Creating Effective TDQs

and Scaffolding Techniques

for English Learners

November 20, 2023

What are Text-Dependent Questions (TDQs)?

01 02 03
Students need to use the The question is worth TDQs should align with the
text to answer the asking lesson objectives or
question standards and help ELs
learn academic language.
Effective TDQs
Close Reads

Key Ideas and details

Analyzing craft and

structure

Integrating knowledge and

ideas
Close Reads in TDQs
TDQs should align with the
recommended close reads,
involving understanding key
ideas and details, analyzing
craft and structure, and
integrating knowledge and ideas
from the text.
Developing TDQs that
correspond to each of the three
recommended close reads helps
students engage with the text at
different levels of depth and
complexity.
Effective TDQs play a crucial
role in helping ELs, as well as
all students, access and make
sense of complex texts while
promoting language
development and
comprehension skills.
Scaffolding for ELs: Materials and Resources

Home Language Materials Sentence Frames Glossaries

Offer materials in students' native
languages, such as translations or
explanations, to provide additional
support. This helps ELs understand
the content and respond to TDQs with
more confidence.
Give ELs sentence frames or starters Provide key vocabulary words and
to scaffold their responses to TDQs. phrases.
This supports ELs in structuring their
answers coherently and effectively.
Scaffolding for ELs: Instructional Scaffolds
Background Provide concise background knowledge, paraphrased TDQs, and modeling of responses to support
ELs in comprehending and responding to TDQs effectively. Engage ELs in think-aloud activities to
Knowledge
improve their comprehension and expression skills.

Paraphrasing

Modelling

Think Alouds
Scaffolding for ELs: Student Groupings
Pair Work
Pair ELs with similar home languages but differing English
proficiency levels.
Allow them to draw on their shared language skills to
support each other in answering TDQs.
Encourage collaboration and discussion to build English
language skills.
Diverse Grouping
Create small groups of students from diverse home
language backgrounds.
Encourage them to use English for communication and
collaboration to practice and enhance their English language
skills.
Provide opportunities for peer teaching and learning within
the diverse groups.
Consider Individual Needs
Importance of Tailoring
Scaffolds to Individual Needs
Tailoring Scaffolds to Individual Needs

● Tailoring scaffolds to individual needs is crucial for supporting high school

ELs in comprehending and engaging with complex texts.

● It is important to consider the specific needs and English proficiency levels of

each high school EL when providing scaffolds for responding to Text-
Dependent Questions (TDQs).

● By tailoring scaffolds to individual needs, teachers can ensure that high

school ELs receive the appropriate level of support to effectively access the
content and develop their language skills simultaneously.

● Customizing scaffolds helps high school ELs feel more confident and capable
of responding to TDQs, promoting their language development and
comprehension skills.
Five Steps for Developing TDQs
Consider TDQ guidelines and thoroughly analyze the text for ELs.

Decide on additional supports for ELs to accompany the TDQs.

Develop guiding questions to frame instruction for ELs.

Map the TDQs to close reads, and provide sentence starters for ELs.

Develop a culminating activity scaffolded for ELs.

Step 1: Analyzing the Text
Using Guidelines and the Text
Teachers should use the guidelines
and the text they are going to teach in
tandem and write directly on a copy
of the text to note essential
information for TDQ creation.
Identifying Key Information
Teachers should identify key
vocabulary, concepts, and cultural
references in the text to ensure that
TDQs are relevant and meaningful for
ELs.
Considering Language
Proficiency
Teachers need to consider the
language proficiency level of their EL
students and tailor TDQs to support
language development while
addressing content objectives.
Resources for Creating TDQs

TDQ Guidelines and Text Analysis Additional Supports for ELs

• Consider TDQ guidelines adapted for ELs, such as those • Consider TDQ guidelines adapted for ELs, such as those
by Staehr Fenner (2014). by Staehr Fenner (2014).

• Thoroughly analyze the text, noting key ideas, challenging • Thoroughly analyze the text, noting key ideas, challenging
vocabulary, and literary devices. vocabulary, and literary devices.

• Align TDQs with language proficiency levels of ELs. • Align TDQs with language proficiency levels of ELs.
Understanding the Text for TDQs
Steps to Understand the Text for TDQs

● Consider TDQ guidelines and thoroughly analyze the text for ELs.

