Transcript Slide 1

PSSA ELA Item Type Training
Text-Dependent Analysis
Jeri Thompson, Ed.D..
Senior Associate
Center for Assessment
2015
Introductions…
Coffee Talk
What did you think about during the past month
relative to this work ?
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•Text-dependent Analysis 2054
Agenda:
Today:
• Developing Text-Dependent Analysis
Questions/Prompts (continued – practice and for use
in your classroom)
• Analyzing the Text-Dependent Analysis Rubric
• Scoring student work using the state TDA scoring
guidelines
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Text-Dependent Analysis
Let’s Review:
1. Questions/prompts highlight and scaffold key knowledge
and information from texts
2. Requires students to examine and use evidence from the
text to analyze core understandings and key ideas
3. 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
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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.
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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 textdependent analysis question
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Responding to Text-Dependent Analysis Questions
Modes of Analysis
1. What a text says – summary or restatement
2. What a text does – description: discusses
important aspects of the presentation of the text
(choices of content, author’s perspective, language,
and structure)
3. 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)
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Responding to Text-Dependent Analysis Questions
Written Essay Expectations
1.
Introduction: compelling introduction or “hook” (e.g., quote, action, personal
remark, question)
2.
Development: clear focus and controlling idea throughout the essay; includes a
short summary plus analysis or reflection
3.
Conclusion: relevant statement/section; extends beyond a restatement of
introduction
4.
Organization: coherence – introduction, body, and conclusion support the focus;
sequences and groups related ideas
5.
Transitions: connects ideas and reasons
6.
Language: appropriate use of vocabulary; authoritative voice; variety of
sentence structure
7.
Conventions of Standard English
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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
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Scoring Sample Student Responses TDA Questions
Discuss as a group: what you would
expect to see in the proficient-level
response?
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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
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Student Sample Responses TDA Question: #1
1. Read the student response (4-1)
2. Score the student response
3. Discuss the scores at your table
and come to consensus as to why
you gave it the score
4. Be prepared to share
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Scoring Sample Student Responses TDA Questions
Student Work 4-1 - 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
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Student Sample Responses TDA Question: #2
1. Read the student response (4-2)
2. Score the student response
3. Discuss the scores at your table
and come to consensus as to why
you gave it the score
4. Be prepared to share
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Scoring Sample Student Responses TDA Questions
Student Work 4-2 - 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
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Student Sample Responses TDA Question: #3
1. Read the student response (4-3)
2. Score the student response
3. Discuss the scores at your table
and come to consensus as to why
you gave it the score
4. Be prepared to share
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Scoring Sample Student Responses TDA Questions
Student Work 4-3 - 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
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Scoring Student Work Samples
Calibration Protocol
1.
Read (or reread the text)
2.
Read the Text-Dependent Analysis question
3.
Discuss as a group what you would expect to see in the
proficient-level response?
4.
Read the student response and place in groups (high,
average, low)
5.
Score the student responses
6.
Discuss the scores at your table and come to consensus
as to why you gave it the score
7.
Be prepared to share
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YOUR Culminating 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
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Session #3
• Bring student work for Student Work Analysis
• Develop an Instructional TDA (includes close
reading, essay writing, and analysis)
• Create a unit framework for TDA
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Day 2 Wrap-Up
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REMEMBER:
• Text-dependent analysis questions generally call on
students to employ close reading strategies.
• Strategies should not be taught in isolation.
• The text and the readers’ need to comprehend the
text should determine what strategies are activated –
not the other way around.
• The search for text evidence should activate key
strategies such as re-reading and monitoring
comprehension.
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Close Reading
Teachers should:
• Prompt students to reread text frequently for various
text-dependent questions
• Encourage students to refer to evidence from the
text when responding to TDAs
• Provide questions that are varied and might include a
combination of formal and informal responses
• Use a variety of teaching methods
• Use a variety of grouping configurations
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Day 2 Ending Notes??
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For more information:
Center for Assessment
www.nciea.org
Jeri Thompson
[email protected]
401-316-7840
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