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

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

3. 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

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

5. TDA Prompt Example

6. TDA Writer’s Checklist

7. TDA Rubric

8. Educational Service Unit 4

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

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

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

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

14. 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 CC0 Public Domain

16. How? Routine for Close Reading
Peggy_Marco, browse _1920, CC0 Public Domain

17. 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 _1920, CC0 Public Domain

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

19. 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 _1920, CC0 Public Domain

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

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

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

23. 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

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

25. HOW to Integrate Analytical Writing

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

28. 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?

30. WHEN is analytical writing integrated?

33. Shared Read Independent
Guided
Guided

34. TALK
READ
WRITE
THINK

38. Ruth

39. Thank you!
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