● Decide on additional supports for ELs to accompany the TDQs.

● Engage in close reading and annotation of the text.

● Identify key vocabulary and concepts for ELs.

Step 2: Additional Supports for ELs
Vocabulary Instruction
When introducing new vocabulary, it
is recommended to use realia (real
objects) or pictures to teach
vocabulary that is central to
understanding the text. Encourage the
use of a glossary (either bilingual or
English) for other difficult
vocabulary.
Teaching Background
Knowledge
To support ELs in understanding the
text, provide background knowledge
related to the content. This can include
cultural references, historical context,
or prior knowledge necessary for
comprehension.
Differentiated Instruction
Utilize differentiated instruction
strategies to address the varying
language proficiency levels of ELs.
This can include small group
instruction, peer support, and
scaffolded learning activities.
Support Strategies: Background Knowledge
Strategies for ELs' Background
Support Strategies for Building Background Knowledge Knowledge

→ Identify necessary background

knowledge for pre-teaching, such as
the context of the text and relevant
vocabulary.

→ Provide concise instruction on

background knowledge without giving
away the meaning of the text.

→ Use real objects or pictures to teach

new vocabulary central to
understanding the text.

→ Encourage the use of a glossary for

difficult vocabulary, and focus on Tier
2 words that are useful across content
areas.
Support Strategies: Vocabulary Instruction
Strategies for ELs' Vocabulary
Vocabulary Instruction Strategies Instruction

→ Teach background knowledge in a

concise manner to provide context
without giving away the meaning of
the text.

→ Utilize realia and pictures to teach

central vocabulary words.

→ Encourage the use of a glossary, either

bilingual or English, for other difficult
vocabulary words.
Step 3: Importance of Guiding Questions

Guiding questions help students understand the purpose of the reading and frame the discussion.

They provide a focus for the lesson and help students engage with the text meaningfully.

For ELs, scaffolds such as glossaries, visuals, or home language support can be embedded to provide
additional support in understanding the guiding questions.
Example Guiding Questions
Guiding Question 1: Paper Bag Evolution
• How has the design of the paper bag evolved?
• What are the key changes in the design of the paper bag
over time?
• What factors have influenced the evolution of paper bag
design?
Guiding Question 2: Imperfections of Today's
Paper Bag
• Why is the design of today’s paper bag not considered
perfect?
• What are the drawbacks or flaws in the design of modern
paper bags?
• How can the design of modern paper bags be improved?
Step 4: Map the TDQs to close reads and provide sentence
starters for ELs

01
Developing TDQs that map to
each of the three close reads of
the text is crucial for addressing
content and English language
proficiency or development
standards.
02
Writing sentence stems for ELs
at an intermediate level helps
students focus on the text and not
on producing language for a
complete response.
03
Consider providing sentence
frames and word banks for ELs at
a beginning or low intermediate
level to support their language
proficiency.
Struggles with TDQ Design and Seeking Help
Challenges of TDQ Design
• Designing TDQs that effectively assess student
understanding can be challenging.
• TDQs must align with content standards and promote
critical thinking skills.
• It can be difficult to design questions that are accessible
to all students, regardless of their language proficiency.
Importance of Seeking Help
• If struggling with TDQ design, teachers can seek
feedback from other experienced educators familiar with
the context.
• Seeking help is important to ensure that TDQs effectively
address content and English language proficiency
standards.
• Collaboration with colleagues can provide fresh
perspectives and innovative solutions to TDQ design
challenges.
Step 5: The Culminating Activity

Discuss and answer the Engage in a writing task to Provide specific language-based
guiding questions respond to the guiding question support and instruction on
and provide evidence from the transitioning from ideas to clear
text and coherent sentences
Recommendations for Follow-up Activities

Ask students to remark or elaborate on the ideas of another student, fostering

Elaborating on Ideas collaborative discussion and deeper understanding of the material.

Encourage students to identify and discuss new vocabulary words from the text,
Vocabulary Expansion expanding their language skills and comprehension.

Pose open-ended questions that require students to think critically about the text,
Critical Thinking Questions promoting analysis and interpretation.
Thank you for listening!