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

2. 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 ?

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

4. 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

5. 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.

6. 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

7. 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.

8. 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.

9. 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

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

18. 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)

19. 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

20. 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

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

22. 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

23. 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

24. Scoring Sample Student Responses TDA Questions
Student Work 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

25. 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

26. Scoring Sample Student Responses TDA Questions
Student Work 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

27. 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

28. Scoring Sample Student Responses TDA Questions
Student Work 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

29. 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.

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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. Day 2 Ending Notes??
Ahas
Thoughts
Wonders

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