SHIFT 4TEXT-BASED ANSWERS

Common Core Learning Standards Module 4

Objectives: Shift 4

Teachers will be able to explain Shift 4

Teachers will be able to construct text-based questions to draw

students’ attention to and ensure understanding of important parts of the text using current resources

Adapted from techniques and materials created by Uncommon Schools

Common Core Assessments

ELA 3-8 Assessments 2012-13

Text-based Answers / Writing from Sources - Questions will require students to marshal evidence from the text, including from paired passages.

Shift 4

Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that answers classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

What is text-based questioning?

The class conducts a close reading of a particular text by attending to exactly what the text says and implies

The teacher asks text-based questions about the text being read by the class

The students provide evidence from the text to support claims that they make

Shift 4- Text-based Answers

Implementation of Shift 4

What the teacher does to prepare:Step 1) Conduct close reading of text to

identify key pointsStep 2) Design the text-based questions

Outcome:Text-based questions draw students’

attention to and ensure understanding of important

parts of the text Adapted from techniques and materials created by Uncommon Schools

Step 1: Conduct Close Reading of Text

What is a close reading?Attending to exactly what the text says

Attending to what the text impliesEmphasizing the particular over the general

Paying close attention to individual words, syntax, organization

Adapted from techniques and materials created by Uncommon Schools

Teacher Preparation for Close Reading Involves 3-Read Process1.for general understanding/overall gist2.to identify parts of text pivotal to understanding3.to identify possible student misconceptions

Step 1: Conduct Close Reading of Text

Types of text:Poem/songNovelEssaySpeech Short storyNewspaper or journal articlePrimary source document Chapter in a science or social studies textbook

Teacher First Read: Text Level

Adapted from techniques and materials created by Uncommon Schools

•Main/central idea•Thesis (argument)•Theme•Central message, lesson or moral•Overarching motif•Extended metaphor

Teacher First Read: Text Level

Adapted from techniques and materials created by Uncommon Schools

The teacher will need to identify:

Teacher First Read

Take 10 minutes to read the excerpt from the Feynman’s,

“The Making of a Scientist” and write a sentence that summarizes the

general gist of the passage.

Share with group

Adapted from techniques and materials created by Uncommon Schools

Identify points pivotal to understanding at the

Passage LevelSentence Level Word/Phrase Level

Adapted from techniques and materials created by Uncommon Schools

WORD

PASSAGE

SENTENCE

TEXT

Teacher Second Read

Smaller chunks of text to consider:

Chapter in a novelActSceneSubsection Paragraph(s)StanzaMusical verse

Identify Key Points: Passage Level

Adapted from techniques and materials created by Uncommon Schools

provide insight into character

contain pivotal scenes (climax, rising action…)

establish cause and effect

• develop the theme, thesis (argument), or hypothesis

• provide context, setting

• explicate a process• compare/contrast • describe flashbacks

Identify Key Points: Passage Level

Adapted from techniques and materials created by Uncommon Schools

Select passages that are pivotal to understanding of the text because they:

Types of sentences to consider:

Thesis statementTopic sentenceSupporting detailHypothesis Line of dialogueLine of poetry

Identify Key Points: Sentence Level

Adapted from techniques and materials created by Uncommon Schools

Identify Key Points: Sentence Level

Adapted from techniques and materials created by Uncommon Schools

Select lines/sentences pivotal to understanding because they:

clarify the theme, thesis (argument), or hypothesissupport a claimrefine a key conceptdescribe a step in a processreveal aspects of a character, motivationforeshadow an upcoming event

Identify Key Points: Word/Phrase Level

Adapted from techniques and materials created by Uncommon Schools

•academic words•key terms•metaphors/similes•symbols (on a chart or in a text)

• hyperbole• idioms• puns • allusions

Select words/phrases pivotal to understanding:

Teacher Second Read

Re-read the excerpt from the Feynman’s, “The Making of a Scientist”

Highlight 3-5 places at the passage, sentence, word level which would be critical to understanding

Adapted from techniques and materials created by Uncommon Schools

Teacher Second Read: Share Out

Share: Explain your choices. Why did you select these particular passages, sentences, or words to highlight?

