# data[].attributes.headline
From ‘What?’ to ‘Why?’: A Ladder for Text-Dependent Thinking 💡

# data[].attributes.subject
From ‘What?’ to ‘Why?’: A Ladder for Text-Dependent Thinking 💡

# data[].attributes.body
A Text-Dependent Question (TDQ) Ladder🙋‍♂️🪜based on Bloom’s Taxonomy is a great way to scaffold questions that help students dig into a text, step by step. It supports all kinds of learners by meeting them where they are → starting with simple, surface-level questions and gradually moving toward deeper, more complex thinking 🧐. Along the way, it keeps everyone focused on the actual text (instead of just guessing) and builds confidence as students climb from basic understanding to higher-order thinking.

# data[].attributes.body
This is a great resource that breaks down text sets and has links to other resources and articles!

# data[].attributes.headline
Making Sense of Structure: 5 Ways Texts Are Organized

# data[].attributes.subject
Making Sense of Structure: 5 Ways Texts Are Organized

# data[].attributes.body
Understanding text structure helps students make sense of complex readings + improves their own writing, too!

I like how this visual breaks down the ⓹ most common types in a super student-friendly way.

*Great for science texts that jump between cause & effect, sequence, and description*

# data[].attributes.headline
Plan & Ask Text-Dependent Questions Video 

# data[].attributes.subject
Plan & Ask Text-Dependent Questions Video 

# data[].attributes.body
This is a quick video that helps give reason and some other thoughts around TDQ's!

# data[].attributes.body
NYC Schools created a list of resources for students and educators for online databases for Text Sets.

# data[].attributes.attachment_link.readable_text
These websites offer free articles, books or texts on a variety of topics for different reading levels. Many of these sites include discussion questions, writing prompts and other features to help students access the texts and ensure they understand what they're reading. The resources are all free to use but many require teachers to create an account.

# data[].attributes.attachment_link.title
Articles and text sets for students | WeTeachNYC

# data[].attributes.attachment_link.description
These websites offer free articles, books or texts on a variety of topics for different reading levels. Many of these sites include discussion questions, writing prompts and other features to help students access the texts and ensure they understand what they're reading. The resources are all free to use but many require teachers to create an account.

# data[].attributes.headline
Creating Text Sets for Your Classroom 👩🏼‍🏫

# data[].attributes.subject
Creating Text Sets for Your Classroom 👩🏼‍🏫

# data[].attributes.body
This website walks through how to build text sets with purpose, using real classroom examples. Great for teachers looking to move beyond random groupings of texts! 📝

# data[].attributes.attachment_link.title
Creating Text Sets for Your Classroom: A Guide to Getting Started | Continental Educational Publisher

# data[].attributes.attachment_link.description
Discover the benefits of teaching with text sets, how to create text sets, and ideas for how to use text sets in your classroom.

# data[].attributes.body
The article describes how themed text sets, comprising resources such as articles, videos, and graphs, enhance students’ background knowledge, vocabulary, and critical thinking skills. It offers practical strategies for engaging students, differentiating instruction, and promoting cross-curricular learning through activities like discussions, creative writing, and research.

