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The Common Core State Standards expect students to use evidence from texts to present careful analyses, well-defended claims, and clear information. A central tool to help students develop these skills is text-dependent questions: questions that can only be answered by referring back to the text.

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Common Core Literacy Close Reading Strategies

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Teaching Gradual Release of Responsibility

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In this video, the students apply their knowledge of carbon to understand the climate change speech by President Obama from June 2013.

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http://www.fsusd.org/Page/8778

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Fischer & Frey (2012) examine the relatively new concept of close reading in depth. The authors describe close reading as a recommended strategy for teaching complex texts. The adoption of the Common Core Standards has placed a heavy influence on close reading through College Readiness Anchor Standard 1.  This standard states that students will, “Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.” Close reading is a strategy through which students familiarize themselves with text through repeated readings. According to the authors (2012), close reading is also designed to build stamina and persistence as students encounter other complex texts.

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Puntambekar, S.  (2009), also gives a great explanation of the term scaffolding in the article, Scaffolding. The article gives examples of scaffolding, scaffolding in classroom situations, peer interactions, and distributed scaffolding. It is noted that the term was first introduced in 1976 by Wood, Bruner, and Ross. The most interesting component of this article was the section on Peer interactions. In this situation, a peer is the expert instead of the adult. The concept of reciprocal teaching in the jigsaw strategy is mentioned in this section of the article.  The first two pieces of literature lay a great foundational framework for understanding what scaffolding is and how to implement the process in the classroom setting.

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Understanding scaffolding and the ZPD in educational research (Verenikina, n.d) discusses in scaffolding in great detail. As teacher accountability grows as a focal point of education, intervention is at the crux of effective instruction. Scaffolding is one of many strategies that has gained popularity throughout the years as one such intervention.  Verenikina (n.d.) posits that the definition and interpretation of the term “scaffolding” varies from study to study. The term scaffolding can be surmised as the co-construction of knowledge and skill between the teacher and the learner (Verenikina, n.d.) .

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Reading Anchor Standard 1 (Common Core Standards)

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Reading Anchor Standard 1 (Common Core Standards)

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Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

http://www.corestandards.org/ELA-Literacy/CCRA/R/

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The purpose of this study is to study scaffolding text dependent questions

and responses to determine its effectiveness in improving reading comprehension, listening, and speaking. More specifically focusing on the question, “Does intentional, scaffolded questioning and scaffolded responses improve reading comprehension?” This study will analyze reading comprehension and Common Core standards, more specifically, Anchor Standard 1. Additionally, the study will be conducted so that educators will better understand if students have gathered key understandings from the text through the intentional process of asking and answering scaffolded questions.

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https://www.teachingchannel.org/blog/2014/11/13/tackling-misconceptions-of-text-dependent-question/

Tackling the Misconceptions of Text-Dependent Questions
By Ryan McCarty

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Guide to Creating Text Dependent Questions

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Guide to Creating Text Dependent Questions

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http://achievethecore.org/page/710/text-dependent-question-resources

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http://edglossary.org/scaffolding/