1. Becky McCraw, PhD August 18, 2017 K-2 PD Session
Talking our Way to TDAs
Becky McCraw, PhD
August 18, 2017
K-2 PD Session

2. Introduce myself and tell them we are going on a Listening Walk today as they learn more about the importance of close listening in order to prepare student for eventually being prepared to write a TDA. Read a few pages from the text. Show them The Other Way to Listen…one way to listen is closely.

3. EQ: What is a TDA , and why do I need to know about them since I don’t have to give them in early childhood anyway?
I can ask effective Text Dependent Questions that will lead students to a deeper understanding of texts.
I can utilize effective strategies through read aloud, shared reading, and small group instruction so that my students learn close listening skills and are able to talk about the meaning, craft, and structure of texts.

4. Standards Based Learning: Communication Standards
(C) Standard 1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives. 1:2 Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups. (C) Standard 2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources. 2.2 Express ideas gathered from various print and multimedia resources in a clear and concise manner.
If you keep communication standards as the focus for your read aloud, it becomes less about the read aloud and more about the learning that goes on as a result of the read aloud. It is not about the story, it is about the reader.

5. Listening closely and talking about texts leads to the ability to teach and reach the Reading and Writing Standards for TDAs
Text Dependent Analysis digs deeper than questions that only point to an answer in the text. Opinion-based and personal experience questions may be part of a Text Dependent Analysis question, but should not be considered a Text Dependent Question on its own. Text Dependent Analysis depends on students using information provided in the passage.
Briefly discuss how relying on only on personal experiences privileges students who have experiences. Staying in the text levels the playing field somewhat.

6. Why the focus on analysis and rigor?
Students who have experience with text complexity and text dependent analysis are more apt to continue with their education.
Most people leave college because they feel unprepared to read deeply and comprehend challenging new content. Teaching students to talk about craft and meaning prepares them to be college and career ready.

7. What is a TDA and how is it scored
What is a TDA and how is it scored? Knowing where you are going sometimes helps you find your way…
Look at the TDA and the Rubric here

8. Text Dependent Analysis in 3rd Grade
Look at the TDA and the Rubric here

9. How is it scored? Yikes!
Look at the TDA and the Rubric here

10. So where do you fit in this picture?
Just as side-by-side reading helps to lay the foundation for early literacy development, the way early childhood teachers engage learners through read alouds, repeated reading, shared reading, and small group can make all the difference for students as they begin to analyze the meaning and craft of texts and provide evidence from the text to support their thinking.  

11. We have to take students beyond the traditional connections of:
Text to Text
Text to Self
Text to World 

12. Making deep connections and inferences are critical reading comprehension skills that are embedded in helping kids learn to read.  Reading stories isn't a waste of class time - it's an intelligent and purposeful use of your time.

13. NOTE:
To change images on this slide, select a picture and delete it. Then click the Insert Picture icon
in the placeholder to insert your own image.

14. Close reading is asking kids to go deeper with text, and that’s hard!

15. Always remember:
Listening to read alouds or participating in shared reading reduces the cognitive demand on young readers so that they can focus on thinking about meaning and craft. 

16. Shared Reading and reading aloud provide structures in which students can safely engage in analysis without the demands of decoding all of the text independently.

17. NOTE:
To change images on this slide, select a picture and delete it. Then click the Insert Picture icon
in the placeholder to insert your own image.
Resources:
Creative Curriculum provides read alouds that through repeated reading leads young children to deeper levels of understanding . 
Interactive Read Alouds: Linking Standards, Fluency, and Comprehension by Linda Hoyt     
Text Dependent Questions: Pathways to Close and Critical Reading by Doug Fisher and Nancy Frey 

18. What the experts have to say…
,AAAAPmbRRLk~,C5G7jhYNtifLHMZ3Mk1et94EXmm8Be9z&bctid=

19. NOTE:
To change images on this slide, select a picture and delete it. Then click the Insert Picture icon
in the placeholder to insert your own image.
I Do…We Do…You Do
Creating close reading experiences through repeated readings, close listening, and grand conversations.

20. Grand Conversations

21. Grand Conversations When interpretations are shared with a community of readers, different people’s interpretations enhance the potential for making meaning for all.

22. Powerful Interactions
Giving your interactions some careful thinking is important because research shows that who you are, and how and what you say and do as you engage with children, makes a difference in what they learn about themselves, others, and the world (Hamre & Pianta 2005). This means that every one of your interactions holds the potential to make a positive impact on how children feel about themselves and about learning, as well as on what and how they learn. (Dombro, et al, 2011).

23. You try it... Work in groups of two or three
Have one person read the text aloud and ask text dependent questions. 
The others should actively listen and respond to questions. 
Read the card and consider how a second and third read would deepen comprehension. 
Read from the book discussion card - Suggests that stories are read three times for children to understand the complex ideas and story problems presented by the author. Think about your own children. Do they have favorite bedtime stories that they want read over and over again. I remember thinking when my children were little, my stars, just how many times can one person read Hop on Pop! But those repeated readings provided the foundation for thinking about things beyond the decoding of the text. Too often we only read a book once, engage with it on a surface level and then move on to the next text the next day.

24. Writing TDQs
Look at the example of the Text Dependent Questions from the text TDQs: Pathways to Close and Critical Reading by Fisher and Frey. (My Five Senses)
Using the book that you and your partner read from CC, determine if the questions asked are truly text dependent. If not, write one from each DOK level.
How can you take the idea of repeated reading from the Creative Curriculum resource and writing TDQs and apply these strategies to any interactive read aloud?

25. You are probably thinking…
You are kidding, right? Do you really think I am going to do this every time I read aloud to my students? Well, no. There are times you just want to read for the pure enjoyment of putting the music in the air! But what if…

26. If you selected one book per week (30 weeks out of the year) in which you did repeated readings and asked TDQs across the DOK…
Do the math…
By the time a student reached 3rd grade, they would have engaged in 120 grand conversations around high quality children’s literature that was well above their readability level but not above their ability to think and talk about the texts.
You could make all the difference in the world!!!!!

27. How do I pick books for TDQs
- List of great read alouds
See list of suggestions from Fountas & Pinnell in your packet.

28. Interactive Read Aloud- What does it look like and sound like?

29. Question Stems

30. In Closing…
What you do, the things you say, and the questions you ask each day as you interact with young children around children’s literature (be it in print or digital formats) can make all the difference in the world in preparing students for the demands of TDAs in 3rd grade.
So, to answer the essential question. What is a TDA , and why do I need to know about them since I don’t have to give them in early childhood anyway?
Because learning to talk about meaning and craft takes time and allowing it to happen at the oral language level first provides the firm foundation on which student can build critical literacy skills.

31. So go…read, reread, and reread.
Helps prepare students for TDAs!

32. Additional Resources
Dombro, J. et al (2011) Powerful Interactions: How to Connect with Children to Extend their Learning.
Howsel, D. (2015). Test-Dependent Questions
Laminack, L. (2016). The Ultimate Read Aloud Resource and the Best Friend Collection of texts. Scholastic.
Laminack, L. (2002). Learning under the Influence of Language and Literacy
Laminack, L. (2009). Unwrapping the Read Aloud.
Parks, B. (200) Read it AgainFisher, D. & Frey, N. (2015). TDQs: Pathways to Close and Critical Reading.

33. Survey for Session 4 Talking our Way to TDAs with Becky McCraw
real-4