Creating Text-Dependent Questions for Close Analytic Reading
Selection: Because of Winn Dixie______ by Kate DiCamillo____ Grade:4_ Unit 1 W5
Initial Planning
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 the major points to be made in mind is crucial for crafting an overarching set of successful
questions. This step is also critical for creating a means to check for student understanding.
Identify Lesson Focus: (Review Qualitative Measures)
Knowledge Demands: (Briefly describe the knowledge demands the text requires of students.) Very Complex – We found this to
be very complex because the life experiences presented in the excerpt such as: being in a small town, that is unfamiliar to the main
character. There is also a multigenerational friendship that develops within the story and may not be common for students. The
librarian in the story had a library purchased for her by her very wealthy father, the use of dialogue ( grand, ma’am, peculiar) also
increased the complexity of this text. There are also cultural references to Palmetto trees, Johnny Tremain, War and Peace, and
mosquitos that are uncommon to most readers.
Pg.112-113 “Herman W. Block told me that I could have anything that I wanted for my birthday…”
Pg. 114 “All my friends, everyone I know when I was young, they’re all dead and gone.”
Text Structure: (Briefly describe the structure, organization, and other features of the text) Moderately Complex – We found this
to be moderately complex because there are two story lines that are brought about through flashbacks. The events in the story
trigger what happens next in the story and which makes it difficult to predict. The friendship between the librarian and the little girl is
quickly solidified through the unexpected appearance of Amanda Wilkinson. Illustrations support parts of the text.
Pg. 112-(Flashback) Back when Florida was…
Meaning/Purpose: (Briefly explain the levels of meaning (Literary Text) or purpose (Informational text) Moderately Complex –
We found this to be moderately complex because the overall theme is clear and straight forward. The story does lend itself to other
subtle layers of meaning such as how her dog becomes the bridge their friendship, but is having trouble making friends with kids in
her community.
Language Features: (Briefly describe the conventions and clarity of the language used in the text, including the complexity of the
vocabulary and sentence structures.)
Moderately Complex – We found this to be moderately complex under conventionality is largely explicitly and easy to understand
with few examples of complex meaning. There is a great deal of conversational dialogue, and small amounts of regional
vocabulary. Simple and compound sentences are found throughout the story.
Dialogue throughout the text-a few specific examples…
Pg.109-“Miss Franny?” I said. “Are you all right?’
Pg.110-“Are you positive?” she asked.
Pg.111-“That’s okay,” I told her.
Pgs. 110-The double negative in “She didn’t weigh hardly anything at all.”
CCSS Focus Standards:
4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a
character’s thoughts, words, or actions)
4 S&L1.C-Pose and Respond to specific questions to clarify or follow up on information, and make comments that
contribute to the discussion and link to the remarks of others.
4 S&L1.D-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Use shorter text or excerpts of longer texts
Supporting Student Needs
Considerations for Reader and Task
To really understand a complex text, the reader will have to read it more than once, to make sense of what the author is saying
and to glean the details at both the explicit and implicit levels. First and foremost, close reading demands a willingness to
return to the text to read part or even all of it more than once, ultimately instilling habits of mind in approaching text.
Planning for multiple reads as well as multiple purposes for reads is essential in order to support all student needs.
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Potential Challenges this Text Poses:
Strategies/Lessons to access complex text: Pre teach
CCSS Focus Standards:
First Close Read-4RL.2
Meaning: (Conceptual Understanding Examples, pg. #)
Understanding the difference in storylines (flashbacks and
present)
Second Close Read-4RL.3
Explicit instruction of theme, review of vocabulary strategies,
and review of story elements (characters, setting, and events)
memorial-pg#108
Language: (Syntax, Vocabulary Examples, pg. #)
Regional dialogue “ma’am,” “grand”
Pgs. 110- The double negative in “She didn’t weigh
hardly anything at all.”
Pre teach
Activity/Lesson
*Use the interactive question-response guide to introduce
students to the main selection from the English Learner
Resource Book (pages 44-49)
*use the internet to show visuals and examples of southern
settings and other cultural references
Preview selection and vocabulary
First Read: Read with a partner to get the main idea of the story.
Close Reads
Create Coherent Sequence of Text-Dependent Questions
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.
Think of ways to maximize student engagement.
