Close reading and text dependent questions 阅读和文本相关的问题.ppt

Simply asking text-dependent questions will not ensure that students suddenly develop the ability to read and understand complex texts. Students still need to be taught how to read deeply, and how to respond with evidence from the text. Teachers should model for students how they think about texts and how they look for evidence in the text when responding to questions. * Whole Across Texts Entire Text Segments Paragraph Sentence Word Part Opinions,arguments, intertextual connections Inferences Author’s purpose Vocabulary and text structure Key details General understandings * Progression of Text Dependent Questions General Understandings These questions ensure that students grasp the overall view of the text are global questions require that students demonstrate an understanding of what the author really said. may probe the sequence of information presented, the story arc, the main claim and evidence presented, or the gist of a given passage. “Jabberwocky” “What is the progress of the hero?” * Key Details These text-dependent questions require that readers pay attention to the details respond to questions that ask who, what, when, where, why, how much, or how many search for nuances in meaning determine importance of ideas find supporting details for the main ideas. “What were the slithy toves doing in the wabe?” “What does that mean?” “How would you describe the condition of the borogoves?” * Vocabulary and Text Structure Text-dependent questions focus on the specific words and phrases the author uses as well as the structure of the text requires that the reader bridge literal and inferential meanings, noting both denotation (literal or primary word meanings) and connotation (the idea or feeling that a word invokes) as well as the shades of meaning elicited by the word choice. For example, an author might use the words walk, stroll, amble, saunter, meander, or wander. The shades of meaning are different, an