like to ask because these questions tend to generate a lot of discussion and personal connections. When they follow a discussion built on text-dependent questions, they work well for this purpose. If they are used in place of text-dependent questions, the risk is that students will answer and not need to read the text. Source: https://education.illinoisstate.edu/downloads/casei/4-02A-Engaging%20fisher.pdf

What Comes After? Collaboration and Application Application of new knowledge Collaboration – discussion of responses to text-dependent questions and additional synthesizing discussions Graphic organizers- to build the habit of identifying text evidence to use in written responses. Tasks - Writing Prompts What is the author’s point of view about_______? What details in the text support this idea? Explain how the points of view of (character 1) and (character 2) differ about__________. Use textual evidence to support your answer.

Collaboration and Application SOAPSTone – Evidence based analysis Speaker: What does the reader know about the speaker? Occasion: What are the circumstances surrounding the text? Audience: Who is the target audience Purpose: Why did the author write this text? Subject: What is the topic? Tone: What is the author’s tone or attitude toward the topic?

Collaboration and Application TPCASTT– Evidence based analysis of Poetry Title: What does the title make you think the poem will be about? Paraphrase : paraphrase most difficult passages Connotation: What meaning beyond the literal does the poem’s language point to? Attitude: What is the speaker’s attitude? Shift: What shifts in tone, setting, subject are indicated and how do they contribute to effect and meaning? Title Again: Reanalyze the title based on additional undrstanding ? Theme: What is the author’s attitude to the topic or subject fo the poem?

Brainstorming Applications William Mulready 1838

The Seven Ages of Man William Cole

Reflection 3 – 2 – 1 Reflection Three things I learned Two questions I still have One applications What can I take back to the classroom immediately ? What can I take back to my colleagues? What will investigate further?

Resources Achievethecore.org, “ELA / Literacy: Text-Dependent Questions” Costa, Arthur, “Model of Intellectual Functioning in Three Levels,” Developing Minds: A Resource Book for Teaching Thinking, 2001 Fisher, Douglas and Frey, Nancy, TDQ Grades 6-12 Text Dependent Questions Pathways to Close and Critical Reading, Corwin Literacy, 2015. Common Core English Language Arts: Tips and Tools, Newmark Learning NY 2014 Webb, Norman, “Depth of Knowledge” a tool for determining cognitive rigor

We invite you to visit: collegeboard.org/springboard Thank You! We invite you to visit: collegeboard.org/springboard @DougSBoard jvictoreen@collegeboard.org

Daily Practice in the Work Worth Doing