Text-dependent Questions for Students



Text-dependent Questions for Students

Directions: In your small groups, use the Text, page and paragraph reference column to guide you the portion of the text needed to answer each question. Then, answer and discuss the questions in your groups. If you have difficulty with a question, the scaffolding questions should help you. You don’t need to use the scaffolding questions, if you can answer the question without them or if you have a better way to figure out the answer to the question. This is NOT a worksheet! These are discussion questions to help deepen your understanding of the text. You may take notes in your Writer’s Notebook, if desired. Be prepared to share your answers and the textual evidence to support your answers with the whole group.

|Text, page or paragraph|Text-dependent Questions |

|reference | |

| | |

|Title through end of | |

|paragraph 1. |What are the key ideas in the first three paragraphs of Simons’ article? |

| | |

| |Scaffolding Questions: |

| |Re-read the title. What does this tell you about a key idea in the article? |

| |Re-read the synopsis. What does this indicate will be key ideas in the article? |

| |Re-read the questions in paragraph 1. What does this tell you about the key ideas in Simons’ article? |

| | |

|Paragraphs 1 and 2 | |

| |What is Simons’ point of view and how do you know this? |

| | |

| |Scaffolding Questions: |

| |What is point of view? |

| |From what point of view is the article told? |

| |What is Simons’ point of view? |

|Synopsis | |

| | |

| |What is Simons’ purpose for writing the text and how do you know? |

| | |

| |Scaffolding Questions |

| |Re-read the last sentence of the synopsis. What does is state as the purpose of the article. |

| |If the synopsis was not available, how could you determine the purpose of the article using the text in the first 3 paragraphs? |

| | |

|Title through paragraph|What is Simons’ tone in the article? |

|1 | |

| |Scaffolding Questions |

| |What is tone? |

| |If you had to attach an emoticon at the end of paragraph one, what would it look like and why? |

| |What words and phrases in paragraph one help to establish the tone? |

| | |

| |How would you describe the Simons’ style based on the first three paragraphs of the article and how does this contribute to the |

|Title through first |persuasiveness and beauty of the text? |

|paragraph 3 | |

| |Scaffolding and Scaffolding Questions |

| | |

| | |

| |  |

| |  |

| | |

| |What is style? |

| |How would you describe Simons’ style? |

| |How does his style contribute to the persuasiveness of the text? |

| |How does it contribute to the beauty of the text? |

| | |

| | |

| |How is the rhetoric used in the article effective? |

| | |

| |Scaffolding Questions |

| |What is rhetoric? |

| |What are some examples of rhetoric? |

|Title through paragraph|How is rhetoric used in this article? |

|3 |What makes this effective? |

| | |

| |  |

| | |

| | |

| |What is Simons’ claim? |

| | |

| |Scaffolding Questions |

| |What is a claim? |

| |How do you know? |

| | |

| |What ideas does Simon use in the first three paragraphs to support his claims? |

|Title through paragraph| |

|3 |Scaffolding |

| |What is Simons’ claim? |

| |What points does he make to support this claim in paragraph 1? 2? 3? |

| | |

| | |

| | |

|Title through paragraph| |

|3 | |

Thesis Checklist

|Criteria |Yes |No |

| My thesis is comprised of three main ideas from the anchor text. | | |

|My thesis makes an argument or presents a point of view. | | |

| My thesis is supportable by the details or examples from the anchor text. | | |

| My thesis is concise. | | |

|My thesis is a complete sentence. | | |

|My thesis reflects my final argument. | | |

Word: ____________________________

Definition (in my own words): ____________________________________________________________________________________________________________

Synonym: __________________________

Antonym: _________________________

Sentence: ____________________________________

________________________________________________________________________

Word: ____________________________

Definition (in my own words): ____________________________________________________________________________________________________________

Synonym: __________________________

Antonym: _________________________

Sentence: ____________________________________

________________________________________________________________________

Word: ____________________________

Definition (in my own words): ____________________________________________________________________________________________________________

Synonym: __________________________

Antonym: _________________________

Sentence: ____________________________________

________________________________________________________________________

Word: ____________________________

Definition (in my own words): ____________________________________________________________________________________________________________

Synonym: __________________________

Antonym: _________________________

Sentence: ____________________________________

________________________________________________________________________

Anchor Text with Text-Dependent Questions:

“Why Good English is Good for You” by John Simons



Students will work in small groups to answer questions using scaffolding questions and activities, as needed. Then, the teachers uses the same questions to facilitate a whole group. These questions are not intended to be a worksheet! They are for discussion purposes. Students may want to jot down notes in their Writer’s Notebooks. Students should complete the Vocabulary Activity Sheet in small groups during this time, as well. Students can choose when and how to do this. Understanding these words as they are used in context will deepen students comprehension and vocabulary and can be discussed as needed during the whole group discussion. The teacher can facilitate this at natural moments during the discussion.

