Text-dependent Questions: Samples and Resources
The following text-dependent question grade-level samples should be used as a springboard for teacher planning and instruction, these are sample questions that can be integrated with the grade level writing standards and grade level communication standards as teachers gradually release the cognitive load of comprehending the text and strategically build student comprehension around the grade-level complex text students are reading.
Text specific questions should be crafted based on the comprehension needs of the grade-level text, alongside grade level standards, and should be used in both discussion and writing to support student understanding and develop increased comprehension.
Considerations for Crafting Text Specific Questions
- Text Dependent Questions with Read-Alouds (K-1) (PDF)
- Text Dependent Questions & Grade Level Complex Text Guidance (2-12) (PDF)
Sample Text-Dependent Questions Using Paired Passages- Aligned to 2024 English Standards of Learning
Additional Resources for using Text-Dependent Questions
- Progression Charts:
- Reading and Vocabulary (K-12) (Word)
- Reading Literary Text (K-12) (Word)
- Reading Informational Text (K-12) (Word)
- Standards: K-12 Word | PDF
Understanding Text Complexity
Quantitative Analysis Chart is correlated to college- and career-readiness levels. It measures text features best “seen” and assessed by a computer, including word frequency, sentence length and variety, and text cohesion.
Qualitative Measures appraise those characteristics best judged by human evaluation, including text structure, language clarity, knowledge demands, and purpose.
The first step is to use quantitative measures to locate a text within a grade band in the chart below. The second step is to assess the qualitative complexity of a text to determine if the text is slightly, moderately, very, or exceedingly complex for that grade band. Qualitative rubrics are available in the Appendix of the 2024 English Standards of Learning and sample considerations for selected text(s) are noted below). That is, whether the text belongs in the upper, lower, or middle of the quantitative band and, on occasion, whether the qualitative measure eclipses the quantitative measure by placing the text in a wholly different grade band. Both measures are needed for an appropriate placement of a text.
Quantitative and Qualitative Rubrics for identifying appropriately complex texts can be found in the Appendix (pg. 105) of the 2024 English Standards of Learning. Quantitative and Qualitative Rubrics should be utilized in companionship to ensure all students are reading grade level texts and utilizing appropriately complex text to access grade level standards.
Quantitative Analysis Chart for Determining Text Complexity
| Grade Levels | ATOS | Degrees of Reading Power | Flesch-Kincaid | The Lexile Framework |
|---|---|---|---|---|
| K and Grade 1 | There are no text complexity demands for these grades. | n/a | n/a | n/a |
| Grades 2-3 | 2.75 – 5.14 | 42 – 54 | 1.98 – 5.34 | 420 – 820 |
| Grades 4-5 | 4.97 – 7.03 | 52 – 60 | 4.51 – 7.73 | 740 – 1010 |
| Grades 6-8 | 7.00 – 9.98 | 57 – 67 | 6.51 – 10.34 | 925 – 1185 |
| Grades 9-10 | 9.67 – 12.01 | 62 – 72 | 8.32 – 12.12 | 1050 – 1335 |
| Grades 11-12 | 11.20 – 14.10 | 67 – 74 | 10.34 – 14.2 | 1185 – 1385 |
Qualitative Measures for Literary Texts
|
FEATURE |
Exceedingly Complex |
Very Complex |
Moderately Complex |
Slightly Complex |
|---|---|---|---|---|
|
TEXT STRUCTURE |
Organization: Is intricate with regard to such elements as point of view, time shifts, multiple characters, storylines and detail Use of Graphics: If used, illustrations or graphics are essential for understanding the meaning of the text |
Organization: May include subplots, time shifts and more complex characters Use of Graphics: If used, illustrations or graphics support or extend the meaning of the text |
Organization: May have two or more storylines and occasionally be difficult to predict Use of Graphics: If used, a range of illustrations or graphics support selected parts of the text |
Organization: Is clear, chronological, or easy to predict Use of Graphics: If used, either illustrations directly support and assist in interpreting the text or are not necessary to understand the meaning of the text |
|
LANGUAGE FEATURES |
Conventionality: Dense and complex; contains abstract, ironic, and/or figurative language Vocabulary: Complex, generally unfamiliar, archaic, subject-specific, or overly academic language; may allow for multiple interpretations based on the context of the text Sentence Structure: Mainly complex sentences with several subordinate clauses or phrases ; sentences often contain multiple concepts |
Conventionality: Fairly complex; contains some abstract, ironic, and/or figurative language Vocabulary: Fairly complex language that is sometimes unfamiliar, archaic, subject-specific, or overly academic Sentence Structure: Many complex sentences with several subordinate phrases or clauses and transition words |
Conventionality: Largely explicit and easy to understand with some occasions for more complex meaning Vocabulary: Mostly contemporary, familiar, conversational; rarely unfamiliar or overly academic Sentence Structure: Primarily simple and compound sentences, with some complex constructions |
Conventionality: Explicit, literal, straightforward, easy to understand Vocabulary: Contemporary, familiar, conversational language Sentence Structure: Mainly simple sentences |
|
MEANING |
Meaning: Multiple competing levels of meaning that are difficult to identify, separate, and interpret; theme is complex and revealed through many implicit details over the entirety of the text |
