LAUSD 2012-13 – CCSS PD K/1/6 – Text-Dependent Question Template (DRAFT 1/18/13)
Creating Text-Dependent Questions for Close Analytic Reading
Grade _6______
Unit _3___ Week __1___
This template is to be used to support alignment of our existing curricular
resources to the Common Core State Standards.
NOTES ON PROCESS
An effective set of text dependent questions delves systematically into a text, to
guide students in extracting the key meanings or ideas found there. The
questions 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, this planning process is a good guide that can
serve to generate a core series of questions for close reading of any given text.
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 important habits of
mind in approaching text.
In working with CA Treasures as a tool to teach to the Common Core State
Standards:
LOOK AT WHAT THE T.E. and EL RESOURCE BOOK ALREADY HAVE FOR READING
THE SELECTION. They may already have some effective questions and
recommendations that you can use and supplement. Or, you may wish to take a
different approach.
The goal is to maximize student engagement with the learning in the text, as a
pathway to mastering the Common Core State Standards.
Adapted from Student Achievement Partners
1
LAUSD 2012-13 – CCSS PD K/1/6 – Text-Dependent Question Template (DRAFT 1/18/13)
NOTES ON PLANNING STEPS
THOUGH STEP 1 IS ALWAYS THE STARTING POINT, AND 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 task to check for understanding.
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 multiple-meaning words, vocabulary choices for particular registers, etc.
Step 3: Syntax & Text Structures - Tackle Tough Sections of the Text
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. Think of ways
to maximize student engagement.
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. Form additional questions to exercise those
standards.
Step 6: Create a Task to Check for Understanding
Develop a task around the key ideas or understandings identified earlier that:
Reflects mastery of one or more of the key objectives of the lesson, involves writing, and is
structured to be completed by students independently.
Adapted from Student Achievement Partners
2
LAUSD 2012-13 – CCSS PD K/1/6 – Text-Dependent Question Template (DRAFT 1/18/13)
Grade __6_____
Unit _3___ Week ___1__
Step 1: Identify the Core Understandings & Key Ideas of Text
Selection Title:
Juan Verdades: The Man Who Couldn’t Tell a Lie by Joe Hayes
Original TE Big Question for Unit (Unit planning page 240/241):
What values are important to your culture?
Enhanced Big Question (if applicable):
Step 1 – Identify Core Understandings and Key Ideas of Text
How do values represent what people believe and guide the way people live?
Selection Concept(s) - Each selection builds to a larger understanding of the Big Question.
How does this selection connect to the Big Question?
Telling the truth is an important and honored value.
CCSS Focus Standard(s) ______________
What CCSS literacy standard(s) will you be addressing with this re-read of the selection?
RL6.1, RL6.2, RL6.3,
Selection Question - Connect the CCSS Focus Standard to the Selection Concept(s) in the
form of a question:
How will the text’s description of character and plot support the values of truth telling?
Adapted from Student Achievement Partners
3
LAUSD 2012-13 – CCSS PD K/1/6 – Text-Dependent Question Template (DRAFT 1/18/13)
Steps 2 & 3: Target Vocabulary, Syntax, and Text Structure
TEACHER PROVIDES DEFINITION
Not enough clues provided in the text
STUDENTS FIGURE OUT THE MEANING
Sufficient context or word structure clues text
Step 2 - Target Needed Vocabulary
Step 2 - Target Needed Vocabulary
KEY WORDS ESSENTIAL TO
UNDERSTANDING THIS TEXT
Pg
251
251
251
251
251
256
Words
rancheros
don
mi capataz
compadre
Verdades
mi patron
Pg
Words
251 flourish
251 foreman
251 employee
Clues/Supports
Spanish word
Spanish word
Spanish words
Spanish word
Spanish word
Spanish words
Clues/Supports
context clues
compound word
compare to
employer
HIGH UTILITY WORDS FOR LANGUAGE
DEVELOPMENT – Words ELs & all students need, to
access this and other learning
Pg
Words
Clues/Supports
252
confidently
254
convenient
254
whitewash
compound word
257
hitched
257
mounted/dismounted antonyms; prefix
258
258
260
gleefully
gloated
vigorously
suffix
suffix
suffix
Pg
256
262
Words
How goes it?
son-in-law
Clues/Supports
Idiom
Adapted from Student Achievement Partners
4
LAUSD 2012-13 – CCSS PD K/1/6 – Text-Dependent Question Template (DRAFT 1/18/13)
The author uses Spanish words interspersed in the English sentences, in order to give authenticity to the
piece. The Spanish vocabulary is italicized for an audience that may be largely unfamiliar with the words.
