Text-Dependent Analysis (TDA) Educator Resources Pam Bachner, Grand Blanc Schools Melissa Wing, Genesee Intermediate School District Adapted from · An Excellent Education for Every Student Every Day ·

· An Excellent Education for Every Student Every Day · Text- Dependent Analysis (TDA) Assessment item Text- Dependent Questions Instructional strategy to address standards Throughout the course of this webinar there will be references to both Text-Dependent Analysis (TDA) as well as Text-Dependent Questions. For the purposes of this presentation the assessment item will be the Text-Dependent Analysis. This includes the passage on the assessment as well as the writing prompt. Text-Dependent Questions will be the instructional strategy referred to in order to prepare students for the TDA. · An Excellent Education for Every Student Every Day ·

What is a Text-Dependent Analysis? Text-dependent analysis require close reading of a text. A TDA requires students to read carefully. Students will look for evidence in a text that supports their answer. Later in the presentation we will look at some reading strategies that will support this type of reading. · An Excellent Education for Every Student Every Day ·

What is a Text-Dependent Analysis? These questions require students to provide evidence from the text to draw inferences based on what the text says in order to support an analysis. What this means is that after a student reads a passage, they will have to answer a question that asks them to use evidence from the text to support their reasoning. Evidence can be as simple as finding a vocabulary word or phrase. The evidence may be found in one place in the text, students may need to use evidence from two or more places in the text, or students may have to use evidence to form an inference or determine an author’s purpose. It will all depend on the type of question that is asked. · An Excellent Education for Every Student Every Day ·

What is a Text-Dependent Analysis? This is different from reading comprehension questions which require students to read to get the “gist” of the text. Not Text-Dependent Analysis Question Text-Dependent Analysis Question In the text there once was a curious bird who says to Tortoise, “ And you showed yourself, too.” Describe a time when you showed yourself you could do something. The text begins with: There once was a curious bird who wondered, What can a small bird be? Write an essay that analyzes why the authors chose to begin the text with this question. Use evidence from the text to support your response. It might be easier to look at some examples and non-examples of text-dependent analysis questions. If you look at the question on the left, you will notice that the student is only asked to draw on personal experience. Reading the passage is not even necessary. The TDA question on the right requires the student to go back into the text to find the answer and then write about the evidence they have gathered. Other examples of TDA and non-TDA questions can be found in the TDA Educator Resources document that accompany this presentation. · An Excellent Education for Every Student Every Day ·

Standards Key Ideas and Details Literary Text Informational Text RL-1, RL-2, RL-3 RI-1, RI-2, RI-3 Craft and Structure Literary Text Informational Text RL-4, RL-5, RL-6 RI-4, RI-5, RI-6 Text-Dependent Analysis (TDA) is designed to have students use the evidence obtained from reading a text and then writing an essay. The evidence gathered will be used to support the answer. Here is a list of the reading and writing standards associated with TDA. You will note that there are quite a few reading standards and only 1 writing standard. Over the course of this presentation, we will look at the different types of questions that are associated with each of these standards. Not all of the reading standards will be present in each TDA. Writing Integration of Knowledge and Ideas W-9 RI-7, RI-8, RI-9 · An Excellent Education for Every Student Every Day ·

Depth of Knowledge and TDA Questions Recall and Reproduction DOK 1 Basic recall of concepts, definitions, facts, and processes Simple skills and abilities or recall of one right answer Answering a Level 1 item can involve following a simple well-known procedure or formula Basic Application of Skills and Concepts DOK 2 Includes the engagement of some mental processing beyond recalling or reproducing a response Items require students to make some decisions as to how to approach the question or problem – acting on the information These actions imply more than one mental or cognitive process/step, but there is still one right answer Strategic Thinking DOK 3 Requires deep understanding as exhibited through planning or sequencing steps Requires some decision making with justification and evidence Assessment items have more than one possible answer and are abstract, complex, or non-routine Extended Thinking DOK 4 Requires high cognitive demand and is very complex An investigation or application that requires time to research, think, or process multiple conditions of the problem Non-routine manipulations or connections across disciplines/content/areas/multiple sources Depth of Knowledge (DOK) is a way to identify the complexity of a question. You will notice that the DOK ranges from 1 to 4. TDAs are DOK 3. · An Excellent Education for Every Student Every Day ·

· An Excellent Education for Every Student Every Day · Text- Dependent Questions Reading for Evidence Text- Dependent Analysis Reading and writing grounded in evidence from the text. TDAs reflect Shift #2. Literacy consists of reading and writing. The Alaska English Language Arts Standards states “The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is cornerstone of the writing standards” (page 2). Questions or prompts provided in the Text-Dependent Analysis portion of this assessment, require students to demonstrate their abilities and knowledge in the Alaska Standards. By responding to questions in the Text-Dependent Analysis section, students show that they are able to integrate literacy skills and that reading and writing are not separate skills but work together. · An Excellent Education for Every Student Every Day ·

Let’s Take a Look at a Text Dependent Analysis Sample http://melissawingela.weebly.com/m- step.html Living Off the Earth (4th grade) · An Excellent Education for Every Student Every Day ·

· An Excellent Education for Every Student Every Day · Now Let’s Practice! http://melissawingela.weebly.com/m- step.html One Lucky Fish (4th grade) · An Excellent Education for Every Student Every Day ·

How Do We Get Students Ready? Think about the mini-lessons that you will need to teach and have your students practice for Text Dependent Analysis. · An Excellent Education for Every Student Every Day ·