Identify sources of possible misconceptions:

Passage LevelSentence Level Word/Phrase Level

Adapted from techniques and materials created by Uncommon Schools

WORD

PASSAGESENTENCE

TEXT

Teacher Third Read

Brainstorm together: What might confuse a student reading a text?

IdiomsAllusionsPronoun-noun referentsMultiple meaning wordsUnfamiliar conceptsFigurative Language Complex sentences

Teacher Third Read

Identify Key Points: Practice

Read the excerpt from the Feynman’s, “The Making of a Scientist” a third time.

Highlight 2-3 places at the passage, sentence, word level which, if students understood, would prevent larger misunderstandings

Identify Key Points: Share Out

Share: Explain your choices. Why did you select these particular passages, sentences, or words to highlight?

What are some ways to address the possible areas of confusion for readers?

Shift 4- Text-based Answers

Step 1) Conduct close reading of text to identify key points that ensure understanding of important parts of the text and prevent misconceptions

Step 2) Design text-based questions that address the four levels of text

Adapted from techniques and materials created by Uncommon Schools

Look at the sample questions provided. Label the level of text each question addresses–WordSentencePassageText

Step 2: Design the Question

Now that you’ve prioritized which sections (“levels”) of the text you want to address, you are ready to design text-based questions

Design the Question

Some Types of Text-based Questions

Direct Citation ParaphraseGive Evidence; Draw Conclusion

Give Conclusion; Find Evidence

Evidence for Your Own Conclusion

Evidence for Someone Else’s Conclusion

Adapted from techniques and materials created by Uncommon Schools

Conduct a Teacher Three Read of the fable, ‘The Tortoise and the Hare.”

1.for general understanding/overall gist2.to identify parts of text pivotal to understanding3.to identify possible student misconceptions

Write a sample question addressing one of the four levels. You will have the opportunity to revise it later in the training.

As a group, share the general gist specific parts teachers identified as pivotal

possible misconceptions

Design the Question

Six Ways to Ask the Same Question (and elicit evidence)

Direct Citation ParaphraseGive Evidence; Draw Conclusion

Give Conclusion; Find Evidence

Evidence for Your Own Conclusion

Evidence for Someone Else’s Conclusion

Adapted from techniques and materials created by Uncommon Schools

Sample Word/Phrase Level Questions

[Ask for] Direct Citation What key words does the author use to describe the arrogant actions of the hare?

[Ask for] Paraphrase • What is another way of saying that the hare was boasting and bragging?

Adapted from techniques and materials created by Uncommon Schools

Give Evidence; Draw Conclusion • The author uses the verbs boasting

and bragging to describe the actions of the hare. What does this tell you about the hare?

Give Conclusion; Find Evidence • The hare is arrogant. What words or phrases in the text might lead you to this conclusion?

Sample Word/Phrase Level Questions

Evidence for Your Own Conclusion Teacher: What kind of personality does the hare have? Student: He was arrogant. Teacher: Can you find some words or phrases the

author uses to describe the hare that support that conclusion?

Evidence for Someone Else’s Conclusion Teacher: What kind of personality does the hare have? Student: He was arrogant. Teacher: Can someone find some words or phrases the

author uses to describe the hare that support that conclusion?

Sample Word/Phrase Level Questions

Adapted from techniques and materials created by Uncommon Schools

[Ask for] Direct Citation Who can find the line from this text that best reveals the hare’s personality?

[Ask for] Paraphrase Who can find and then paraphrase

the line from this text that best reveals the hare’s personality?

