PSSA ELA Item Type Training Text-Dependent Analysis Jeri Thompson, Ed.D. Senior Associate Center for Assessment . 2015

What did you think about last night relative to this work ? Introductions… Coffee Talk What did you think about last night relative to this work ?

Agenda: Today: Developing Text-Dependent Analysis Questions Analyzing the Text-Dependent Analysis Rubric Scoring student work using the state TDA scoring guidelines

Text-Dependent Analysis Let’s Review: Questions/prompts highlight and scaffold key knowledge and information from texts Requires students to examine and use evidence from the text to analyze core understandings and key ideas Expects students to construct a well-written essay to demonstrate analysis of the text, moving beyond answering open-ended questions about explicit and implicit information, summarizing, and being aware of vocabulary or text structure

Text-Dependent Analysis Let’s Review: Text-dependent questions requires close reading of a text. These questions require students to provide evidence from the text and to draw inferences based on what the text says in order to support an analysis. This is different from basic reading comprehension questions which require students to read to get the “gist” of the text.

Developing TDA Questions (Pages 9-10 in Notes and Resources) Step 1: Read and annotate the text Step 2: Identify the essential understanding(s) and key supporting details from the text (what is noteworthy and what supports this) Step 3: Locate and identify academic vocabulary and key text structures that are connected to the essential understandings and key ideas Step 4: Propose a culminating text-dependent analysis question Step 5: Identify the expected proficient-level response Step 6: Identify the standards associated with the text- dependent analysis question

Let’s Practice #3 – “You” do… Grade Level Examples Develop a TDA Steps 1 - 3: (Notes & Resources, page 9) Read and annotate the grade-level text Identify essential understandings and key supporting details from the text (what is noteworthy and what supports this) Identify academic vocabulary and key text structures that are connected to the essential understandings and key ideas Discuss these at your table.

Let’s Practice #3 – “You” do… Grade Level Examples Based on the Essential Understanding, what are the key supporting details from the text? Step 4: What Text-Dependent Analysis Question could you ask about this text? Step 5: What would you expect to see in a proficient student response? Consider: Does your question require analysis? If not, revise your question.

Let’s Practice #3 – “You” do… Grade Level Examples Each group should be prepared to share the grade-level example by: Provide a synopsis of the story Identify the essential understanding Share the Text-Dependent Analysis Question Provide what you would expect to see in a student response Other groups should listen to the information and be prepared to critique by: Providing “warm” and “cool” feedback

TDA Developed Questions… Grade Level Examples Grade 4 Question: At the end of the passage, Drawing Horses, Marisa states, “But I already know that when this drawing is finished, I’ll be signing it Marisa.” Write an essay analyzing why she makes this statement. Use evidence from the passage to support your response.

TDA Developed Questions… Grade Level Examples Grade 5 Question: The passage “Little by Little Piece by Piece,” is about three brothers who each experience a change in life. Write an essay analyzing which of the three brothers undergoes the most meaningful change in the passage. Use evidence from the passage to support your response.

TDA Developed Questions… A Better Question Grade 5 Question: In the passage Little by Little, Piece by Piece, the author describes the decisions that were made by the brothers as they spent their father’s fortune. Write an essay analyzing why this title is appropriate for the passage. Be sure to use evidence from the text to support your response. OR: In the story Little by Little, Piece by Piece, the meaning of the phrase changes throughout the story to show character growth and development. Write an essay analyzing how the phrase Little by Little, Piece by Piece takes on different meaning to different characters throughout the story. Be sure to use evidence from the text to support your response.

TDA Developed Questions… Grade Level Examples Grade 6 Question: Skye’s emotions change throughout “The Perfect Swim.” Write an essay analyzing how the shifts in Skye’s emotions are revealed in the passage. Use evidence from the passage to support your analysis.

TDA Developed Questions… Grade Level Examples Grade 7 Question: Authors often use figurative language to describe objects, characters, and situations in their stories. Write an essay analyzing the role that figurative language plays in revealing the significance of the bottled ships in the passage. Use evidence from the passage to support your response.

TDA Developed Questions… Grade Level Examples Grade 8 Question: Authors use various techniques when developing and explaining the motivations of characters. Write an essay analyzing how the author of “The Raft” reveals Dewey’s character and his motivations throughout the passage. Use evidence from the passage to support your response.

Expectations in Student Responses ELA Grades 4-8 Text Dependent Analysis Scoring Guidelines (Notes and Resources, page 20) Examine the Proficient Level “3” of the guidelines Discuss as a grade level team what a proficient piece of student work would look like; use the PA Core Academic Standards for English Language Arts and/or the Assessment Anchors, as needed Consider: What would be acceptable in a response? What would NOT be acceptable in a response? Examine each of the other levels and discuss what this would look like in a student response. Be prepared to share.

What are Text-Dependent Analysis Questions? Analysis: These questions require students to provide evidence from the text and to draw inferences based on what the text says in order to support an analysis.