|Text, page or paragraph|Text-dependent questions |WV CCRS addressed |

|reference | | |

| |What are the key ideas in the first three paragraphs of Simons’ |ELA.12.6 analyze a complex set of ideas or sequence of events|

|Title through end of |article? | |

|paragraph 1. | | |

| |Scaffolding Questions: | |

| |Re-read the title. What does this tell you about a key idea in the | |

| |article? | |

| |Re-read the synopsis . What does this indicate will be key ideas in | |

| |the article? | |

| |Re-read the questions in paragraph 1. What does this tell you about | |

| |the key ideas in Simons’ article? | |

| | | |

| | | |

| |What is Simons’ point of view and how do you know this? |ELA.12.12 determine an author’s point of view, purpose and |

| | |tone in an informational text in which the rhetoric is |

| |Scaffolding Questions: |particularly effective, analyzing how style and content |

|Paragraphs 1 and 2 |What is point of view? |contribute to the power, persuasiveness or beauty of the |

| |From what point of view is the article told? |text. |

| |What is Simons’ point of view? | |

| | | |

|Synopsis | | |

| |What is Simons’ purpose for writing the text and how do you know? | |

| | | |

| |Scaffolding Questions | |

| |Re-read the last sentence of the synopsis. What does is state as the| |

| |purpose of the article. | |

| |If the synopsis was not available, how could you determine the | |

| |purpose of the article using the text in the first 3 paragraphs? | |

| | | |

| |What is Simons’ tone in the article? | |

| | | |

|Title through paragraph|Scaffolding Questions | |

|1 |What is tone? | |

| |If you had to attach an emoticon at the end of paragraph one, what | |

| |would it look like and why? | |

| |What words and phrases in paragraph one help to establish the tone? | |

| | | |

| |How would you describe the Simons’ style based on the first three | |

| |paragraphs of the article and how does this contribute to the | |

| |persuasiveness and beauty of the text? | |

| | | |

|Title through first |Scaffolding | |

|paragraph 3 |Teachers can use any or all of the lessons provided to scaffold | |

| |students’ understanding of style, which may be lacking. After they | |

| |gain understanding, you can go back to this question and this | |

| |article. | |

| | |

| |%20STRATEGIES/LiteraryStyles.htm | |

| |  |

| |9/definition_style.pdf | |

| |  |

| |9/think_aloud.pdf | |

| | | |

| |What is style? | |

| |How would you describe Simons’ style? | |

| |How does his style contribute to the persuasiveness of the text? | |

| |How does it contribute to the beauty of the text? | |

| | | |

| | | |

| |How is the rhetoric used in the article effective? | |

| | | |

| |Scaffolding Questions | |

| |What is rhetoric? | |

| |What are some examples of rhetoric? | |

| |How is rhetoric used in this article? | |

| |What makes this effective? | |

| |If students need more scaffolding, teachers could use one or both of | |

| |these, as needed: | |

| | | |

| |  | |

| | | |

| | | |

| |What is Simons’ claim? | |

| | | |

| |Scaffolding Questions | |

| |What is a claim? | |

| |How do you know? | |

| | | |

| |What ideas does Simon use in the first three paragraphs to support | |

| |his claims? | |

| | | |

| |Scaffolding | |

| |What is Simons’ claim? | |

| |What points does he make to support this claim in paragraph 1? 2? 3| |

| | | |

| | | |

|Title through | |ELA.12.20 write arguments to support claims in an analysis of|

|paragraphs | |substantive topics or texts, using valid reasoning and |

| | |relevant and sufficient evidence. |

| | |introduce precise, knowledgeable claim(s), establish the |

| | |significance of the claim(s), distinguish the claim(s) from |

| | |alternate or opposing claims and create an organization that |

| | |logically sequences claim(s), counterclaims, reasons and |

| | |evidence. |

| | |develop and justify claim(s) and counterclaims fairly and |

| | |thoroughly, supplying the most relevant evidence for each |

| | |while pointing out the strengths and limitations of both in a|

| | |manner that anticipates the audience’s knowledge level, |

| | |concerns, values and possible biases. |

| | |analyze words, phrases and clauses as well as varied syntax |

| | |to link the major sections of the text, create cohesion and |

| | |clarify the relationships between claim(s) and reasons, |

| | |between reasons and evidence and between claim(s) and |

| | |counterclaims. |

| | |establish and maintain a formal style and objective tone |

| | |while attending to the norms and conventions of the |

| | |discipline in which they are writing. |

| | |provide a concluding statement or section that follows from |

| | |and supports the argument presented. |

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