# data[].attributes.attachment_link.title
How to Use Text Sets in the Classroom (+ Free Resources)

# data[].attributes.attachment_link.description
Every educator’s goal is to transform students into critical thinkers who understand the world around them. Reading can give students portals into other worlds, diverse perspectives, and problem-solving skills to grow into well-rounded individuals.
With the shift in education to understanding the whole child, reading and language arts teachers can play a part in building students’ cross-curricular content knowledge and personal development.
The Importance of Building Background Knowledge
As Daniel T. Willingham says, “Knowledge brings more knowledge.” Students who have background knowledge about a topic will be more likely to reach the learning goals of the lesson. For example, students who know how to play soccer will have an advantage when answering a math word problem about the sport. Seeking to increase knowledge provides equitable access to learning, as opposed to benefiting students with particular life experiences.
But how can educators effectively build background knowledge while also helping students improve reading skills? Enter Text Sets.
Table of Contents What Are Text Sets?
Benefits of Text Sets
Best Practices for Teaching with Text Sets
Example Activities for Teaching with Text Sets
Takeaways for Educators What Are Text Sets?
A text set is a curated collection of materials and resources centered around a common theme, topic, or question. The goal of teaching with a text set is to build cross-curricular content knowledge and deepen understanding of a topic.
Text sets can include a variety of formats and genres, such as: Novels or short stories
Nonfiction books
Essays and articles
Poems
Videos
Photographs and illustrations
Charts and graphs
Songs and podcasts Get a head start on building text sets with our curated collections of books on specific topics.
Benefits of Text Sets
Knowledge Building
Research has shown that students who received instruction on a topic using text sets demonstrated more knowledge of the concepts. Text sets offer more comprehensive coverage of a topic than a single text, providing students with a deeper knowledge base. Vocabulary Development
Reading multiple texts on the same topic exposes students to domain-specific vocabulary in different contexts, enabling them to retain more vocabulary.
Critical Thinking
Reading to learn across multiple texts can help students make inferences and connections between texts. Students build critical thinking skills by synthesizing what they’ve learned from a text set and drawing conclusions.
Engagement
Using a mix of text formats and genres can keep students engaged, making them more likely to retain the information they read. Students who are more motivated to read ultimately have better learning outcomes.
Diverse Perspectives
By receiving multiple viewpoints and interpretations of the same topic, students better understand the world around them. Best Practices for Teaching with Text Sets
Below are some ways to get the most out of teaching with text sets:
Align with Units in Other Subjects
Talk to your fellow teachers down the hall to discuss ways to combine efforts for a particular topic. For example, if your history department is teaching the Civil Rights Movement, create a text set for your class around the same subject. By connecting what students are learning across departments, they will be more likely to absorb information and be interested in the topic.
Use an Anchor Text
An anchor text, also known as a mentor text or target text, is one central text that is the main focus of your unit. The anchor text is often a more difficult text like a novel that is slightly above your students’ reading abilities. Your text set will be built out around this anchor text to promote understanding.
For example, your academic standards may require the teaching of Number the Stars by Lois Lowry. You could create a text set with more accessible readings and resources about the Holocaust to scaffold the learning experience for your students.
Spark Students’ Interest in the Topic
Use a hook text when introducing a text set to get students invested in the topic right away. A hook text is a compelling piece of media like a video, photo, map, or physical object that can spark curiosity. By leading with an interesting item instead of jumping directly into reading, students will be more engaged in the lesson.
Teach Vocabulary
Cross-curricular texts are likely to include topic-specific language that students have not encountered before. Create vocabulary lists from the texts and have students define and use the words in sentences. Take note of when vocabulary words are used in subsequent texts to further build understanding of the words. TIP: Pioneer Valley Text Sets include vocabulary charts with words that enhance knowledge around the theme of the text set. Educators can reference the page number where the vocabulary word first appears and note if it appears in multiple books within the text set. Differentiate Instruction
Enable class-wide discussion while meeting students’ diverse needs. Assign books to individual students or a small group of students based on who will be most successful engaging with the text. Then have students share what they learned with other students. Example Activities for Teaching with Text Sets
Graphic Organizers
Use a 3-2-1 Reading Reflection graphic organizer after reading to prompt students to write three interesting facts, two things they learned, and one question they have about the topic.
Ask students to select a new or unfamiliar word to use with a Vocabulary 4-Square. Students then write the definition, draw a picture, and provide synonyms to understand the meaning of the word. (See this graphic organizer in action!)
Another option for building vocabulary knowledge is prompting students to make connections with what they already know. Use the Word Connections graphic organizer to give students the opportunity to provide examples of the word and identify connections they can make to remember its meaning.
Class Discussion and Debate
Foster deeper thinking about the content of the text set by arranging Socratic circles or class discussions. Provide talking points or key questions but allow students to lead the discussion themselves. Host student debates where students can argue different sides of the issues or questions raised by the texts. This encourages critical thinking and helps students practice developing a compelling argument.
Research Projects
Assign research projects based on the themes or topics of the text set. Students can use texts from the set as primary sources. Have students present their findings to the class, incorporating information from the text set.
Creative Writing
Use the themes or topics of the text set as prompts for creative writing assignments. Students can write their own stories, poems, or essays inspired by the texts. Consider these example prompts: Write a poem or a fictional account set during the time period of the text(s), incorporating historical details.
Write an alternate ending or additional chapters to one of the texts in the set.
Write a letter to one of the characters in the book about their adventure, their challenge, or how they solved a problem in the book. Comparative Analysis
After reading a few or all the texts in the set, have students write or talk about the connections between the texts. Students could complete traditional compare-and-contrast tasks like creating a Venn diagram or writing an essay. After reading additional texts, prompt students to look for areas where their perspectives on the topic have been confirmed or altered based on new information.
Share Learning with a Carousel
Use a collaborative learning structure such as a carousel activity to enhance engagement when students share their learning.
Carousel Teaching Strategy Instructions Create stations around the room, each with a different question relevant to the topic of the text set. Write the question on a poster, large paper, or device where students can add their responses.
Divide students into small groups and start each group at a different station. Set a timer for 2–5 minutes and have students write down as many key points as they can to answer their question.
Have the groups rotate to the next station to read through what the previous group wrote. They can agree or disagree with the group’s points and add their own. Rotate until all groups have visited all stations.
Have all students walk around the room to read the collective responses.
Facilitate a class discussion to summarize findings and reflect on learning. Find these and other implementation strategies in our Text Set Toolkit.
Takeaways for Educators
By carefully selecting and organizing text sets, ELA teachers can create rich interdisciplinary learning experiences that deepen students’ understanding and connect literacy skills to broader knowledge and real-world contexts. By encouraging questions and building engagement in class discussions, you will create an environment where students are excited to learn.
After using text sets to facilitate learning, you’ll start to notice how invested students are in their new topic. Don’t be surprised to hear that their findings come up in discussions in other classes or even at the dinner table. Ultimately, you’ll see gains not just in reading, but across all subject areas!

