Student Learning of Text-Dependent Analysis: Effective Practices from the Field

Presenters Erin Kunkle, Director of Writing Suzanne Whisler, ESU4 Jen Madison, ESU4 Ruth Fristo, Lincoln Public Schools Denise Golden, Lincoln Public Schools

Text-Dependent Analysis (TDA) Read text (informational and/or literature) Respond to a writing prompt based on the text(s) Draw on basic writing skills while inferring and synthesizing information from the passage(s) to develop a comprehensive response Provide evidence from the passage(s) to support response

TDA Format Students read one or two passages Students answer 8-10 questions (MC, EBSR, ASCR) Students respond to ONE TDA prompt

TDA Prompt Example

TDA Writer’s Checklist

TDA Rubric

Educational Service Unit 4

Resources ESU 4 Google Folder: http://tinyurl.com/esu4aquestt16 Presentation Websites Definitional Investigation Process Close Reading Articles

Why? What? How? Our Approach Student Learning of Text-Dependent Analysis Peggy_Marco, binoculars-1026426_1920, CC0 Public Domain

Why? College & Career Ready Skills Content Learning NE ELA Standards & Assessment Peggy_Marco, question-mark-1019935_1920, CC0 Public Domain

What? Definitional Investigation Close Reading Marzano, R.J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: ASCD. (p.113-130) Marzano, R.J. (2011). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD. (p. 95-96) Close Reading Peggy_Marco, books-1015594_1920, CC0 Public Domain

Definitional Investigation Identify the concept to be defined. State the investigation task in the form of a question. Make and record initial prediction. Seek out information about what is already known or believed to be true. Draw conclusions based on evidence. Contrast conclusions with predictions. Peggy_Marco, Search-101391...CC0 Public Domain

How? Routine for Close Reading Peggy_Marco, browse-1019849_1920, CC0 Public Domain

Three-Step Routine First Read: What does the text say? Second Read: How does the text work? Third Read: What does the text mean? Peggy_Marco, stairs-1013993_1920, CC0 Public Domain

Important Elements Complex Text Purposeful Readings Limited Frontloading Text-Dependent Questioning Annotation Appropriate Scaffolds Peggy_Marco, business-card-1019948_1920, CC0 Public Domain

Next Steps Deep Topical Study Regional Scoring Worthy / Complex Texts Scaffolding Text-Dependent Questioning Written Response Citing Evidence Regional Scoring Content-Specific Efforts Peggy_Marco, direction-1015716_1920, CC0 Public Domain

Resources ESU 4 Google Folder: http://tinyurl.com/esu4aquestt16 Presentation Websites Definitional Investigation Process Close Reading Articles

Contact Us! Suzanne Whisler swhisler@esu4.net Jen Madison jmadison@esu4.net Peggy_Marco, business-card-1019949_1920, CC0 Public Domain

Supporting Students with Analytical Writing Lincoln Public Schools April 18, 2016

Objectives Be able to know and understand ... Why LPS has developed curriculum, instruction, and assessment resources for analytical writing How LPS has developed CIA resources for analytical writing When analytical writing fits into the flow of instruction

WHY Analytical Writing WHY Analytical Writing? We need students to be thinkers – college and career ready!

HOW to Integrate Analytical Writing

Consistent language in grades 3-6 TDQ Text-Dependent Questions By Douglas Fisher & Nancy Frey Consistent language in grades 3-6

Types of Prompts or Questions Ways to analyze text What does the text inspire me to do? What does the text mean? How does the text work? What does the text say?

WHEN is analytical writing integrated?

Shared Read Independent Guided Guided

TALK READ WRITE THINK

Ruth

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