Interpreting Content

Interpreting Content

Skill Overview Interpreting content helps students unlock the meaning behind a text. This skill requires students to transform their understandings of the text using words or images, as appropriate for the task and grade level. Interpreting content includes the abilities to paraphrase and summarize. It also provides students the opportunity to use evidence from a text to clarify their understandings of the text. Students analyze the meaning of a text as a whole, in sections, and in individual quotes. They explain how their understandings of these parts contribute to their understandings of the topic of study. They also learn to visualize the meaning of the text and communicate that meaning in a variety of ways. The application of this skill helps deepen comprehension as students use their background knowledge to expand upon their understandings of the text.

Practice Student Questions

Name: ______

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ility ts, [if space permi of civic insert an image ons. such as answer the questi responsibility, this text and g] Read this Directions: Read Practice Student Practice Student or volunteerin Directions: voting Name: ______ Name: ______ Questions Questions ____________ ____________ ways, but they many in ____________ ____________ nt differe ____________ ____________ include the Americans are _____ Date: _____ Date: er? Do you . These values lead a values r ______ ____________ is rights t simila ___________ share Those Wha le. A _____ Being a Goo What Can You people have rights. t of happiness. er guides peop d lead belief that all Citiz Do? A pursui ? Direct the en Direc and ions: Read this know under tions: Read this text and answe include life, liberty, that all people are equal ful and fair. text and study r the questions . equal es believe leader is help ans the picture. Then deserv ne Americ , answer the quest believe that everyo er they were During his inaugu the law. They wheth about what ions. Americans have ral speech, Presid . All Americans, countr y, Leaders think help make focus on civic opportunities many rights. from another ent John F. Kenne responsibility an. being an Amer they But , countr y or came Americ dy this an challen by in Then be what saying . to born ged ican is not just you can do for : “Ask not what Americans to d is best to is what it means your countr y.” having rights. about responsibilities and Peace Corps the group. Goo know that this Many young peopleyour countr y can do for you, It and Americans have values choices for but rallied to this a good citizen. is also about being home front had other volunteer groups. Kenne protect their is a democracy, people the way. call by joining Good citizens an citizens to sacrificed and United States dy remembered respect the the leaders show Because the citizens to have supported the responsibilities. sibility of Americ They follow the laws and have war effort during how Americans on the the same enthus It is the respon system by can These are dutie World War II. their countr y. iasm for comm a number of ways.take part in the democratic people shoul leader! You s that He wanted unity service They do this in d do. ans also The Constitution You can be a during times of their rights. can be office. others. Americ does not define peace. assumptions and holding public at home. You and beliefs of er individual civic juries, rights on lead g of a civic their servin be duty or respon responsibility ns, You have dutie sibilities to keep are that citizen sibility. The basic voting in electio school. s in your home • vote in local, unities s will: they have respon , comm be your duty a leader at . their state, unities It g may and national to clean the dishe to live. Keepin ans live in comm elections Children • serve on a keep your room s or Because Americ and make them safe places of children, too. being er is. jury when summ clean. You have to of adults, but strong oned at home. By responsibility school, too. It communities tell what a lead duties in • obey the laws s in school and is not just the for life. _ is own words to of their comm strong and safe being good citizen p good citizenship habits be nice to other your duty to learn and to _______________ 1. Use your unity, state, and and practice s. _______________ • stay inform children can develo countr y can learn about ed about govern communities, _______________ mental action involved in their ___________ tand about _______________ s and issues • work (when People have _______________ to what you unders _____ relate able) respo _____ aph and contribute nsibilities to their __________ follow the rules _ second paragr to society country, too. words in the • pay their require and laws. It is _______________ _______________ It is their duty 1. How do key d taxes their duty to treat ? _______________ to _________________ civic responsibility others fairly. _______________ _ __________________ _____ _____ ______ Some Early _____ _____ ______ people Amer _____ _____ ican say that young __________________ ___________ responsibility _______________ relied on them leaders set an example. They __________________ as older genera Americans today do not feel __________________ selves. They _______________ worked hard, n? tions. Other alive and well the same level __________________ helped make today. Many and they people in America. Thous _______________ of civic the way” mea the __________________ people follow ___________ natural disast ands of people believe that civic responsibility show people their examples. United States what it is __________________ ers, __________________ rally to help victim is _ Americans’ level such as hurricanes, floods “Good leaders __________________ s of devastating , earthquakes of volunteerism _______________ __________________ 2. What does , and tsunam different, but is one of the 1. What are _______________ __________________ is. And, maybe they are highest in the unity? the most impo _______________ _ not worse. world. Times to your comm _____ _____ rtant relate _____ thing the _____ sibility are _____ text s _____ the author wants and picture? __________ civic respon __________________ you to learn from 2. How does 1. Describe _______________ __________________ _____ the ______ _____ _ simila ______ rities and differe __________ ____________ people to do ___________ _______________ nces between _______________ and your life _______________ __________________ what President __________________ _____ _____ today . ______ _____ _____ ______ _______________ Kennedy wante ______ __________ _ d _______________ __________________ __________________ ___________ _______________ _______________ _______________ __________________ __________________ _______________ __________________ _______________ _ __________________ _______________ __________________ _______________ __________________ __________________ _______________ __________________ ___________ __________________ ___________ _______________ _______________ __________________ __________________ __________________ ___________ _______________ __________________ 2. What is the __________________ author’s intent _______________ __________________ ___________ when he states responsibility __________________ _______________ , “Other people is alive and well 2. How do Amer _____ _____ 49 53 believe your in America”? ican values relate _________ explanation . that civic Social Studies Social Studies Cite examples Question Stems: Question Stems: to you? from the text Text-Dependent Text-Dependent 51646—Leveled 51646—Leveled to support __________________ _______________ __________________ _______________ © Shell Education © Shell Education __________________ _______________ __________________ __________________ _______________ __________________ ___________ _______________ ___________ __________________ _______________ __________________ __________________ _______________ __________________ ___________ _______________ __________________ ___________ __________________ © Shell Education © Shell Education ___________ . er the questions text and answ

