4B Text Dependent Questions

Strategy Implementation Report #4B: Text Dependent Questions
Name: ______ Date: ______ Grade Level: __5____

How does this strategy connect my content and language objectives? How does this strategy facilitate my students’ ability to access the
content? How does this strategy facilitate my students’ ability to comprehend the mentor text, build essential knowledge, or produce oral
or written discourse connected to the content objective? How does this strategy provide comprehensible input for my students?
Lesson Sequence: Content Objective:

This should be a bulleted list that includes
one or more SEI strategies
“Elisa” Diary”
Students will examine the main character’s actions and response to problems to help you
Introduce the lesson.
determine the story’s theme, or message.
Preview text-dependent vocab.
Students will demonstrate an understanding of new words through the 7-step strategy.
The teacher reads out loud the first page.
Group reading.
Language Objective: Language Objectives should be directly linked to the language skills students
Partner reading.
will need to be successful in achieving the content objective.
RL1
Students will be able to explain in writing how the character changes from the beginning to the
end of a story.
Language Objective Differentiation for Proficiency Levels:
Students will use sentence frames to fill out a graphic organizer to record Elisa’s qualities, motives,
and actions. This will help identify the central message of the story.
Targeted Tiered Vocabulary from Mentor Text or Source

Tier 2 & Tier 3 words should be integrated into student product/assessment.
Tier 1 words Tier 2 words Tier 3 words
Basic words most children know in their Essential to comprehension: i.e., process & Low frequency, content specific, typically
primary language: may include connectors or transition, specificity, sophistication found in a glossary in the back of a text
compounds polysemy, transitional terms, idioms, clusters,
cognates…
Supposedly Stammer
Frightened Declared Scurry
Exhausted Brutal Preliminary
Obvious Opponents Typically
Semidarkness Disbelieving
Promptly Composition
Ignorant
Text Dependent Questions

1. Teacher models Text Dependent Questions:
a. Select a mentor text and have the teacher create questions that encourage students to consider:
 General understandings
 Key details
 Vocabulary, sentence and text structure
 Author’s purpose
 Inferences
 Opinions, arguments and intertextual connections
 Moving from part to whole in terms of comprehension
2. Select a mentor text and have students create questions to encourage the consideration of the items noted above.
3. Include Bloom’s-like questions to promote higher order thinking processes.
Open Response: To complete this SIR, please describe in detail below how Text-Dependent Questions were formulated in the classroom.
(Did you use the “Numbered Heads” protocol with your TDQs? If not, what other engaging strategy did you use? What scaffolds and supports did you provide
for your ELs?)
Rearrange groups.
Introduced the lesson, the learning, and the vocabulary objectives while providing ELs with a complete list of the vocabulary for them to refer to.
The teacher will read the first page of the text out loud followed by a lower-level English Learner
Have a higher-level EL or native English student summarize the text that the first reader read.
Continue with popcorn reading and summarizing till the text is completed.
While the teacher circulates continue to scaffold to make sure ELs are understanding the main idea of the story while preparing them to share out. (Elisa a
believable character? Why or why not? What text evidence supports your opinion?)
Bring the class back together and start sharing. Call out some students especially those you prepared to share.
Reflection on the strategy implementation:

Each response should be a short paragraph that includes sufficient details.
How did this strategy help my ELs achieve the content and language objectives?
I believe the text-dependent questions in this lesson strengthen all students, understanding of the story. It was also helpful while circulating I
was able to ask text-dependent questions that they would need to refer to the text and draw logical conclusions from the text.
How did this strategy help the ELs in my classroom to produce academic language and discourse?
While circulating the classroom it helped me produce academic language and discourse by allowing me to have conversations about the text
that allowed me to push tier language.
To increase my ELs’ engagement and interaction, these are the things I would change the next time I try this strategy:
To increase my ELs’ engagement and interaction, I would have incorporated the use of sentence frames while asking text dependent questions
while using tier language.

4B Text Dependent Questions

Uploaded by

Copyright:

Available Formats

4B Text Dependent Questions

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

4B Text Dependent Questions

Uploaded by

Copyright:

Available Formats

Strategy Implementation Report #4B: Text Dependent Questions

Name: Date: Grade Level: 5__

Lesson Sequence: Content Objective:

Language Objective Differentiation for Proficiency Levels:

Targeted Tiered Vocabulary from Mentor Text or Source

Text Dependent Questions

Reflection on the strategy implementation:

You might also like