Step 3 – Challenging Syntax & Text Structures
“As sure as I am of my own name,” said don Arturo. page 252 Expression to state confidence in what is
believed
“She thanked him very warmly, and his spirits rose for a moment. But as he mounted his horse to leave, they
sank once again.” page 257 Contrastive statement
“But he knew he could never come right out and say what he had done either.” page 258 Dense syntax
Riddle on page 260
“The father of the fool is my father’s father’s son.
The fool has no sister and brother.
His child would call my father ‘grandfather’.
He’s ashamed that he did what was done.”
Adapted from Student Achievement Partners
5
LAUSD 2012-13 – CCSS PD K/1/6 – Text-Dependent Question Template (DRAFT 1/18/13)
Step 4 - Craft questions that start small, address vocabulary, and build toward the key understandings and standards
Step 4: Create Coherent Sequences of Text-Dependent Questions
Text-Dependent Questions
Evidence-Based Answers
Examine the illustration on page 250. What can you tell about
the characters and setting from the illustration? What can be
said about the cultural aspects of the illustration?
A wall surrounds the bare landscape. There
is no vegetation; the sky is clear and blue.
The walls are thick and brown, with a bell in
the top-most horizontal structure. In the
forefront of the illustration are two men
dressed in colorful ponchos and sombreros.
There are spurs on their boots.
In the first paragraph, what does the author tell us about the
characters and setting?
The men are wealthy rancheros (indicating
they are from a Spanish speaking country),
gathered in a plaza, or public meeting
square. It is a friendly, jovial gathering
where the men are discussing the affairs of
their ranches.
The author introduces “the royal apple tree” on page 251. How
is this special tree described, and how do the characters react
to the tree?
Don Ignacio was very proud of this apple
tree, planted by his great-grandfather. The
special soil and afternoon sun allowed the
tree to produce the sweetest apples, which
were highly prized by all for miles around.
The other ranchers were very grateful to
receive a small basket of the apples every
year. They asked don Ignacio about how
the fruit of the apple tree was doing.
Describe in your words how the author introduces the
character of the foreman in the folktale.
Don Ignacio credits his capataz (foreman)
for taking such perfect care of the treasured
tree. The foreman reports to his boss on a
daily basis with full and honest details on
the status of the tree. In fact, the man is so
trusted and honest he is not called Juan
Valdez, his given name, but Juan Verdades,
meaning truthful.
How does the issue of truth impact the plot of the folktale?
On pages 251-252, don Ignacio and don
Arturo engage in a friendly discussion about
the complete and consistent degree of
honesty of don Ignacio’s foreman. Don
Arturo argues that no employee is always
completely truthful; while don Ignacio
attests Juan Verdades never lies to him. The
discussion eventually escalates to a wager
that will have the loser relinquishing his
ranch to the winner. Don Arturo is given
two weeks, and any method he chooses to
prove his point that no employee is always
truthful. The other ranchers observe the
hand shake to consummate the deal, and
serve as witnesses.
The author describes don Arturo’s wife
sobbing, and crying, “What will we do when
we lose the ranch?”
But, daughter Araceli just laughs and tells
her mother not to worry about losing the
What impact does this wager have on don Arturo’s family?
What words does the author use to express these feelings?
Adapted from Student Achievement Partners
6
LAUSD 2012-13 – CCSS PD K/1/6 – Text-Dependent Question Template (DRAFT 1/18/13)
At this point, what does the author want the reader to
understand about Araceli’s character?
In your own words, describe Araceli’s plan.
How does truth telling become the conflict in the plot at this
point?
What words does the author use to describe Juan Verdades
conflict to Araceli’s request?
How does Juan Verdades deal with the conflict he creates after
picking the apples for Araceli? How does the reader know Juan
Verdades will not lie to his boss? Support your answers from
the text.
Explain how Juan Verdades was able to remain true to the
truth, but not directly admit he had taken the apples.
How does the author express the reactions from don Ignacio
and don Arturo about Juan Verdades’ confession to the apple
picking, and the transfer of the ranchero to him?
How does Juan Verdades’ dedication to being truthful provide
a happy resolution to the plot?
ranch. She immediately devises a plan. This
plan drives the plot of the folktale.
She is a positive thinker, as she tells her
mother not to worry, “we are not going to
lose our ranch.” She is a quick thinker, as
she immediately tells her father to make
some excuse to stay at don Ignacio’s ranch
for the next two weeks, in order to discover
a way to come out as winners.
