LAUSD 2012-13 – CA TREASURES – Text-Dependent Question Template
Creating Text-Dependent Questions for Close Analytic Reading
An effective set of text dependent questions delves systematically into a text, to guide students in
extracting the key meanings or ideas found there. They typically begin by exploring specific words,
details, and arguments, and then move on to examine the impact of those specifics on the text as a
whole.
Along the way, the questioning targets academic vocabulary and specific sentence structures as critical
focus points for gaining comprehension.
While there is no set process for generating a complete and coherent body of text dependent questions
for a text, the following process is a good guide that can serve to generate a core series of questions for
close reading of any given text.
***THOUGH THE STEPS ARE NUMBERED, THE PROCESS FOR DEVELOPING A LESSON IS RECURSIVE.***
Step 1: Identify the Core Understandings and Key Ideas of the Text
As in any good backward mapping process, teachers should start by identifying the key insights they
want students to understand from the text. Keeping in mind the major points to be made is crucial for
crafting an overarching set of successful questions.
This step is also critical for creating an appropriate culminating assignment.
Step 2: Target Vocabulary
Locate the most powerful words in the text that are connected to the key ideas and understandings.
Craft questions that draw students’ attention to these specifics so they can become aware of these
connections. Vocabulary selected for focus should be academic words and high-utility words that are
abstract and likely to be encountered in future reading and studies.
Needs of English Learners, SELs and SWDs should be a major focus in planning, e.g., contrastive analysis,
vocabulary strategy practice, cognate connections, tiering vocabulary, clarifying common multiplemeaning words, vocabulary choices for particular registers, etc.
Step 3: Tackle Tough Sections of the Text: Syntax & Text Structures
Find the sections of the text that will present the greatest difficulty, and craft questions that support
students in mastering these sections. These could be sections with difficult syntax or text structure, use
of the passive voice, particularly dense information, tricky transitions, or places that offer a variety of
possible inferences. This is another opportunity to engage contrastive analysis strategies, e.g., L1-L2
phrasing, analyzing passive & active voice structures, translation from home language(s) to school and
academic language, contexts for use of particular registers, etc.
Step 4: Create Coherent Sequences of Text Dependent Questions – Start Small to Build Confidence
The opening questions should help orient students to the text, and be specific enough to answer so
students gain confidence. The sequence of questions should not be random but should build toward
more coherent understanding and analysis to ensure that students learn to stay focused on the text to
bring them to a gradual understanding of its meaning.
Step 5: Identify the Standards That Will Be Addressed in the Whole Lesson
Take stock of what standards are being addressed in the series of questions and decide if any other
standards are suited to being a focus for this text (forming additional questions that exercise those
standards).
Step 6: Create the Culminating Task
Develop a culminating activity around the key ideas or understandings identified earlier that reflects:
(a) Mastery of one or more of the standards,
(b) Involves writing, and
(c) Is structured to be completed by students independently.
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LAUSD 2012-13 – CA TREASURES – Text-Dependent Question Template
Grade __1__
Unit __1__ Week __5__
Core Understandings & Key Ideas of Text
Selection Title:
Soccer
Big Idea for Unit (Unit planning page __vi/vii_):
All About Us
Step 1 – Identify Core Understandings and Key Ideas of Text
Better Big Idea: Playing together (with friends). We enjoy doing things with people we
know. What we like to do with our friends.
Selection Concept - Each selection builds to a larger understanding of the Big Idea.
How does this selection connect to the Big Idea?
This selection discusses how children play together with friends and what friends like to do
together.
CCSS Focus Standard(s) ___Reading Standards for Informational Text_____
What CCSS literacy standard(s) will you be addressing with this re-read of the selection?
RI 1 Grade1 - Ask and answer questions about key details in a text.
Essential Question - Connect the CCSS Focus standard to the selection concepts in the form
of a question:
What do friends like to do together? What game do some friends like to play?
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LAUSD 2012-13 – CA TREASURES – Text-Dependent Question Template
Vocabulary & Text Structure
TEACHER PROVIDES DEFINITION
Not enough clues provided in the text
STUDENTS FIGURE OUT THE MEANING
Sufficient context or word structure clues text
Pg
120
121
123
125
Words
pass
zig, zag
land
over
Pg
Words
114
soccer
116, 117 kick
kicking
118
fast
HIGH UTILITY WORDS FOR LANGUAGE
DEVELOPMENT – Words ELs & all students need, to
access this and other learning
Clues/Supports Pg
Words
to Jill
115
help
125
now
119, 122 use
118
very
Clues/Supports Pg
play
Pictures: boy
Words
Clues/Supports
Clues/Supports
On pg. 114, what does "we" mean when the author says, "We play soccer."?
Step 3 – Challenging Syntax & Text
Structures
Step 2 - Target Needed Vocabulary
Step 2 - Target Needed Vocabulary
KEY WORDS ESSENTIAL TO
UNDERSTANDING THIS TEXT
Let's read pages 114-116 again to see if we can figure it out.
On pg. 118, what does "fast as the wind" mean?
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LAUSD 2012-13 – CA TREASURES – Text-Dependent Question Template
Coherent Sequences of Text-Dependent Questions
Text-Dependent Questions
Evidence-Based Answers
Look at the cover, where are these children?
Grassy area, yard or park or play area
Step 4 - Craft questions that start small, address vocabulary, and build toward the key understandings and standards
A game with a ball
The title of this selection is "Soccer". What do
you think soccer means?
These children are playing. What in this picture
shows you that they are playing?
Kicking/chasing a ball
How are the children playing?
Kicking/chasing a ball
On pg. 114, what does "we" mean when the
author says, "We play soccer."?
The children, friends
Let's read pages 114-116 again to see if we can
figure it out.
Look at page 116, what are the children using to (soccer) ball
play soccer?
How do the children make the ball go/move?
Show me (how to kick the ball)
Kick the ball
(move feet in kicking motion)
The picture is blurry.
Let's reread page 118. What does "very" mean?
What does "fast as the wind" mean?
It land here.
Let's look at pages 123-124, what in the picture
tells you where the ball lands?
The picture of the girl touching the ball
where it lands.
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LAUSD 2012-13 – CA TREASURES – Text-Dependent Question Template
Step 5 – Identify Standards Being Addressed in Lesson
Standards Covered in Lesson Sequence – A single lesson can cover multiple standards
Reading Informational Text RI 1, RI 2, RI 3
Reading Foundational Skills RF 4 a, b, c
Speaking and Listening SL 1 a, b, c, SL 2 , SL 3, SL 6
Language L 1, L 4, L 5, L 6
Writing W 5
Culminating Task – Describe task and steps students will take to achieve them.
Prompt = Teacher instructions to students:
Teacher provides a choice of four pictures: four-square, jump rope, hula hoop, kickball
and asks student to choose one of the four.
Step 6 – Culminating Task
Use your letters and pictures to show:



