1. Common Core Learning Standards in Social Studies
SHIFT 4
TEXT-BASED ANSWERS
Welcome to the Social Studies Department PLO on Text Based Answers as well as the second half Gale system overview. I am Kevin Doucet the Social Studies Support Teacher and Teacher at School 59. Jessica Robbins a 7th and 8th grade Social Studies Teacher at School 31 will also be facilitating.

2. Objectives Teachers will review and explain Shift 4.
Teachers will be able to construct text based questions to draw students attention to and ensure understanding of important parts of text.
The purpose of this PLO is to provide an overview of Shift 4, Text Based Answers. During this first hour Teachers will participate in activities that focus on a reflection of current classroom practice and an awareness of the shift towards evidence based discussions and activities in the Social Studies Classroom. As a classroom Teacher when reviewing the CCLS my biggest concerns were, What does it look like? How can I implement it in my classroom?

3. Opening Activity- Developing Questions
Conduct a close reading of the text “African Americans of Buffalo Celebrate Perry’s Centennial” by attending to exactly what the text says and implies.
Develop 3-5 questions to ask students about the passage being read.
Review the questions with a neighbor to see if evidence can be provided from the text to support claims.
Article from “Historically Speaking” Published by the Afro-American Historical Association of Niagara Frontier
In hopes to make this first hour practical a review of each Teachers current questioning practices will be necessary. Please conduct a close analytical reading of the passage provided, then develop questions based on the passage as you would in your current classes. After developing the questions share with a neighbor. As a neighbor your role is to refer to the text in an attempt to analyze the text and search for text responses.

4. Shift 4- Description from CCLS
Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that answers classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.
Key Points to indentify:
- Rich and rigorous evidence-based conversations about text amongst students and with teachers
- Discussions that stay deeply connected to the text so that students make evidentiary arguments
- Students revisiting text for evidence to support their argument in a thoughtful, careful, and precise way
- Students slowing down to explore and learn from the evidence

5. Video Clip-
The Common Core does not specifically state how teachers implement the use of Text Based Answers/Questioning.
Good example of a classroom structured to promote student centered text based discussions.
Video from Engageny.org- Videos
The following video clip as an example from a High School ELA class, this clip is a good example of an evidence based classroom discussion that is based directly on multiple texts. The teacher in this clip structures the class in format that is a student centered discussion. Student cite the text as well critique the responses of others.

6. Text Based Answer
Questions tied directly to the text, but extend beyond the literal
Students must cite text to support answers
Personal opinions, experiences, and connections to the text are minimized in favor of what the text actually says or doesn’t say
OVERALL- Questions are purposefully planned & direct students to closely examine the text.
As a Social Studies Teacher the comfort level for me has been at the level of developing Constructed Response style questions used in Document Based Question. The scaffolding type question that focuses on the “Right there” , then move on to more difficult questions that prompt the student to make a connection outside of the document or draw a conclusion. This shift is forcing me to take a more critical look at the style of questions I am asking in my classroom as well as how much I am using text dependent activities.

7. Article “A Guide to Creating Text Dependent Questions for Close Analytic Reading”
Review the Article.
Discuss-
How has the style of questioning changed under the CCLS Shift 4?
How does this reflect your current practice?
Please review the article and discuss the prompts with a neighbor.

8. Implementation of Shift 4
What the teacher does to prepare: Step 1) Conduct close reading of text to identify key points Step 2) Design the text-based questions Outcome: Text-based questions draw students’ attention to and ensure understanding of important parts of the text
Adapted from techniques and materials created by Uncommon Schools

9. Levels of Questions Text Level- Deal with the big picture.
Passage Level- Refer to a cited sections of the passage.
Sentence Level- Refer to a specific statement.
Word Level- Refer to a specific academic vocabulary term.
Adapted from techniques and materials created by Uncommon Schools.
TEXT
WORD
PASSAGE
SENTENCE
When you plan, you start at the text level and move down to the other levels
When you are teaching the text to students, you will start at the granular level and move up to the big picture. Precise evidence based questions can be developed on each of the levels.

10. Some Types of Text-based Questions
Design the Question
Some Types of Text-based Questions
Direct Citation
Paraphrase
Give Evidence; Draw Conclusion
Give Conclusion; Find Evidence
Evidence for Your Own Conclusion
Evidence for Someone Else’s Conclusion
There is no one way to write a text-based question, but there are certain techniques that will force students to answer by citing information from the text
Anchor the questions in the text
Can refer to the text at any of the four levels
Adapted from techniques and materials created by Uncommon Schools

11. Suggested Sample Questions, based on “A City Ready to Burn” by Jim Murphy
Direct Citation- What key words does the author use to describe the situation in Chicago? Give Evidence: Draw Conclusion- “Patrick and Catherine O’Leary worked, they were able to put a large addition on their cottage despite a lot size of just 25 by 100 feet.” What does this sentence reveal about the safety rules or laws in Chicago?
Six ways to ask the same question
Direct Citation –you are asking the students to find evidence (in this case, words) in the text to describe the situation in Chicago.
Give Evidence: Draw Conclusion:
Teacher give the evidence, asks students to draw a conclusion or vice versa

12. Sample Questions, based on “A City Ready to Burn” by Jim Murphy
Paraphrase- Murphy calls many buildings in Chicago “jerrybuilt”, based on the text what is another way of saying this?
Give Conclusion, Find Evidence- Murphy declares that “Chicago in 1871 was a city ready to burn.” What words or phrases in the text might support this conclusion?
Paraphrase – ask students restate the evidence in their own words. This lets you know that they understand the meaning of the words.
Give Conclusion, Find Evidence- teacher provides conclusion and asks students to find the evidence to support it

13. Sample Questions, based on “A City Ready to Burn” by Jim Murphy
Evidence for Your Own Conclusion
Teacher: What kind of building materials were used in Chicago?
Student: Highly flammable and mostly wood.
Teacher: Can you find some words or phrases the author uses to describe the materials used?
Evidence for Someone Else’s Conclusion
Teacher: Can someone find some words or phrases the author uses to infer that the materials were dangerous?
In the first example, the teacher asks the student to support the claim
In the second example, the teacher asks a different student to support the first student’s claim
Adapted from techniques and materials created by Uncommon Schools

14. Group and Share As a group, share
Review the passage “A City Ready to Burn”
Review each of the 6 types of suggested sample questions.
Revisit your original questions from the opening activity, do the questions promote text based answers?

15. What does a text based lesson look like?
Reflection
What does a text based lesson look like?
Which type of text-based question do you ask most frequently?
What passages can you use in your current unit to implement in a text based discussion/questioning?