Creating Text-Dependent Questions
College- and career-ready standards, including the CCSS, expect students to use evidence from texts to present careful analyses, well-defended claims, and clear information. One critical way to help students develop these skills is through the use of text-dependent questions: questions that can only be answered by referring back to the text.
The Text-Dependent Question Resources include tools to help write and evaluate text-dependent questions, as well as a link to lesson materials featuring sequences of text -dependent questions meant to deepen student understanding of the text.
Identifying Academic Vocabulary
Tier 2 (academic vocabulary) words appear in many different contexts and are often subtle or precise ways to say relatively simple things, for example “relative” or “accumulate". Since these aren't words that will typically be used in a student's conversations and they aren't domain-specific, they should be given more focus than Tier 1 and Tier 3 vocabulary.
The Academic Word Finder pulls the most useful academic vocabulary words from a given text - those that are not too common and not too rare. There may be other academic vocabulary words the tool does not highlight that a teacher determines are important to the text. This tool doesn't replace teacher judgment; rather it helps to support the teacher in identifying which academic words to consider first. Teachers also must gauge what words are most effective for their students' current vocabulary levels.
Highlighted Aspects of the Shifts
All of the lessons presented on achievethecore.org are designed to highlight one or more aspects of the ELA/literacy Shifts. The Anthology Alignment Project lessons particularly emphasize:
Complexity: Regular practice with complex text and its academic language
Evidence: Reading, writing and speaking grounded in evidence from text, both literary and informational
Learn more about the ELA/literacy Shifts.