“Text-dependent questions on their own are a groundbreaking concept. It seems so simple, yet proven to be not as easy to create quality questions. The evaluation tools are excellent at helping teachers understand what makes for a great text dependent question. The guides to creating text dependent questions makes it plain and simple what it takes to make quality activities Literacy specialists can use these tools to guide teachers through the difficult task of changing their view of how to write questions that probe student thinking. As teachers, we have a tendency (either out loud or to ourselves) to equate any changes we are presented with as a different shade of the same old stuff. I've been told numerous times that education is cyclical, everything is the remake of something else. A literacy coach armed with, and well-versed in the guide to text dependent questions can completely influence how teachers approach learning. Teachers and administrators can use it as a guide to what an ideal close read activity entails. Administrators can rest assured that if teachers can create lessons where students are reading texts more deeply. They should appreciate the change in teaching techniques where students are focused on examining their texts and pulling evidence in all of their other classes. The ability to deeply examine texts and cite evidence proficiently is far and away one of the most used skills in exams, education, and eventually life. When teachers use the guide correctly, they are forced to stop and really think about what they want students to focus on and what they need children to learn. Teachers will find a noticeable difference in the activity and reading abilities of their students if they use these tools, and never give up. It's not easy at first, but if they stick with it, the rewards in the end are phenomenal. My fellow teachers in the science department are focusing on making text dependent questions. When I first introduced it to them, they basically looked at me like ‘Duh, no kidding we need to make questions that forces students to read to answer.’ When I showed them the guide and we went over how it requires us to change and what it could do potentially for our students reading skills, they were sold.”

"I have shared this document with my fellow teachers along with a presentation at the department meeting. It helped teachers see how we are going to assess and how to build better conversation and mathematical discovery in the classroom."