Her intent is to have Juan Verdades fall in
love with her by providing him with a warm
breakfast and warm smile and company
every morning before he goes out to work
the ranchero. Once he has fallen in love and
will do anything for her, she will ask for all
the apples from the apple tree.
Araceli asks Juan Verdades to give her all
the apples from el manzano real. He knows
he can’t do that and remain truthful with his
boss, but he feels he will lose the woman he
loves if he doesn’t comply with her wishes.
This creates a conflict within Juan Verdades.
On page 256, the author describes Juan
Verdades as being surprised and distressed
at her request, and knowing he couldn’t
fulfill her wish.
After practicing some untruthful stores to
tell don Ignacio about the picked fruit
(crows eating the fruit, the wind blowing
them off the tree and cows eating them),
the author states on page 258 that, “he
realized there was no way he could tell a lie.
But he knew he could never come right out
and say what he had done either.”
All day he worries over what he will say to
his boss.
He explains to don Ignacio that a “fool
picked your apples and gave them away.”
He uses a riddle, with the answer of the
riddle being himself as the apple picker.
This allowed him to be truthful and still
protect his pride.
Don Ignacio shakes his hand “excitedly” and
“vigorously”. This indicates his happiness to
the outcome. But, the author describes don
Arturo’s face turning white, gritting his
teeth and forcing a smile. He shakes Juan’s
hand, and walks away, “his shoulders
drooping and his head bowed down.” He is
obviously unhappy.
Because Juan Verdades doesn’t lie, don
Ignacio keeps his ranch, and signs over don
Adapted from Student Achievement Partners
7
LAUSD 2012-13 – CCSS PD K/1/6 – Text-Dependent Question Template (DRAFT 1/18/13)
Arturo’s ranch to Juan. Juan also wins
Araceli’s hand in marriage. The marriage
allows don Arturo to keep his ranch in the
family.
Step 5: Standards Addressed in the Whole Lesson
Step 5 – Identify Standards Being Addressed in Lesson
A single lesson can cover multiple standards
RL6.1, RL6.2, RL6.3
W6.2a-f, W6.4, W6.5, W6.6, W6.7, W6.8
L6.1a-e, L6.2a,b, L6.3a,b, L6.4a-d, L6.5a, L6.6
SL6.1a-d, SL6.4a, SL6.5, SL6.6
Step 6: Create a Task to Check for Understanding
Adapted from Student Achievement Partners
8
LAUSD 2012-13 – CCSS PD K/1/6 – Text-Dependent Question Template (DRAFT 1/18/13)
Describe task and steps students will take to achieve them.
Prompt = Teacher instructions to students:
The selection concept, or big idea, for Juan Verdades tells us that the truth is an honored and important value in
cultures. Abraham Lincoln is an American credited for his resolve in telling the truth. He is quoted as saying, “Let
the people know the truth and the country is safe.” Research a famous American, past or present, known for
his/her commitment to truth. In your research provide quotations from this person around the issue of truth, and
give concrete examples of this value in their lives. The research should be logically ordered with at least two to
three sources of information cited. Edit your writing, and insert relevant visuals downloaded from the web. Be
prepared to share your research with the class in an oral presentation.
Step 6 – Task to Check for Understanding
Task & Steps:







Write an informative research essay to examine a famous American’s commitment to the value of truth
Use two to three sources of information and organize and analyze relevant content
Develop the essay with relevant facts, definitions, concrete details, quotations, and other information and
examples
Use appropriate transitions for clarity purposes
Use precise language and vocabulary to inform/explain the topic
Establish and maintain a formal style
Provide a concluding statement that follows the information presented
Adapted from Student Achievement Partners
9
LAUSD 2012-13 – CCSS PD K/1/6 – Text-Dependent Question Template (DRAFT 1/18/13)
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.
Notes to Teacher Ex: Which sections of text to focus on for particular teaching points; considerations
for grouping; content connections, supplemental resources or links
Student Engagement – What format or strategies will give students the opportunities to
actively engage with the learning?
Stop the reading and discussion of the story and have students do a quick write (“What do you think about the
course of events in the plot?” “Paraphrase what is happening on page 258.”)
Annotate the text with post-its to highlight the big ideas around truth telling.
Have reading partners or small groups come together to discuss the content.
Adapted from Student Achievement Partners
10
LAUSD 2012-13 – CCSS PD K/1/6 – Text-Dependent Question Template (DRAFT 1/18/13)
Adapted from Student Achievement Partners
11