Responding to Text-Dependent Analysis Questions Modes of Analysis What a text says – summary or restatement What a text does – description: discusses important aspects of the presentation of the text (choices of content, author’s perspective, language, and structure) What a text means – analysis: interprets the text and asserts a meaning for the text as a whole (putting the message in a larger context and determine theme)

Responding to Text-Dependent Analysis Questions Written Essay Expectations Introduction: compelling introduction or “hook” (e.g., quote, action, personal remark, question) Development: clear focus and controlling idea throughout the essay; includes a short summary plus analysis or reflection Conclusion: relevant statement/section; extends beyond a restatement of introduction Organization: coherence – introduction, body, and conclusion support the focus; sequences and groups related ideas Transitions: connects ideas and reasons Language: appropriate use of vocabulary; authoritative voice; variety of sentence structure Conventions of Standard English

Scoring Sample Student Responses TDA Questions Read (or re-read) Grade 4 Text Examine Grade 4 Text-Dependent Analysis Question At the end of the passage, Drawing Horses, Marisa states, “But I already know that when this drawing is finished, I’ll be signing it Marisa.” Write an essay analyzing why she makes this statement. Use evidence from the passage to support your response

Scoring Sample Student Responses TDA Questions Discuss as a group: what you would expect to see in the proficient-level response?

Scoring Sample Student Responses TDA Questions What you would expect to see in the proficient-level response? Marissa kept trying to draw the horse Signing her name to the drawing shows that she is pleased with her work Marissa doesn’t give up despite negative comments from friends and family

Student Sample Responses TDA Question: #1 Read the student response (4-1) Score the student response Discuss the scores at your table and come to consensus as to why you gave it the score Be prepared to share

Scoring Sample Student Responses TDA Questions Student Work 4-1 - Score: 3 Analysis: tried hard to make a perfect horse did not give up Understood her picture was not as good as Euphemia’s picture, but still liked it First good drawing of a horse even if standing still Writing: Introduction and conclusion to support analysis Reference to text Transitions to link ideas Errors in conventions do not interfere with meaning

Student Sample Responses TDA Question: #2 Read the student response (4-2) Score the student response Discuss the scores at your table and come to consensus as to why you gave it the score Be prepared to share

Scoring Sample Student Responses TDA Questions Student Work 4-2 - Score: 1 Analysis: Does not address the prompt Insufficient analysis Evidence doesn’t support the question Writing: Introduction and conclusion to support analysis Reference to text but does not support analysis Inconsistent transitions Errors in conventions do not interfere with meaning

Student Sample Responses TDA Question: #3 Read the student response (4-3) Score the student response Discuss the scores at your table and come to consensus as to why you gave it the score Be prepared to share

Scoring Sample Student Responses TDA Questions Student Work 4-3 - Score: 2 Analysis: Attempts to address the question, but does not have a clear understanding Weak analysis focuses more on being called “Messy” Superficial evidence in an attempt to support the question Writing: Introduction and conclusion provided Reference to text but does not support analysis Uses transitions Errors in conventions do not interfere with meaning

Scoring Sample Student Responses TDA Questions Read (or re-read) Grade 6 Text Examine Grade 6 Text-Dependent Analysis Question Skye’s emotions change throughout “The Perfect Swim.” Write an essay analyzing how the shifts in Skye’s emotions are revealed in the passage. Use evidence from the passage to support your analysis.

Scoring Sample Student Responses TDA Questions Discuss as a group: what you would expect to see in the proficient-level response?

Scoring Sample Student Responses TDA Questions What you would expect to see in the proficient-level response? Change in emotion: nervous – doesn’t participate in cheer, Focused – kept swimming despite the pain, Excited – jumped 3 feet in the air

Student Sample Responses TDA Question: #1 Read the student response (6-A) Score the student response Discuss the scores at your table and come to consensus as to why you gave it the score Be prepared to share

Scoring Sample Student Responses TDA Questions Student Work 6-A - Score: 3 Analysis: Identification of emotions Evidence from the text for emotions Made an inference from the evidence Writing: Introduction and conclusion to support analysis Reference to text Transitions to link ideas Errors in conventions do not interfere with meaning

Student Sample Responses TDA Question: #2 Read the student response (6-B) Score the student response Discuss the scores at your table and come to consensus as to why you gave it the score Be prepared to share

Scoring Sample Student Responses TDA Questions Student Work 6-B - Score: 1 Analysis: Provides a summary of passage Insufficient analysis Evidence doesn’t support the TDA prompt Writing: Introduction and conclusion to support analysis Reference to text but does not support analysis Inconsistent transitions Errors in conventions do not interfere with meaning

Student Sample Responses TDA Question: #3 Read the student response (6-C) Score the student response Discuss the scores at your table and come to consensus as to why you gave it the score Be prepared to share

Scoring Sample Student Responses TDA Questions Student Work 6-C - Score: 2 Analysis: Addresses the question, but includes superficial evidence Weak analysis with more evidence that doesn’t clearly support the inference Writing: Introduction and conclusion provided Reference to text but does not support analysis Uses transitions Errors in conventions do not interfere with meaning

Scoring Student Work Samples Calibration Protocol Read (or reread the text) Read the Text-Dependent Analysis question Discuss as a group what you would expect to see in the proficient-level response? Score the student responses Discuss the scores at your table and come to consensus as to why you gave it the score Be prepared to share your thoughts about the scoring process

YOUR Independent TDA Select a text/passage that your students will independently read in your classroom Develop a TDA that you will administer to your students prior to our next meeting You may work alone, in pairs, or as grade level teams to develop your TDA Be prepared to share and receive feedback on the wording of your TDA

Session #3: November 6, 2015 Bring student work for Student Work Analysis Develop an Instructional TDA (includes close reading, essay writing, and analysis) Create a unit framework for TDA

Day 2 Ending Notes?? Ahas Thoughts Wonders

Jeri Thompson jthompson@nciea.org 401-316-7840 Page 42 • Thompson •Text-dependent Analysis 2015