How Text-Dependent, Discipline-Specific Questions Provide Students Access to Complex Text Required in the Common Core State Standards

Among the highest priorities of the Common Core State Standards is that students must read texts closely and acquire knowledge.

• At each grade level, 80 to 90 percent of the Reading standards require text-dependent analysis. Questions that expect student responses to be text-dependent and discipline-specific require students to demonstrate that they understand the text details and can provide accurate evidence.
• Questions that are text-dependent can only be answered correctly by close reading of the text. The evidence in the response comes directly from the text and does not depend on additional information from other sources. Although there is an important role for questions requiring a synthesis of information from a variety of sources, text-dependent questions assure knowledge from a specific text is clearly understood prior to leaping into synthesizing. This level of scrutiny of text increases expectations for accuracy for future thinking, which may include synthesizing, analyzing, and creating. It builds the critical foundation of knowledge needed for comprehending texts used in higher grade levels. Text-dependent questions are not the same as recall questions. They require understanding that extends beyond recalling basic facts. The use of inference is an important skill for close reading. Consider which of the following questions requires students to read text closely for text specific information:
  1. How did Frederick Douglass’ ability to read contribute to his emotional struggle for freedom? Cite examples from the text to support your answer.
  2. In what ways does America represent the hope for freedom that lived in the heart of Frederick Douglass? Although question “b” would generate a rich conversation, the open-ended nature of this question does not require students to demonstrate specific text-dependent knowledge.
• Providing a set of sequenced questions is supportive in guiding students’ focus through the text. This set of questions begins with a simple focus on word, details, and the logic presented in the author’s argument, then expands to the entire text. Such a set of questions guides students in making inferences based on the evidence in the text. After grounding their understanding of the specific text, students are better prepared to apply evaluation thinking and offer their sound opinions.

Having responded to a set of text-dependent questions in all disciplines, students increase their ability to read with understanding. Gradually, as their reading skills and foundation of knowledge increase, they expand their capacity to read increasing levels of complex text with understanding.

Standard 10 in the Common Core State Standards establishes the high expectation that students read and understand increasing levels of complex text. This expectation begins informally at Kindergarten and Grade 1 through exposure to books that generate thought and incorporate Tier 2 vocabulary. From Grade 2 through Grade 11-CCR, Standard 10 formally states high grade level expectations for independent reading of complex texts. Providing instruction, which includes text-dependent, discipline-specific questions, increases student capacity for close reading and provides access to increasing levels of complex text.

Additional suggestions for providing “student access” to more complex text will be coming in my next blog. I welcome and value your thoughts on this evolving topic!