Text DependentQuestions

North Carolina Department of Public Instruction

English Language Arts Department

Text-Dependent Questionsand Evidence-Based Answers

Participants will understand how to create text-dependent questions using a complex text.

Defining Text-Dependent Questionsby 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?

What Can a Small Bird Be? by the Character Education Teen Residency Project Participants

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?

Non

-exa

mpl

es Have you ever been bullied?

The Bird says to Tortoise, “And you showed yourself, too.” Describe a time when you showed yourself you

could do something.

The Tortoise demonstrates courage with Bird’s help. Why is courage an important character trait to have?

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 6 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.

Let’s PracticeCreating Text-Dependent

Questions

Sample Text-Dependent QuestionsQuestion Type Questions from Frog and

Toad Together (Lobel, 1997) – 1st grade

Questions from Chapter 10 in A Night to Remember (Lord, 1955) – 6th grade

General Understandings Retell the story using first, next, then, and finally.

Why would the author title the chapter “Go Away”?

Key Details What ways did they try to solve the problem of eating too many cookies?

What are two things that could have prevented this tragedy?

Vocabulary and Text Structure How did the author help us to understand what willpower means?

How does the chronological structure help the reader understand the events?

Author’s Purpose Who tells the story? Whose story is most represented and whose story is under-represented?

Inferences Do you think Toad’s actions caused the seeds to grow?

Why would Mrs. Brown run lifeboat number 6 with a revolver?

Opinions, Arguments, Intertextual Connections

In your opinion, is Frog a good friend to Toad? Do you think this is a happy story or a sad one?

Compare this book with [Ken Marschall’s] Inside the Titanic. What are the similarities and differences?