English Language Development

• Can only be answered with evidence from the text


• Can be literal (checking for understanding) but must also involve analysis, synthesis, and
  evaluation


• Focus at the word, sentence, and paragraph level, as well as larger ideas, themes, or events


• Focus on difficult portions of text in order to enhance reading proficiency


• Can also include prompts for writing and discussion questions
  Questioning helps students process information deeply and relate it to their prior knowledge
  (Pressley, and others 1992). Four types of questions (labeled as Find It, Look Closer, Prove It, and
  Take It Apart) serve as a shared language for students and teachers to talk about questioning
  practices and, when necessary, make explicit the processes underlying reading and listening
  comprehension. Some question types elicit higher level thinking by requiring students to synthesize
  information to produce an answer or make complex inferences. Figure 6.10 provides a description and
  examples of each of the four types of questions and corresponding standards.

Figure 6.10. Text-Dependent Questions

Type

Description of

Question

Example Questions

CA CCSS for

ELA/Literacy

Find It Most literal: requires

reader to find

explicitly stated facts

and details in text

that relate to the

main idea

Who is...?

Where is...?

What is...?

When is...?

When did...?

How many...?

RL/RI.6–8.1

RH/RST.6–8.1

Look Closer Literal: but requires

searching in more

than one place

Compare and contrast...

Explain...

Summarize...

What do the facts or ideas

show...?

How would you rephrase the

meaning?

RL/RI.6–8.2

RL.6–8.7

RL.6–8.9

RI.6–8.4

RH/RST.6–8.2

Prove It Inferential:

readers search for

clues/evidence

to support their

answers (analyzing

or evaluating

information)

Identify main idea...

Draw conclusions...

Make predictions...

Make inferences...

What is the theme...?

What is the central idea...?

RL/RI.6–8.3

RI.6–8,

Standards 7–9

RH/RST.6–8.3

Grade 6 Chapter 6 | 551