51646—Leveled

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Text-Dependent

Question Stems:

Civic Responsib

51646—Leveled Social Studies

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51646—Leveled Text-Dependent Question Stems: Social Studies

Text-Dependent

Question Stems:

Social Studies

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Implementing the Question Stems This section includes 10 leveled, text-dependent question stems about interpreting content. You can implement these question stems by connecting them to the texts that you are reading in class. It may seem as though using question stems would be easy, but it can be a complex task for teachers. To help you see how to implement these question stems in your classroom, this section includes student pages containing texts with sample text‑dependent questions. Each of the four student pages illustrates a different complexity level.

Snapshot of Differentiating a Question The chart below models how a single leveled question stem can be tied to social studies texts at four complexity levels. This snapshot also gives a quick view of how the question stems differ based on the complexity levels. However, you can also see how the question stems link to one another.

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Question Stem

Example

What about ______ (event/time period/concept) is the same as your life?

What about people long ago is the same as your life?

What is different about ______ (event/time period/concept) and your life? Describe how it is different.

What is different about the 1700s and your life? Describe how it is different.

How is ______ (event/time period/concept) similar to and different from your life today?

How is life in ancient Greece similar to and different from your life today?

Describe the similarities and differences between ______ (event/time period/concept) and your life today.

Describe the similarities and differences between the Gilded Age and your life today.


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COMPLEXITY HIGH

LOW


Interpreting Content Question Stems Use these question stems to develop your own questions for students.

How does the word _______ help you understand _______ (person/place/event/time period/concept)? What does _______ (person/place/event/time period/concept) have to do with you? What about _______ (event/time period/concept) is the same as your life? Use your own words to tell about _______ (paragraph/text). What does _______ (quotation) mean? Draw a picture to show what the text is about. Draw a picture to show what the author means when he/she states, _______ (quotation). The text describes _______ (concept). What else does this remind you of? What is one important thing to learn from this text? What is the text mainly about? What part of the text tells you this?