Close Read I
Learning Focus:
Meaning/Purpose: (Briefly explain the levels of meaning (Literary Text) or purpose (Informational text) Moderately Complex –
We found this to be moderately complex because the overall theme is clear and straight forward. The story does lend itself to other
subtle layers of meaning such as how her dog becomes the bridge their friendship, but is having trouble making friends with kids in
her community.
Knowledge Demands: (Briefly describe the knowledge demands the text requires of students.) Very Complex – We found this to
be very complex because the life experiences presented in the excerpt such as: being in a small town, that is unfamiliar to the main
character. There is also a multigenerational friendship that develops within the story and may not be common for students. The
librarian in the story had a library purchased for her by her very wealthy father, the use of dialogue ( grand, ma’am, peculiar) also
increased the complexity of this text. There are also cultural references to Palmetto trees, Johnny Tremain, War and Peace, and
mosquitos that are uncommon to most readers.
Pg.112-113 “Herman W. Block told me that I could have anything that I wanted for my birthday…”
Pg. 114 “All my friends, everyone I know when I was young, they’re all dead and gone.”
Focus CCSS:4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Text-Dependent Questions
Evidence-Based Answers/Pg. #
Reread paragraph 1 on page 108. What do you
learn about Ms.Fanny Block after reading this
paragraph? Share with your partner.
Why was Winn Dixie standing outside the
library looking in the window?
Reread pg. 109-Why does Ms.Franny scream?
Pg.108-“She is small…, very old…, with gray
hair…and the first friend I made in Naomi.”
Pg.108-because he couldn’t go inside…but he
was okay as long as he could see me.
Pg.109-She thought there was a bear looking
in the window.
Pg.111- The narrator brings him in because
How does Winn Dixie end up in the library?
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How does this help develop the theme in the
story?
she wants to hear Franny’s story. “He gets
lonely without me.”
Pg.110-“It’s a long story”
This is special because dogs are usually
allowed in the library.
Pg-112-114-How does the story Ms. Franny
Pg.114-“All my friends, everyone I know when
tells ,connect her and the narrator? What do
I was young, they’re all dead and gone.” It
the narrator and Ms.Franny have in common? was the same way I felt in a new town and
not having a mama to comfort me.
Both sighed.
Pg.116-How does Winn-Dixie help the narrator Pg. 116-He shows his teeth to Ms.Franny, and
and Ms. Franny decide to be friends?
she says, “That dog is smiling at me.”
“We could be friends…”
“I mean, you, me, and Winn-Dixie we could all
be friends.”
Pg.117-How does the appearance of Amanda
She lets Winn-Dixie stay in the library
Wilkinson show that Ms. Franny and the
“Certain ones, a select few.” And then she
narrator are now friends?
turned around and winked at me.
What’s the theme in the story. Discuss with
Everyone needs friends
your partner. Use examples from the text to
Friends come in all shapes, sizes, and ages
support your answer.
Pg.108-“She is small…, very old…, with gray
hair…and the first friend I made in Naomi.”
Pg. 116-He shows his teeth to Ms.Franny, and
she says, “That dog is smiling at me.”
“We could be friends…”
“I mean, you, me, and Winn-Dixie we could all
be friends.”
Pg.114-“All my friends, everyone I know when
I was young, they’re all dead and gone.” It
was the same way I felt in a new town and
not having a mama to comfort me.
Both sighed.
Close Read II.
Learning Focus:
Text Structure: (Briefly describe the structure, organization, and other features of the text) Moderately Complex – We found this
to be moderately complex because there are two story lines that are brought about through flashbacks. The events in the story
trigger what happens next in the story and which makes it difficult to predict. The friendship between the librarian and the little girl is
quickly solidified through the unexpected appearance of Amanda Wilkinson. Illustrations support parts of the text.
Pg. 112-(Flashback) Back when Florida was…
Language Features: (Briefly describe the conventions and clarity of the language used in the text, including the complexity of the
vocabulary and sentence structures.)
Moderately Complex – We found this to be moderately complex under conventionality is largely explicitly and easy to understand
with few examples of complex meaning. There is a great deal of conversational dialogue, and small amounts of regional
vocabulary. Simple and compound sentences are found throughout the story.
Dialogue throughout the text-a few specific examples…
Pg.109-“Miss Franny?” I said. “Are you all right?’
Pg.110-“Are you positive?” she asked.
