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TDA requires students to read and analyze a text to gather evidence. Students then respond to scaffolded questions including higher order thinking questions using the evidence from the text. The evidence from the text should also support their interpretations. 

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TDA requires students to read and analyze a text to gather evidence. Students then respond to scaffolded questions including higher order thinking questions using the evidence from the text. The evidence from the text should also support their interpretations. 

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TDA requires the students to analyze the text and critically respond to the writing prompt using evidence from the text.

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TDA requires the students to analyze the text and critically respond to the writing prompt using evidence from the text.

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TDA allows students to use quotes from the text they read to answer a specific higher level thinking question. 

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TDA allows students to use quotes from the text they read to answer a specific higher level thinking question. 

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TDA requires the student to carefully read and analyze a text in order to clearly support their answers.

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TDA requires the student to carefully read and analyze a text in order to clearly support their answers.

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TDA requires students to focus on using what the text says to bolster their answers to questions that are posed, rather than without references.

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TDA requires students to focus on using what the text says to bolster their answers to questions that are posed, rather than without references.

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TDA requires comprehension of a text as well as higher level thinking about the question.

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TDA requires comprehension of a text as well as higher level thinking about the question.

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TDA involves students closely reading and analyzing text in order to give a detailed supporting argument for their answer to the question.

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TDA involves students closely reading and analyzing text in order to give a detailed supporting argument for their answer to the question.

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TDA involves careful reading of a text in order to develop clear and specific support for a claim.

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TDA asks students to closely read and analyze text to support answers

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TDA asks students to closely read and analyze text to support answers

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A TDA is when reading skills are used to analyze and implement critical thinking skills to construct a statement based on text.

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A TDA is when reading skills are used to analyze and implement critical thinking skills to construct a statement based on text.

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Using skills to analyze a statement based on text. 

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Using skills to analyze a statement based on text. 

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TDA's ask students to read a passage, identify things that are explicitly stated, but connect them to other ideas in order to answer a question that requires deeper thought.

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TDA asks questions to gather information from the text, in layers. Students use the text for answers.

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TDA asks questions to gather information from the text, in layers. Students use the text for answers.

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Text Dependent Analysis fosters students to use  critical thinking skills to analyze a text and develop an answer  based on a question that relates specifically to the text.  Support must come from the text and must also be explained.  

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Text Dependent Analysis fosters students to use  critical thinking skills to analyze a text and develop an answer  based on a question that relates specifically to the text.  Support must come from the text and must also be explained.  

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A TDA asks students to analyze a statement, problem, or situation, supporting their explanation with evidence that they have gleaned from reading one or multiple passages.

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Using text sources to answer questions based on that text.

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Being able to state evidence from a literary or informational passage to support an answer to a comprehension question.

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Students read a passage several times to be able to learn the meaning of it.  During the readings they answer specific questions based on the text that shows understanding of what they read.

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Use information/evidence from a passage to answer a question.

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Students find the evidence in the text and write specific answers based on the text that shows complete understanding of the content. Students need strategies that they acquire during lessons with the teacher to use in small groups.

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Text-dependent analysis affords students the opportunity to critically read a text multiple times in response to different purposes. The goal is to infer and synthesize information in order to create a claim and use evidence to support this claim. 

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Text-dependent analysis affords students the opportunity to critically read a text multiple times in response to different purposes. The goal is to infer and synthesize information in order to create a claim and use evidence to support this claim. 

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This type of question requires students to read a passage and then synthesize the information and interpret the meaning of the passage. The students read the passage multiple times and highlight important details in the passage. They summarize the passage and use the details from the passage to make inferences and answer the the original question.

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Text-dependent analysis requires students to be active readers. In this process, students actively engage in their reading through the use of higher-order thinking skills so they can then demonstrate understanding in a clear and precise way.

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Text-dependent analysis requires several readings of a text to determine the message/purpose/meaning of the piece and how it relates to the question being posed. By learning these skills, students can become independent problem solvers and can effectively use text to answer questions that require higher level thinking and comprehension.

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TDA requires higher level thinking skills by digging deep into the text. Multiple reading with clear purposes establish deeper understanding of concepts and ideas.  Interacting with the text forces the student to think and analyze as they read leading to deeper understanding.

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TDA requires higher level thinking skills by digging deep into the text. Multiple reading with clear purposes establish deeper understanding of concepts and ideas.  Interacting with the text forces the student to think and analyze as they read leading to deeper understanding.