# data[].attributes.body
Provides a practical guide for creating multimodal text sets with clear learning objectives. Outlines the steps: define a goal, select an engaging anchor text, and incorporate various media such as videos, articles, and images to enhance background knowledge and vocabulary.

# data[].attributes.attachment_link.description
Get the basics on how to create classroom text sets that support content-area literacy and building background knowledge.

# data[].attributes.body
Outlines a clear three-stage method for TDQs in close reading: literal comprehension, focus on structure and vocabulary, and inferential analysis. Includes sample questions and practical tips for implementation.

# data[].attributes.attachment_link.readable_text
About this Strategy Guide

Text-dependent questions require students to return to the text to support their answers. This rereading fosters deep thinking, the ultimate goal of text-dependent questions. With this strategy guide, you learn to prepare questions that challenge students to think at deeper levels each time they do a close reading.

Research Basis

Close readings are an instructional strategy that promotes deep thinking as students reread and critically examine a text (Fisher & Frey, 2012). However, students do not automatically reread. Thus, teachers need to create and use text-dependent questions that redirect students to the text to provide evidence and support for their answers (Fisher, Frey, & Lapp, 2012). Teachers should prepare text-dependent questions in advance of the reading, considering questioning techniques such as question-answer relationships, questioning the author, and Bloom's taxonomy to ensure deep thinking is achieved. While initial questions in a close reading may focus on the literal level, in subsequent readings questions require more advanced thinking. Across readings, questions should progress through general understanding, key details, vocabulary/text structure, author's purpose, inferring, and forming arguments (Fisher & Frey, 2012; Fisher, Frey, & Lapp, 2012).

Strategy in Practice

Before creating text-dependent questions, select a text that's complex quantitatively (readability levels), qualitatively (how language is used or knowledge demands placed on students), or complex based on your purposes. The text chosen for close reading should be more challenging than texts students encounter during other literacy activities. Your text-dependent questions should require students to think more deeply each time they reread this text.

To create text-dependent questions, do the following:

Determine how many days to devote to reading to ensure that questions progress from promoting general understanding to students forming and supporting opinions.

Fisher and Frey (2012) explain that questions should progress from establishing general understanding to considering key details, vocabulary/text structure, author's purpose, inferring, and forming arguments. Through rereadings, all question levels must be addressed. Here's a sample three-day sequence:

After the first reading, literal-level questions promote general understanding and focus on key textual details so students grasp the main idea. Examples include "Who's the main character? What information in the text lets you know this is the main idea?"

The second reading fosters deeper thinking, focusing attention on vocabulary, text structure, and author's purpose. Questions ask students to think about the author's decisions, to consider the purpose. Examples include "How do the words influence the book's meaning? How does the story change from beginning to end?"