Tell me which game you will play with your friends
Tell me how you will play the game
Tell me why you chose this game (dictation)
Task & Steps:





Student selects the picture
Partners share their picture and game played
Student draws/writes
Teacher monitors and takes dictation: Why did you choose that game?
Partners share their writing. Partner A asks Partner B, Why did you choose this
game? and vice versa.
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LAUSD 2012-13 – CA TREASURES – Text-Dependent Question Template
Additional Tasks – (optional) Ex: to supplement or build toward culminating task; provide additional
depth, complexity, novelty or acceleration for advanced students; make content connections; etc.

Draw pictures of games that require the use of balls.

Draw pictures of games that do not require the use of balls.

Pretend that you are playing soccer with your friends. Draw a picture showing how
you will pass the ball to your partner. (EL Resource Book, page 48).
Notes to Teacher Ex: Which sections of text to focus on for particular teaching points; considerations
for grouping; content connections, supplemental resources or links

Consider what the Day 1 reading lesson (pg. 107F ) has students do in order to
better plan your second read and go deeper utilizing close read. (Remember
students should be the ones making meaning of the text with guidance from the
teacher's questions.)

Consider the objective of the Day 1 lesson. With that in mind, does the think aloud
achieve the goal or what refinements need to be made? How will this lesson
support/connect to the objective of the second read/close read?

Look at the EL resource book (pg. 45-51) to help with vocabulary and question
formulation as well as for additional tasks.

Not all unit selections may need a close read. The close read can be done in a single
lesson or as two lessons (a 2nd and 3rd read)depending on how the teacher decides
to organize the week's lessons
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LAUSD 2012-13 – CA TREASURES – Text-Dependent Question Template
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