How do we get students ready? Close Reading Annotation of Text Reading Strategies Text-Dependent Questions For reading, students must grasp information, arguments, ideas, and details based on careful attention to the text. (Fisher and Frey) There are some strategies that educators can use that will help students read carefully. Students should have practice reading both literary and non-fiction text. There are specific skills noted for each in the Alaska English Language Arts Standards. In addition, students will need to be able to read a variety of complex texts. Resources on how to determine the complexity of the text can be found in the accompanying TDA Educator Resources document. Close reading and annotating text will be discussed in a few minutes. · An Excellent Education for Every Student Every Day ·

How do we get students ready? Prewrite Write Revise Edit Publish For writing, students must write to present analyses, well-defended claims, and clear thoughts using textual evidence. Focused and deliberate instruction in writing using the writing process is important. The Alaska English Language Arts Standards outline writing expectations for each grade. Writing Text types and purposes Production and distribution of writing Research to build and present knowledge Range of writing Language Conventions of standard English Knowledge of language Vocabulary acquisition and use · An Excellent Education for Every Student Every Day ·

How do we get students ready? Educators become masterful at using text- dependent questions to help students achieve these objectives. Read for the gist Read the prompt Close read the passage Re-read the question Organize thoughts Compose a response · An Excellent Education for Every Student Every Day ·

Progression of Text-Dependent Questions Opinions, Arguments, Intertextual Connections Inferences Author’s Purpose Vocab & Text Structure Key Details General Understandings Whole What does the text mean? Standards 8 & 9 Across texts 3 & 7 How does the text say it? Entire text 6 Segments What does the text say? 4 & 5 Paragraph You will notice that the progression starts with words and sentences at the bottom of the pyramids and moves to looking at evidence across texts at the top. The standards associated with each of these question types have been identified on the right. This mirrors the standards associated with TDA. Each of the text-dependent question types is described on the following slides. 2 Sentence Word 1 Part Source: Fisher and Frey Text-Dependent Questions https://www.fisherandfrey.com/resources/ · An Excellent Education for Every Student Every Day ·

General Understandings Standards RI.1 and RL.1 Overall view Sequence of information Story arc Main claim and evidence Gist of passage Source: Fisher and Frey Text-Dependent Questions https://www.fisherandfrey.com/resources/ · An Excellent Education for Every Student Every Day ·

· An Excellent Education for Every Student Every Day · Key Ideas Standards RI.2 and RL.2 Search for nuances in meaning Determine importance of ideas Find supporting details that support main ideas Answers who, what, when, where, why, how much, or how many Source: Fisher and Frey Text-Dependent Questions https://www.fisherandfrey.com/resources/ · An Excellent Education for Every Student Every Day ·

Vocabulary and Text Structure Standards RI.4, RI.5 RL.4, RL.5 Denotation Connotation Bridges literal and inferential meanings Shades of meaning Figurative language How organization contributes to meaning Source: Fisher and Frey Text-Dependent Questions https://www.fisherandfrey.com/resources/ · An Excellent Education for Every Student Every Day ·

· An Excellent Education for Every Student Every Day · Author’s Purpose Standards RI.6, RL.6 Genre: Entertain? Explain? Inform? Persuade? Point of view: First-person, third-person limited, omniscient, unreliable narrator Critical Literacy: Whose story is not represented? Source: Fisher and Frey Text-Dependent Questions https://www.fisherandfrey.com/resources/ · An Excellent Education for Every Student Every Day ·

· An Excellent Education for Every Student Every Day · Inferences Probe Each argument in persuasive text Each idea in informational text Each key detail in literary text Observe how these build a whole. Standards RI.3, RI.7, RL.3, RL.7 Source: Fisher and Frey Text-Dependent Questions https://www.fisherandfrey.com/resources/ · An Excellent Education for Every Student Every Day ·

Opinions, Arguments, and Intertextual Connections Standards RI.8, RI.9, RL.8, RL.9 Claims Evidence Author’s opinion and reasoning (K-5) Counterclaims Ethos, Pathos, Logos Rhetoric Source: Fisher and Frey Text-Dependent Questions https://www.fisherandfrey.com/resources/ · An Excellent Education for Every Student Every Day ·

Develop Text-Dependent Questions Do the questions require the reader to return to the text? Do the questions require the reader to use evidence to support his or her ideas or claims? Do the questions move from text-explicit to text-implicit knowledge? Are there questions that require the reader to analyze, evaluate, and create? Educators can develop text-dependent questions for any text students are reading. It takes practice. Fisher and Frey have excellent resources on using and creating text-dependent questions. Source: Fisher and Frey Text-Dependent Questions https://www.fisherandfrey.com/resources/ · An Excellent Education for Every Student Every Day ·

· An Excellent Education for Every Student Every Day · Writer’s Checklist The PEAKS Writer’s Checklist is available to students on both the computer-based and the paper-based assessment. It is included in the TDA Educator Resources document. Students can practice accessing the checklist on the OTTs that will be available in February. · An Excellent Education for Every Student Every Day ·

· An Excellent Education for Every Student Every Day · Scoring Rubric 4 point scale 1 – lowest 4 – highest Holistic rubric A single score based on the overall judgement of student work Located in the TDA Educator Resources document you will find the scoring rubric. This rubric provides information as to how the essays will be scored. It is also located on the PEAKS webpage. Educators should consider creating a simplified, grade-appropriate version of the rubric. This tool would familiarize students with how their TDA response will be scored, as well as allowing them to reflect, analyze, and improve their work. · An Excellent Education for Every Student Every Day ·

· An Excellent Education for Every Student Every Day ·

· An Excellent Education for Every Student Every Day ·