Questions don't teach. However, they provoke thinking and that is the goal of close reading. The questions are the framework for each read of the text and advance students through the PROCESS of reading, rather than focusing on the product (although this is important, too). Text dependent questions, or TDQs, require students to provide evidence from the text as part of their response.
Text dependent questions demand evidence from the author. Therefore, close reading requires minimal - any if all - building background knowledge. Background knowledge and prior experiences should not be included or considered when planning a close read for students. However, given the possible gap, appropriate scaffolding and support can be included so that students can rely purely on text evidence to support their thinking.
Before planning TDQs for students, it is imperative that the teacher first read the text closely. Each layer, or read of the text, requires a different set of TDQs that revolve around the purpose of the read. As the teacher prepares, he/she needs to consider the the possibility of questions related to that read before narrowing the focus of the lesson.
Where do I find text dependent questions?
Text dependent questions is not a new concept in teaching reading. Educators ask many questions each day. However, the focus changes here to relying on the text for the answers, rather than background knowledge or previous learning.
There are many resources that have done the heavy lifting for educators. Complex texts and text dependent questions are already created. Creating your own TDQs is not rocket science, but it does require thoughtful considerations of the standards implemented and the purpose of the lesson. Below are some basic question stems aligned with each Common Core Anchor standard. While this is a short list, there are many question stems available on professional websites, literacy research magazines, and professional textbooks. Use the question stems below as a starting place to grow your own design and development of TDQs.
Key Ideas and Details
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
What are the key ideas in this text/story? (5Ws)
What can you infer from the title and headings in this book?
What key details support the main ideas of _____?
What message was the author trying to share?
What did the main character learn in this text?
What is the main idea of this text?
What key supporting details did the author cite?
Compare and contrast (characters, setting, events etc.)
Explain how (name of character) changed in the story and what caused the change.
Describe connections between______.
Craft and Structure
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
What does (word or phrase from the story, figurative language, sensory word) mean?
How does the author's choice of words or the tone of the language illuminate the author's point of view on the topic?
What kind of text is this? (poem, drama, prose etc). How do you know?
How do (series of chapters, scenes, stanzas) fit together to provide overall structure in this text?
Look back at the text and see if you can divide it into parts. What parts does the author include?
What might have happened if _____ hadn't happened first?
Who is narrating the story? How do you know?
How does the author feel about (topic)?
How did the graphics help you understand the section about___?
What similarities or differences are there in (titles of two texts on similar topics)?
Integration of Knowledge and Ideas
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
How did the author use illustrations and words in print or digital text to demonstrate understanding of the characters/setting/plot?
What text features (heading, table of contents, glossaries, electronic menus, icons) did the author include to help the reader? What was the individual purpose?
How do [the pictures, etc. ] help convey the mood of the story?
***not applicable in literature - informational texts only
What reasons did the author provide to support the key points in the text?
What is the author's point of view on the topic? What in the text makes you think that?
Given (a cause and effect relationship from the text), how does it impact the tone of the text?
What are similarities and differences between two texts on the same topic?
How does this selection connect to the theme of _____?
How is _________ is paragraphs _______, like the same idea in paragraph(s) ____ through _____?
What prompts can be used to encourage students to rely on text evidence?
What in the text helped you to know?
What words and phrases did the author use that led you to your answer?
What information from the text can support that inference?
What specific text features or details from the text support your ideas?
What did the author state that led you to that idea?