Sample Sentence Level Questions

Adapted from techniques and materials created by Uncommon Schools

Give Evidence; Draw Conclusion • The hare says, “I bet there’s nobody in

the world that can win against me, I’m so speedy.” What does this sentence reveal about the hare’s personality?

Give Conclusion; Find Evidence • The hare is very arrogant. What evidence can you find in the text to support this conclusion?

Sample Sentence Level Questions

Adapted from techniques and materials created by Uncommon Schools

Evidence for Your Own Conclusion Teacher: What kind of personality does the hare

have? Student: He is arrogant. Teacher: Interesting. Can you find a sentence in the

text to support that conclusion?

Evidence for Someone Else’s Conclusion Teacher: What kind of personality does the hare

have? Student: He is arrogant. Teacher: Interesting. Can anyone find a sentence in

the text to support Jane’s conclusion?

Sample Sentence Level Questions

Adapted from techniques and materials created by Uncommon Schools

Direct Citation – NA[Ask for] Paraphrase

Go to paragraph 3. Who can describe the hare’s attitude toward the tortoise in their own words?

Give Evidence; Draw Conclusion – In the middle of the race, the hare lays down to take a nap. What does this reveal about his attitude toward the tortoise?

Give Conclusion; Find Evidence – The hare does not consider the tortoise to be a rival.

What evidence can you find in paragraph 3 to support this conclusion?

Sample Passage Level Questions

Adapted from techniques and materials created by Uncommon Schools

Evidence for Your Own Conclusion T: In the middle of the race, the hare lays down to take a

nap. What does this reveal about his attitude toward the tortoise?

S: He thinks he can beat the tortoise without trying. T: Can you cite evidence to support that conclusion?

Evidence for Someone Else’s Conclusion T: In the middle of the race, the hare lays down to take a

nap. What does this reveal about his attitude toward the race?

S: He thinks he can beat the tortoise without trying. T: Can anyone cite evidence to support Jane’s

conclusion?

Sample Passage Level Questions

Adapted from techniques and materials created by Uncommon Schools

Sample Text Level Questions

Direct Citation – NAParaphrase - NAGive Evidence; Draw Conclusion

Despite the fact that the hare was faster than the tortoise, the tortoise still won the race. What is the moral of the story?

Give Conclusion; Find Evidence The moral of the story is that slow and

steady wins the race. What evidence can you find to support this conclusion?

Adapted from techniques and materials created by Uncommon Schools

Evidence for Your Own Conclusion Teacher: What is the moral of the story? Student: Slow and steady wins the race. Teacher: Interesting. Can you find some

evidence to support that conclusion?Evidence for Someone Else’s Conclusion

Teacher: What is the moral of the story? Student: Slow and steady wins the race. Teacher: Interesting. Can anyone find some

evidence to support Jane’s conclusion?

Sample Text Level Questions

Adapted from techniques and materials created by Uncommon Schools

Text-based Questions: Guided Practice

Review the questions that you wrote for “The Tortoise and the Hare.” Rewrite the questions to fit into one of the six text-based question types.

Adapted from techniques and materials created by Uncommon Schools

Ask passage, sentence and word level questions throughout the reading of the text to guarantee comprehension before asking a text level question

Don’t Wait ‘til It’s Too Late!

Adapted from techniques and materials created by Uncommon Schools

Which CC Standards Are Addressed?

Text Level

Passage Level

Sentence Level

Word/Phrase Level

Adapted from techniques and materials created by Uncommon Schools

Reflect

How often do you ask text-based questions?

Which type of text-based question do you ask most frequently?

What will you need to do to start asking more text-based questions?

Your turn…

Using your own textbook, choose a selection

Prioritize which passages, sentences, words you will teach (choose at least one of each)

Next, write or rewrite text based questions to address each prioritized section (in Trophies/Trofeos, teachers should revise the Think and Respond and Guided Comprehension Questions)

Share out

Adapted from techniques and materials created by Uncommon Schools