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Name: ________________________________________________ Date: __________________

Being a Good Leader Directions: Read this text, and answer the questions. What is a leader? Do you know? A leader guides people. A leader is helpful and fair. Leaders think about what is best. Then, they help make choices for the group. Good leaders show people the way. You can be a leader! You can be a leader at home. You can be a leader at school. 1. Use your own words to tell what a leader is. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2. What does “Good leaders show people the way” mean? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ © Shell Education


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COMPLEXITY HIGH

LOW



What key words help you understand _______ (person/place/ event/time period/concept)? How does _______ (person/place/event/time period/concept) relate to you? What is different about _______ (event/time period/concept) and your life? Describe how it is different. Rewrite _______ (paragraph/text) in your own words. What does the author mean when he/she states, _______ (quotation)? What images would best explain what the author is describing? The text uses the words _______ (quotation) to describe _______ (person/place/event/time period/concept). How do these words help you picture what the author is saying? What is another way to explain what the text says about _______ (concept)? What are the most important things the author wants you to learn from this text? What is the main point of the text? What details does the author give to help you understand it? 50


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Name: ________________________________________________ Date: __________________

Being a Good Citizen Directions: Read this text, and study the picture. Then, answer the questions. Americans have many rights. But being an American is not just about having rights. It is also about being a good citizen. Good citizens have responsibilities. These are duties that people should do. You have duties in your home. It may be your duty to clean the dishes or to keep your room clean. You have duties in school, too. It is your duty to learn and to be nice to others. People have responsibilities to their country, too. It is their duty to follow the rules and laws. It is their duty to treat others fairly. Early American leaders set an example. They worked hard, and they relied on themselves. They helped make the United States what it is today. Many people follow their examples. 1. What are the most important things the author wants you to learn from the text and picture? ________________________________________________________________________ ________________________________________________________________________

_________________________________________________________________ 2. How does being a good citizen relate to you? ________________________________________________________________________ ________________________________________________________________________

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COMPLEXITY HIGH

LOW



How do key words in the text relate to what you understand about ________ (person/place/event/time period/concept)? How does ________ (person/place/event/time period/concept) relate to your community? How is ________ (event/time period/concept) similar to and different from your life today? Use key content words to rewrite ________ (paragraph/text) in your own words. What is the author trying to communicate when he/she states, ________ (quotation)? Use examples from the text to support your explanation. What images would you use to explain what the author is trying to communicate? Why? Visualize what the author is communicating about ________ (person/place/event/time period/concept) on page ________. Describe what you “see.” What analogy can be made for the concept the author is describing on page ________? Summarize what the author is communicating in this text. What is the main point of the text? What details does the author provide to help you understand it? 52


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Name: ________________________________________________ Date: __________________

Civic Responsibility Directions: Read this text, and answer the questions. Americans are different in many ways, but they share similar values. These values include the belief that all people have rights. Those rights include life, liberty, and the pursuit of happiness. Americans believe that all people are equal under the law. They believe that everyone deserves equal opportunities. All Americans, whether they were born in this country or came from another country, know that this is what it means to be an American. Because the United States is a democracy, Americans have responsibilities to their country. It is the responsibility of American citizens to protect their values and their rights. They do this in a number of ways. They follow the laws and respect the rights and beliefs of others. Americans also take part in the democratic system by voting in elections, serving on juries, and holding public office. Because Americans live in communities, they have responsibilities to keep their communities strong and make them safe places to live. Keeping their communities strong and safe is not just the responsibility of adults, but of children, too. Children can learn about and practice being good citizens in school and at home. By being involved in their communities, children can develop good citizenship habits for life. 1. How do key words in the second paragraph relate to what you understand about civic responsibility? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 2. How does civic responsibility relate to your community? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

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COMPLEXITY HIGH

LOW



How do key words impact your understanding of _______ (person/ place/event/time period/concept)? Explain how _______ (person/place/event/time period/concept) relates to your everyday life or your community. Describe the similarities and differences between _______ (event/time period/concept) and your life today. Summarize _______ (paragraph/text), including the key content words as needed. What is the author’s intent when he/she states, _______ (quotation)? Cite examples from the text to support your explanation. What images would you use to explain what the author is trying to communicate? Justify your response with evidence from the text. Visualize what the author is communicating about _______ (person/place/event/time period/concept) on page _______. Write a short paragraph describing what you understand. Consider the concept the author is describing on page _______. Write an analogy that captures what the author is communicating. Using only 200 words, explain what the author is communicating in this text. Identify the main point of the text. Cite details the author provides to further explain the main point. 54


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Name: ________________________________________________ Date: __________________