On the third rereading, students answer questions requiring inferences and the formation of opinions and arguments about the text, using textual evidence for support. Examples include "What would logically happen next? What clues support your thinking? Do you agree/disagree with the author? Provide evidence for your answers."

This three-day model is a suggestion; as you become proficient in asking text-dependent questions, adjust the time based on the text and your students' needs. When planning, ensure your questions align with your text, highlighting specific aspects you want students to consider. Remember, using text-dependent questions in close readings should encourage critical thinking across additional reading experiences. As you complete close readings and students answer thought-provoking questions with textual evidence, these abilities will transfer to other literacy activities.

# data[].attributes.attachment_link.title
Depend on the Text! How to Create Text-Dependent Questions | Read Write Think

# data[].attributes.body
This defines text sets and why you should use them in your classroom

# data[].attributes.attachment_link.readable_text
Editor's note: This article is part of the series The Right Tool for the Job: Improving Reading and Writing in the Classroom that provides in-depth reviews of several promising digital tools for English language arts classrooms.

The shift to the Common Core State Standards has ushered in a renewed focus on effective instructional techniques for reading instruction. As Common Core's reading standards state, "To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts." In this vein, teachers are seeking how best to engage their students in text analysis, ways to develop and utilize text-dependent questions and methods for integrating more complex texts, and for other effective strategies to strengthen students' reading comprehension.

One promising instructional strategy, developed based on reading-comprehension research showing the importance of background knowledge and vocabulary, is text sets. Text sets are collections of texts tightly focused on a specific topic. They may include varied genres (fiction, nonfiction, poetry, and so forth) and media (such as blogs, maps, photographs, art, primary-source documents, and audio recordings).

Text sets can be organized in many different ways. Although all high-quality text sets are designed to build knowledge of an academic topic, some are arranged as series of texts (and other media) that become progressively more advanced, while others have a central or "anchor" text with supplementary texts that support the themes and content of the central text. No matter the organization, effective text sets are usually presented in a specific order with attention to text complexity, vocabulary development, content knowledge, and conceptual understanding. In other words, "the focus of study becomes concepts rather than the content of one particular book. Students gain both a broad perspective and an in-depth sense of the subject matter from reading many texts on the same topic."

Research has shown the use of conceptually coherent text sets to be effective in building knowledge and vocabulary, as well as preparing students for new texts on the same topic. Both broad knowledge and topic-specific knowledge are essential for reading comprehension. In turn, background knowledge allows readers to make inferences, which aids in comprehension, thinking, and memory. Studies have also shown that prior knowledge of a topic has a greater impact on reading comprehension than generalized reading ability. As educators, we must recognize the power of prior knowledge!

One drawback is that it takes considerable time and effort to plan an effective text set. Teachers must consider text complexity, vocabulary, and content knowledge in the context of a specific set of students. Though there are many books and articles available that walk through the process of planning text sets, it is often difficult for teachers to find the time to engage in this process. Luckily, there are websites out there that can help.

Newsela, Readworks, and Achieve the Core all have online text-set resources for educators. Over the next few weeks, I will review each of these text-set tools, their usability and organization, and overall strengths and weaknesses.

Stay tuned!
Shannon Garrison is a fourth- and fifth-grade teacher in California with two decades of teaching experience. She holds a National Board Certification, serves on the National Assessment Governing Board, and was also recently selected as a Los Angeles County Teacher of the Year.

# data[].attributes.attachment_link.title
What are "text sets," and why use them in the classroom?

# data[].attributes.body
Describes how to effectively use TDQs

# data[].attributes.attachment_link.title
How to Use Text Dependent Questions - TeamTom Education

# data[].attributes.attachment_link.description
Text-dependent questions are more than an assessment strategy for reading. They empower all students to experience deeper thinking about text.

# data[].attributes.body
A guide to what inferential questions are and how to ask them.

# data[].attributes.attachment_link.title
LibGuides: Language Comprehension Interventions: Asking and Answering Inferential Questions

# data[].attributes.attachment_link.description
LibGuides: Language Comprehension Interventions: Asking and Answering Inferential Questions

# data[].attributes.body
This is a guide to literal comprehension questions. This contains a long list of comprehension question that can be used in your classroom

# data[].attributes.attachment_link.description
When it comes to reading comprehension, it is essential for students to have a solid understanding of the text they are reading. One way to assess this