Transcript Slide 1

PSSA ELA Item Type Training
Text-Dependent Analysis
Jeri Thompson, Ed.D..
Senior Associate
Center for Assessment
2015
Introductions…
Coffee Talk
Thoughts about the administration of the developed
TDA?
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Agenda:
Today:
• Student Work Analysis of previously developed TDA
• Scoring Student Work
• Developing Close Reading Lessons, Instructional TextDependent Questions
Today is a work day!
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•Text-dependent Analysis 2015
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. Students provide evidence from the text and to draw
inferences based on what the text says in order to support
an analysis
4. 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
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text structure
Student Work Analysis Protocol
• Analyze student work samples using the
Student Work Analysis Protocol
• Be prepared to share, using evidence from the
student work samples, what advice would you
give this teacher with regard to close reading
and essay writing?
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Student Work Analysis Protocol
Working grade level groups of 2:
1) Clarify expectations of TDA Prompt
2) Together, read the papers from Teacher #1 and
sort by Objectives Met, Objectives Partially Met,
and Objectives Not Met
3) Diagnose strengths and needs
4) Identify instructional next steps
BREAK
5) Repeat for Teacher #2
(approximately 1 hour per set of student work)
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Student Work Analysis Protocol
Whole Group Debrief
What did you learn about…
• the selection of text?
• the wording of the TDA prompt?
• student strengths?
• student needs?
• instructional strategies that might be beneficial
for each group of students?
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Scoring Student Work
1.
Work in groups of 4
2.
Review Text and TDA for Teacher #1
3.
Discuss proficient response
4.
Independently score samples of student work from
each group (Objectives Met, Objectives Partially
Met, Objectives Not Met)
5.
Discuss the scores – How do you know that it is a 4,
3, 2, or 1?
6.
Repeat for each teacher (approx. 20 minutes)
7.
Whole group debrief
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Close Reading
•Directing student attention on the text itself empowers students
to understand the central ideas and key supporting details.
•It also enables students to reflect on the meanings of individual
words and sentences; the order in which sentences unfold; and
the development of ideas over the course of the text, which
ultimately leads students to arrive at an understanding of the
text as a whole.
•Close, analytic reading entails the careful gathering of
observations about a text and careful consideration about what
those observations taken together add up to from the smallest
linguistic matters to larger issues of overall understanding and
judgment.
(p. 6, PARCC Model Content Frameworks for ELA/Literacy)
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Close Reading
Close, analytic reading stresses:
• engaging with a text of sufficient
complexity directly and examining its
meaning thoroughly and methodically,
•encouraging students to read and reread
deliberately.
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Developing Close Reading Lessons, Instructional
Text-Dependent Questions
Question Type
General Understanding
Get at the “gist” of the text. What does the author want us to know or
understand from the text. These questions often focus on the main
claim and evidence to support the claim.
Key Details
Focus on asking students about the important details that the author
uses to inform the reader. These questions include who, what, where,
when, why, or how in the stem.
Vocabulary and
Text Structure
Reference to both dentations (definitions) and connotations (ideas or
feelings), shades of meaning, word choice, figurative language, idioms,
confusion words, etc.
Text structure questions require students to consider the organization of
the reading, such as problem/solution or character dialogue to propel
action.
Author’s Purpose
Inform entertain, persuade, explain, bias, perspective, etc.
Inferences
Understand how the parts of a text build to a whole – should be
anchored to the central theme.
Opinions, Arguments,
Inter-textual Connections
Allows students to argue their perspective using evidence from the text
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Developing Close Reading Lessons, Instructional
Text-Dependent Questions
Question Type
From
Frog and Toad Together
From
A Night to Remember
General Understanding
Retell the story using first, next, then,
and finally.
Why would the author title the
chapter “Go Away”?
Key Details
What ways did they try to solve the
problem of eating too many cookies?
What are two things that could
have prevented this tragedy?
Vocabulary and
Text Structure
How did the author help us
understand what willpower means?
How does the chronological
structure help the reader
understand the events?
Author’s Purpose
Who tells the story?
Whose story is most
represented and whose story is
underrepresented?
Inferences
Do you think Toad’s actions caused
the seeds to grow? Why?
Why would Mrs. Brown run
lifeboat number 6 with a
revolver?
Opinions, Arguments,
Inter-textual Connections
In your opinion, is Frog a good friend Compare this book with Inside
to Toad? Do you think this is a happy the Titanic). What are the
sad story? •Text-dependent Analysis 2015 similarities and differences?
•or
Thompson
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Developing Close Reading Lessons, Instructional
Text-Dependent Questions
Using the Developed Culminating TDA
1) Make any changes to the TDA prompt based on
the Student Work Analysis(if needed)
2) What is the instructional path for students to be
able to respond in a proficient manner to the
culminating TDA?
a. Plan purposeful text-dependent questions in a coherent
sequence being sure they lead to the culminating TDA
prompt
b. Consider how you will have students read and reread for
specific purposes
3) Be prepared to share
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Day 3 Wrap-Up
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For more information:
Center for Assessment
www.nciea.org
Jeri Thompson
[email protected]
401-316-7840
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