The document discusses text-dependent questions and how to create and evaluate them. It defines text-dependent questions as questions that require readers to closely analyze key details, words, phrases, and the overall structure and meaning of the text. The document provides examples of good text-dependent questions that align with specific Common Core standards and evaluate key elements like word choice, evidence, and shifts in the text. It also models how to sort questions, match them to standards, and identify features that make for a strong text-dependent question.

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.)
• 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?

9. Text-dependent Questions
Demonstration
• What is the meaning of
“courage” and how does
Tortoise demonstrate
“courage” in this text?
• What evidence is there that
shows Bird is wondering, “What
can a small bird be?” and
working on a solution?

10. 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).

11. Matching Activity
Directions:
Blue cards: Sort the QUESTIONS (blue
cards) into two categories: examples and
non-examples.

12. Did you sort out these
non-examples?

13. Red cards:
Align the STANDARDS (red cards)
with the QUESTIONS (blue cards).

14. Question Standard(s) Addressed
L.6.4
What does the word surfaced mean in Determine or clarify the meaning of unknown and multiple-
this text? Why do you think the authors meaning words or phrases based on grade 8 reading and
content, choose flexibly from a range of strategies.
chose this word? a. Use context as a clue to the meaning of a word or phrase.
RL.6.5
The text begins with: There once was a Analyze how a particular sentence, chapter, scene, or stanza
curious bird who wondered, What can a fits into the overall structure of a text and contributes to the
development of the theme, setting, or plot.
small bird be? Why do you think the
authors chose to begin the text with this
question?
RL.6.4
What is the meaning of courage? How Determine the meaning of words and phrases as they are
does Tortoise demonstrate courage in used in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and
this text? 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.

15. Question Standard(s) Addressed
RL.6.3
What evidence is there that shows Bird Describe how a particular story’s or dramas plot unfolds in a
is wondering, “What can a small bird series of episodes as well as how the characters respond or
change as the plot moves toward a resolution.
be?” and working on a solution?
RL.6.1
What evidence shows that the crows are Cite textual evidence to support analysis of what the text
bullying the Tortoise? What is Bird’s says explicitly as well as inferences drawn from the text.
response?
RL.6.5
What words or phrases does the author Analyze how a particular sentence, chapter, scene, or stanza
choose to persuade you that the crows fits into the overall structure of a text and contributes to the
development of the theme, setting, or plot.
are bullies?
RL.6.6
Why does Bird wink at the Tortoise? Explain how an author develops the point of view of the
narrator or speaker in a text.

16. Yellow cards:
Add to your alignment (matched red
and blue cards) the FEATURES of
good text-dependent questions
(yellow cards).

17. Text-dependent Questions ask Example
students to:
Analyze paragraphs on a sentence by What is the meaning of courage? How
sentence basis and sentences on a word does Tortoise demonstrate courage in
by word basis to determine the role this text?
played by individual paragraphs,
sentences, phrases, or words
Investigate how meaning can be altered What does the word surfaced mean in
by changing key words and why an this text? Tortoise flailed his legs and
author may have chosen one word over surfaced with a mouth full of water. Why
another do you think the authors chose this
word?
Probe each argument in persuasive text, What words or phrases does the author
each idea in informational text, each key choose to persuade you that the crows
detail in literary text, and observe how are bullies?
these build into a whole

18. Text-dependent Questions ask Example
students to:
Examine how shifts in the direction of an What evidence shows that the crows are
argument or explanation are achieved and bullying the Tortoise? What is Bird’s
the impact of those shifts response?
Question why authors choose to begin and The text begins with: There once was a
end when they do curious bird who wondered, What can a small
bird be? Why do you think the authors chose
to begin the text with this question?
Note and assess patterns of writing and what What evidence is there that shows Bird is
they achieve wondering, “What can a small bird be?” and
working on a solution?
Consider what the text leaves uncertain or Why does Bird wink at the Tortoise?
unstated

19. Let’s Practice
Creating Text-Dependent
Questions
How will we know they
learned it?