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Enhancing Student Comprehension with Close Reading and Text-Dependent Questions

This article explores the benefits and strategies of close reading and text-dependent questions in elementary classrooms. It emphasizes the connection between these practices and Texas Essential Knowledge and Skills (TEKS). Readers are guided through independent reading and group discussions that focus on analyzing texts and drawing evidence-based responses. The article showcases examples from 2nd and 3rd-grade classes and highlights instructional implications for educators. By implementing these techniques, teachers can significantly enhance student comprehension and engagement with texts.

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Enhancing Student Comprehension with Close Reading and Text-Dependent Questions

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  1. Enhancing Student Comprehension Through Close Reading

  2. Guiding Questions • What is Close Reading? • What are Text-Dependent Questions? • How can I use Close Reading & Text-Dependent Questions in my classroom? • How are Close Reading & Text-Dependent Questions connected to the TEKS?

  3. What is Close Reading?

  4. Close Reading in Elementary Schools • by Douglas Fischer & Nancy Frey • Read the article independently with a specific question in mind • Work with your group to answer the question using text evidence

  5. Debrief Article

  6. Text-Dependent Questions • What are Text-Dependent Questions? • How can Text-Dependent Questions be used with students? • What are the benefits of using Text-Dependent Questions?

  7. Instructional Implications • Text-Dependent Questions can be developed directly from a TEK being taught • Students can respond to the Text-Dependent Questions in Reader’s Notebooks • Student responses can be assessed and recorded as grades

  8. 2nd Grade • Students read the Time For Kids article Honeybeeswithout any background knowledge or class discussion. • While reading, students made “think mark” notes that would allow them to get a better understanding of the article. • Teacher re-read the article aloud and answered lingering questions to increase all students’ understanding. • The learning outcome of this close reading exercise was for the students to generate a summary of the information read. • Students then compiled their notes from the article and discussed information to draft their summary.

  9. 3rd Grade • Students read the poem Saw My Teacher on Saturday without any background knowledge. • Students answered a text-dependent question using response notebooks: • What clues does the speaker give that lets the reader know that the speaker feels uncomfortable? • *Students highlighted text evidence and wrote responses in readers notebooks • Lastly, students completed the Close Reading Graphic Organizer.

  10. Guiding Questions • What is Close Reading? • What are Text-Dependent Questions? • How can I use Close Reading & Text-Dependent Questions in my classroom? • How are Close Reading & Text-Dependent Questions connected to the TEKS?

  11. Planning to Apply • Which mini-lesson texts will you be using in coming lessons? • Develop a Close Reading plan to enhance student comprehension • Which TEKS will you be teaching & assessing in coming lessons? • Create some Text-Dependent Questions connected to TEKS that could used to assess student comprehension

  12. Sources • Close Reading In Elementary Schools By: Douglas Fisher and Nancy Frey • Pre-reading or Not? On the Premature Demise of Background Discussions By: Timothy Shanahan • PPT can be located on: Carrie Pierce’s website-Schluter Staff page

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