Pgs. 110-The double negative in “She didn’t weigh hardly anything at all.”
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Pg.111-“That’s okay,” I told her.
Focus CCSS:4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in
the text (e.g., a character’s thoughts, words, or actions)
Text-Dependent Questions
Evidence-Based Answers/Pg. #
Pg.108-“It all started with Winn-Dixie not liking
it when I went into the library, because he
couldn’t go inside, too…”
“But I showed him how he could stand up on
his hind legs and look in the window…”
“Miss Franny Block saw Winn-Dixie standing up
on his hind legs like that, looking in the
window, she didn’t think he was a dog. She
thought he was a bear.”
Pg.109-“…and all of a sudden there was this
loud and scary scream…there was Miss Franny
Block sitting on the floor behind her desk.”
Pg.110-“I stuck out my hand and Miss Franny
took hold of it, and I pulled her up off the
floor.”
“…mistaking a dog for a bear, but that she had
a bad experience with a bear coming into the
Herman W. Block Memorial Library a long time
ago and she had never quite gotten over it.”
“…It is a very long story.”
Reread pages 108-110- What are the sequence
of events that lead up to Miss Franny’s
flashback?
How does the flashback bring Miss Franny and
the narrator together?
Pg. 114-After the flashback Miss Franny shares
that all her friends are dead and gone. The
narrator connects through the shared feeling
of being friendless.
Compare and contrast the pictures on Pg.111
and Pg.112. How do these pictures show their
growing friendship.
On page 111, they are sitting across from each
other, and on Pg 112, they are sitting closely,
and Miss Franny has her arm around the
narrator.
Points out generational gap, and shows that
friendships can develop between different
ages.
Why does the author keep mentioning that
Miss Franny is old…
Pg. 108
Pg. 110
Pg.114
Is this important to the theme of the story?
Explain.
How does the author use the conversation
between the three main characters on Pg.116
to show they are all friends? Why is that
conversation important?
Pg.116-“ Winn-Dixie raised his head off his
paws and looked back and forth between me
and Miss Franny. He sat up then and showed
Miss Franny his teeth.”
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The conversation acknowledges and verbalizes
the mutual decision to be friends.
It seals their friendship.
Pg.117- She is close in age, but do not connect
as friends.
Miss. Franny says certain dogs (Winn-Dixie) are
allowed in the library, and winks at the
narrator.
Why does the author use the words “old pinchfaced” to describe Amanda Wilknison? How
does the appearance of Amanda Wilkinson
illustrate the friendship between Miss Franny
and the narrator?
Look through the text and find examples of
words, phrases, and sentences that show how
the author uses dialogue and cultural
references to describe the characters, setting,
and events in the story. Be sure to explain your
reasoning.
Pg.109-“Miss Franny?” I said. “Are you all
right?’
Pg.110-“Are you positive?” she asked.
Pg.111-“That’s okay,” I told her.
Pg. 110- ma’am
Pg.111-“That’s okay,” I told her.
Pg 116. Grand
Pg.112 Palmetto trees, and mosquitos
Pg. 114 War and Peace
Pg.117- Johnny Tremain
What do you think would have happened if
Miss Franny had not allowed Winn-Dixie in the
library? Discuss with your partner and support
your thinking . How would that have changed
the theme and/or sequence of events? Cite
evidence from the text.
They might never have become friends…
The narrator would have left the library
Checking for Understanding
How will you know that learning has occurred? Planning for a means to check student understanding is crucial. Refer back to
the Lesson Focus to plan intentionally to check for student understanding.
Describe how you will check for student understanding:
In your journal-answer the following:
How is the theme of friendship revealed through the story? Cite at least 3 details from the story to explain/support your
answer.
Vocabulary
KEY WORDS ESSENTIAL TO
UNDERSTANDING
Words addressed with a question or task
TEACHER PROVIDES
DEFINITION
not enough contextual
clues provided in the text
consisted-pg.112
aware-pg.113
peculiar-pg.113
advanced-pg. 117
WORDS WORTH KNOWING
General teaching suggestions are provided in
the Introduction
palmetto-pg.112
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hind-pg.108
selecting-pg.108
positive-pg.110
STUDENTS FIGURE OUT
THE MEANING
sufficient context clues
are provided in the text
prideful-pg.112
grand-pg.116
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