What Can You Do? Directions: Read this text, and answer the questions. During his inaugural speech, President John F. Kennedy challenged Americans to focus on civic responsibility by saying: “Ask not what your country can do for you, but what you can do for your country.” Many young people rallied to this call by joining the Peace Corps and other volunteer groups. Kennedy remembered how Americans on the home front had sacrificed and supported the war effort during World War II. He wanted citizens to have the same enthusiasm for community service during times of peace. The Constitution does not define individual civic duty or responsibility. The basic assumptions of civic responsibility are that citizens will: • vote in local, state, and national elections • serve on a jury when summoned • obey the laws of their community, state, and country • stay informed about governmental actions and issues • work (when able) and contribute to society • pay their required taxes Some people say that young Americans today do not feel the same level of civic responsibility as older generations. Other people believe that civic responsibility is alive and well in America. Thousands of people rally to help victims of devastating natural disasters, such as hurricanes, floods, earthquakes, and tsunamis. And, Americans’ level of volunteerism is one of the highest in the world. Times are different, but maybe they are not worse. 1. Describe the similarities and differences between what President Kennedy wanted people to do and your life today. ____________________________________________________________________________________ ____________________________________________________________________________________ 2. What is the author’s intent when he states, “Other people believe that civic responsibility is alive and well in America”? Cite examples from the text to support your explanation. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ © Shell Education


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Interpreting Content K–12 Alignment Use this chart to determine the best question stems for your different groups of students.

How does the word ______ help you understand ______ (person/place/ event/time period/ concept)?

What key words help you understand ______ (person/place/ event/time period/ concept)?

How do key words in the text relate to what you understand about ______ (person/place/ event/time period/ concept)?

How do key words impact your understanding of ______ (person/place/ event/time period/ concept)?

What does ______ (person/place/ event/time period/ concept) have to do with you?

How does ______ (person/place/ event/time period/ concept) relate to you?

How does ______ (person/place/ event/time period/ concept) relate to your community?

Explain how ______ (person/place/event/time period/concept) relates to your everyday life or your community.

What about ______ (event/time period/ concept) is the same as your life?

What is different about ______ (event/time period/ concept) and your life? Describe how it is different.

How is ______ (event/ time period/concept) similar to and different from your life today?

Describe the similarities and differences between ______ (event/time period/ concept) and your life today.

Use your own words to tell about ______ (paragraph/text).

Rewrite ______ (paragraph/text) in your own words.

Use key content words to rewrite ______ (paragraph/ text) in your own words.

Summarize ______ (paragraph/text), including the key content words as needed.

What does ______ (quotation) mean?

What does the author mean when he/she states, ______ (quotation)?

What is the author trying to communicate when he/she states, ______ (quotation)? Use examples from the text to support your explanation.

What is the author’s intent when he/she states, ______ (quotation)? Cite examples from the text to support your explanation.

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Interpreting Content K–12 Alignment

(cont.)

Draw a picture to show what the text is about.

What images would best explain what the author is describing?

What images would you use to explain what the author is trying to communicate? Why?

What images would you use to explain what the author is trying to communicate? Justify your response with evidence from the text.

Draw a picture to show what the author means when he/she states, ______ (quotation).

The text uses the words ______ (quotation) to describe ______ (person/place/ event/time period/ concept). How do these words help you picture what the author is saying?

Visualize what the author is communicating about ______ (person/place/ event/time period/ concept) on page ______. Describe what you “see.”

Visualize what the author is communicating about ______ (person/place/ event/time period/concept) on page ______. Write a short paragraph describing what you understand.

The text describes ______ (concept). What else does this remind you of?

What is another way to explain what the text says about ______ (concept)?

What analogy can be made for the concept the author is describing on page ______?

Consider the concept the author is describing on page ______. Write an analogy that captures what the author is communicating.

What is one important thing to learn from this text?

What are the most important things the author wants you to learn from this text?

Summarize what the author is communicating in this text.

Using only 200 words, explain what the author is communicating in this text.

What is the text mainly about? What part of the text tells you this?

What is the main point of the text? What details does the author give to help you understand it?

What is the main point of the text? What details does the author provide to help you understand it?

Identify the main point of the text. Cite details the author provides to further explain the main point.

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