Text Dependent Questions: Chapter 4 (Linky)
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Here we go with Chapter 4 of Text Dependent Questions! This chapter will help you focus your instruction on what the text means.
What does the text mean?
As we have read, the habit of reading closely stars with reading to determine the literally interpretation, but that is not the end of the road. Reading must be about pulling all of the various details and nuances of the book together to arrive at the whole message. Keeping an eye on the bigger picture (the message) while reading is paramount.
Dimensions of inferencing
Wait… What? This is new vocabulary for me… I had to read it a few [ok MANY times because I was on a plane and I had a child kicking my seat behind me]. On page 93, authors tells us there are three types of inferencing:
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Lexical: Making an informed judgement about the meaning of an ambiguous word, using grammatical, contextual, and structural cues
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Predictive: Forming a plausible hypothesis
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Elaborative: Filling in unstated information
The authors also discuss text cohesion. Easier texts have higher cohesion. For example, it may contain explicit language to cue cause and effect.
Here is an example from Nicola Davies book, Just Ducks!
This would be a great inferring opportunity. Questions to ask:
- Why is it important for ducks to be thoughtful about where they sleep?
- What do you suppose might happen to them if they slept out in the open?
- Where might a safe place be for ducks to sleep?
One of my favorite quotes from the book comes from p.96:
“When we expect them [students] to behave like silly beings, we oblige them.”
I think back to the times when I ask my students to work through a text that is challenging. I am always amazed at how they rise up to the challenge. With support, students are capable of so much!
Need book ideas?
Do you need some text ideas? Deanna Jump and I have collected various titles with close reading lessons that you can use in your classroom.
There are two lists because districts have adopted this for their kindergarten AND first grade classrooms, so they needed different texts to use for each grade level. However, each set of lessons offer differentiated opportunities, so either set would work for your classroom. You can download these books lists by clicking HERE.
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Thank you for joining us for Chapter 4 of Text Dependent Questions! You can still get this fantastic book HERE and catch up!
Now the discussion part… you have a few options:
- Comment below! Easy, breezy!
- Join our Facebook Group… we are a kindergarten crowd, but we promise to let you in for our book chat 🙂
- If you have a blog, you can link up!
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Deedee Wills
My teaching career allowed me to experience teaching in different classroom environments and grades. My heart belongs to early childhood education. My job is to make teaching FUN, ENGAGING, and EASIER. Welcome!
Hi, I'm DeedeE.
My teaching career allowed me to experience teaching in different classroom environments and grades. My heart belongs to early childhood education. My job is to make teaching FUN, ENGAGING, and EASIER. Welcome!
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4 Responses
This chapter reminded me of when I was getting my certification. I was challenged to watch the Freedom Writers and reflect on her teaching style. The takeaway I had was what was the text trying to relate or inspire the reader to reflect on. The first day of school is a difficult one for everyone in kindergarten, even the teacher. I use two books the first day, The Kissing Hand and The First Day Jitters. After getting everyone settled, I read The First Day Jitters. I so love the fact that it is the teacher who is nervous. We then discuss our feelings and I discuss that I am even nervous about the first day of school. The kids always are surprised that yes, even teachers get nervous. I love how both stories really help students to reflect and identify how they are feeling, but most of all, talking and then writing about our feelings.
Hi, Deedee!
I feel like I have really dropped the ball on this wonderful book study. I’m in the process of moving to the other side of the state, and I have no idea where ANYthing is right now so no recent reading for me. 🙁 I will say, however, that I have read each of your posts and those of everyone else that has linked up. (I haven’t packed up my computer…yet. Ha!)
As someone who teaches the middle school crowd, all I can say is, “Wow.” For the most part, I think we really miss the boat in the secondary settings. Maybe it’s just been the districts I’ve taught in, but middle school and high school focus primarily on content, and the kids are left to their own devices to learn the material. These close reading strategies definitely have a place in the secondary world and need to be modeled for those kiddos as well. It’s a far cry from handing a naive 13-year-old a 500 page textbook and telling him/her to read chapter one, do the vocab and questions, and study for next week’s test. Yikes!
Any chance you can team up with Deanna and Hope and create a “Get Your Teach On Secondary Peeps” or “I Teach Teenagers” conference? 🙂
Thanks for all you do!
Melanie
Bless you heart! I can’t even imagine moving right now. That is so stressful!
I will mention this to Deanna and Hope. They are the fantastic ladies who run the conference! I am just an invited guest, but I am so excited to be part of it. I know the Ron Clark Academy in Atlanta (where Hope teaches) wul dbe RIGHT up your alley! It is sincerely AMAZING!
Oh, how I love Ron Clark!!! I listened to his Move Your Bus audiobook while I was packing boxes. It motivated me so much I was really moving this ole…er…ahem… bus! LOL