Clear checklist for evaluating the quality of text-dependent questions.
The goal of this two to three day exemplar is to give students the opportunity to use the reading and writing habits theyve been practicing on a regular basis to absorb deep lessons from Richard Feynmans recollections of interactions with his father. By reading and rereading the passage closely, and focusing their reading through a series of questions and discussion about the text, students will identify how and why Feynman started to look at the world through the eyes of a scientist. When combined with writing about the passage, students will discover how much they can learn from a memoir. This close reading exemplar is intended to model how teachers can support their students as they undergo the kind of careful reading the Common Core State Standards require. Teachers are encouraged to take these exemplars and modify them to suit the needs of their students.
Thorough explanation of the how and why of text-dependent questions for close, analytic reading. Includes examples.
The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. Indeed, eighty to ninety percent of the Reading Standards in each grade require text dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of text dependent questions.
As the name suggests, a text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them.
Seven simple steps to create your own questions for close analytic reading.
This module is suitable for K-12 ELA / Literacy instructors, as well as teachers of history/social studies, science, and technical subjects.