1. Text-Dependent Analysis (TDA)
Educator Resources
Pam Bachner, Grand Blanc Schools
Melissa Wing, Genesee Intermediate School District
Adapted from
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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.
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3. 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.
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4. 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.
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5. 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.
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6. 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
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7. 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.
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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.
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9. Let’s Take a Look at a Text Dependent Analysis Sample
step.html
Living Off the Earth (4th grade)
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Now Let’s Practice!
step.html
One Lucky Fish (4th grade)
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11. 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.
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12. 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.
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13. 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
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14. 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
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15. 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
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16. 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
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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
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18. 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
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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
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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
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21. 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
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22. 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
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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.
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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.
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