Meaning: Multiple levels of meaning that may be difficult to identify or separate; theme is revealed through several implicit details over the entirety of the text |
Meaning: Multiple levels of meaning clearly distinguished from each other; theme is clear but may be revealed through some implicit details |
Meaning: One level of meaning; theme is obvious and revealed early in the text. |
|
KNOWLEDGE DEMANDS |
Reader Connections: Explores complex, sophisticated, or abstract themes; experiences portrayed are distinctly different from the common reader Text and World Connections: Many references or allusions to other texts or cultural elements |
Reader Connections: Explores themes of varying levels of complexity or abstraction; experiences portrayed are uncommon to most readers Text and World Connections: Some references or allusions to other texts or cultural elements |
Reader Connections: Explores several themes; experiences portrayed are common to many readers Text and World Connections: Few references or allusions to other texts or cultural elements |
Reader Connections: Explores a single theme; experiences portrayed are every day and common to most readers Text and World Connections: No references or allusions to other texts or cultural elements |
Qualitative Measures for Informational Texts
|
FEATURE |
Exceedingly Complex |
Very Complex |
Moderately Complex |
Slightly Complex |
|---|---|---|---|---|
|
TEXT STRUCTURE |
Organization: Connections among an extensive range of ideas, processes, or events are deep and multifaceted; organization is intricate or discipline-specific Text Features: If used, are essential in understanding content Use of Graphics: If used, are intricate, extensive, and integral to the meaning of the text; may provide information not otherwise conveyed in the text |
Organization: Connections among an expanded range of ideas, processes, or events are often implicit or indirect; organization may contain multiple pathways or exhibit some discipline-specific traits Text Features: If used, directly enhance the reader’s understanding of content Use of Graphics: If used, support or are integral to understanding the text |
Organization: Connections among some ideas or events are implicit or subtle; organization is evident and generally sequential or chronological Text Features: If used, enhance the reader’s understanding of content Use of Graphics: If used, are mostly supplemental to understanding the text |
Organization: Connections among ideas, processes, or events are explicit and clear; organization of text is chronological, sequential, or easy to predict Text Features: If used, help the reader navigate and understand the content but are not essential Use of Graphics: If used, are simple and unnecessary to understanding the text, but they may support and assist readers in understanding the text |
|
LANGUAGE CLARITY |
Conventionality: Language is dense and complex; contains considerable abstract, ironic, and/or figurative language Vocabulary: Words are complex and generally unfamiliar, archaic, subject- specific, or overly academic; may be misleading due to multiple interpretations based on context Sentence Structure: Uses mainly complex sentences, with several subordinate clauses or phrases and transition words; sentences often contain multiple concepts |
Conventionality: Language is fairly complex; contains some abstract, ironic, and/or figurative language Vocabulary: Words are fairly complex and sometimes unfamiliar, archaic, subject-specific, or overly academic Sentence Structure: Uses many complex sentences, with several subordinate phrases or clauses and transition words |
Conventionality: Language is largely explicit and easy to understand, with some occasions for more complex meaning Vocabulary: Words are mostly contemporary, familiar, and conversational; rarely overly academic Sentence Structure: Uses primarily simple and compound sentences, with some complex constructions |
Conventionality: Language is explicit, literal, straightforward, and easy to understand Vocabulary: Words are contemporary, familiar, and conversational Sentence Structure: Uses mainly simple sentences |
|
KNOWLEDGE DEMANDS |
Subject Matter Knowledge: Relies on extensive levels of discipline-specific or theoretical knowledge; includes a range of challenging abstract concepts Text and World Connections: Includes many references or allusions to other texts or outside ideas, theories, etc. |
Subject Matter Knowledge: Relies on moderate levels of discipline-specific or theoretical knowledge; includes a mix of recognizable ideas and challenging abstract concepts Text and World Connections: Includes some references or allusions to other texts or outside ideas, theories, etc. |
Subject Matter Knowledge: Relies on common practical knowledge and some discipline-specific content knowledge; includes a mix of simple and more complicated, abstract ideas Text and World Connections: : Includes few references or allusions to other texts or outside ideas, theories, etc. |
Subject Matter Knowledge: Relies on every day, practical knowledge; includes simple, concrete ideas Text and World Connections: Includes no references or allusions to other texts, or outside ideas, theories, etc. |
|
PURPOSE |
Purpose: Complex or complicated and intricate, difficult to determine; includes many theoretical or abstract elements |
Purpose: Implicit or indirect but fairly easy to infer; more theoretical or abstract than concrete |
Purpose: Implied but easy to identify based on context or source |
Purpose: Explicitly stated, clear, concrete, and narrowly focused |
Adapted and modified for use in Virginia based on A Discussion of “Increasing Text Complexity” by Hess & Biggam (2004) and The Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity (NGA n.d)