Clerisy Architect: Debbie Godsen DePalma
Length of Workshop: 60 minutes
Danielson Framework: Domain 3 (Instruction)
Research, standards, and good practice underline the need to ask students questions before, during, and after reading. The goal of this session is to engage students at the highest levels of thinking, through text-dependent questions. Armed with specific and applicable strategies grounded in the work of Doug Fisher and Nancy Frey you will walk away with an understanding of the essential elements of text-dependent questions, as well as how to develop and use them in your classroom immediately.
- Understand the progression of text-dependent questions
- Develop text-dependent questions
- Sequence questions to optimize comprehension
Publications Highlighted: Blau, S. (1994). Transactions between theory and practice in the teaching of literature. In J. Flood & J.A. Langer (Eds.), Literature instruction: Practice and policy (pp. 19–52). New York: Scholastic. Fisher, Douglas, and Nancy Frey, “Text-Dependent Questions.” IRA E-Ssentials, 2013, pp. 1–10., doi:10.1598/e-ssentials.8020, Langer, J.A. (1994). Reader-based literature instruction. In J. Flood & J.A. Langer (Eds.), Literature instruction: Practice and policy (pp. 1–18). New York: Scholastic. Rosenblatt, L.M. (1995), Shanahan, T. (2013). Letting the text take center stage: How the Common Core State Standards will transform English language arts instruction. American Educator, 37(3), 4–11