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TDA needs a specific purpose for each multiple close read. Deep critical thinking questions need to be in place. Teachers must be able to provide a deep understanding of their own and use deep questions, to monitor and clarify with those questions. Have a specific way to annotate to cite evidence. Provide students with a structured approach to think deeper and interact with what they are reading.

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Text dependent analysis helps students to develop their critical thinking skills because it requires them to dive deeper into a text in order to find evidence to support their thinking while also synthesizes their background knowledge with the new information gained from the reading.

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A text dependent analysis requires students to close read and analyze a passage many times. They are to use text based evidence to then respond to a corresponding question related to the passage that not answers the question but synthesizes further understanding of the passage.

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A text dependent analysis activity requires students to read a text multiple times.  Each time the student reads the text there is a different purpose for the reading. Students must also use text based evidence to analyze their deep level thinking to answer the question.

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A TDA requires students to use higher level thinking to answer a prompt by analyzing the meaning of a text and citing evidence as support.

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A text dependent analysis requires a student to examine text and look for evidence to support the answer to a specific question. The TDA requires students think critically and go deeper with the meaning of a text.

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TDA requires students take explicit and implicit evidence to support an analysis of a piece of text - how to read critically.

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TDA's require students to reach a higher level of thinking and engagement with text. It requires them to closely read a text, analyze all structure, and respond with specific evidence.

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TDA's are a way to get students to interact with a text in a variety if ways.   As students prepare to complete a TDA, they close read a text multiple times for a variety if purposes.   This allows interaction and discussion.

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TDA's are a way to get students to interact with a text in a variety if ways.   As students prepare to complete a TDA, they close read a text multiple times for a variety if purposes.   This allows interaction and discussion.

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Text dependent analysis requires students to answer questions based on evidence within a text and interpret the meaning of the evidence. Students must analyze and reflect on the text itself.

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TDA is the use of explicit and implicit information from the text to support reasoning and analysis (defined as: detailed examination of the elements or structure of text, by breaking it into its component parts to uncover interrelationships in order to draw a conclusion.)What elements?What structure?What interrelationships?What conclusion?

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TDA is the use of explicit and implicit information from the text to support reasoning and analysis (defined as: detailed examination of the elements or structure of text, by breaking it into its component parts to uncover interrelationships in order to draw a conclusion.)What elements?What structure?What interrelationships?What conclusion?

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TDA asks students to read a text critically and be able to analyze and infer meaning. Then they must formulate a response using evidence from the text to support their analysis.

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Text dependent analysis pushes the students to read an article several times with different purposes and then answer a question with information gained from the readings.

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Text dependent analysis pushes the students to read an article several times with different purposes and then answer a question with information gained from the readings.

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TDAbrings reading to life by allowing students to interact and think critically about what they are reading. They are given a narrow focus within reading and use context clues in order to form personal beliefs on a topic.

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Text dependent analysis requires students to read passages through a specific lens (Main Idea, Author's Purpose) and give evidence from the text to support the ideas written in their response.

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TDA is a set strategies which allows Ss to approach any text and pull it apart to find important information and analyze it.

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TDA uses questions to analyze the key message and pull relevant information based on the text.

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TDA uses questions to analyze the key message and pull relevant information based on the text.

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TDA allows students to interact with a text and formulate answers that depend on their comprehension and analysis of a text.

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TDA allows students to interact with a text and formulate answers that depend on their comprehension and analysis of a text.

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TDAs are a way to get students to interact with the text and think critically about the information in the text. TDA questions require higher order thinking.

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TDA is when students are given a narrowed focus when reading a text so they can draw a conclusion using specific textual evidence to develop their understanding.

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A TDA is an opportunity for students to think critically while interacting with the text through the use of multiple readings and annotations that guide and develop their understanding of the text in an effort to share their comprehension in a verbal and written format.

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A TDA is an opportunity for students to think critically while interacting with the text through the use of multiple readings and annotations that guide and develop their understanding of the text in an effort to share their comprehension in a verbal and written format.

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TDAs are specific tool that helps students set the purpose for reading in hopes they will pull evidence and support directly from what they read to take notes effectively.

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TDAs set a purpose for reading.  Readers annotate over several readings to highlight and annotate the text to find evidence to support their thoughts, opinions, and answers to a given prompt.  

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TDAs set a purpose for reading.  Readers annotate over several readings to highlight and annotate the text to find evidence to support their thoughts, opinions, and answers to a given prompt.  

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TDAs are an educational tool that allows students to display their analysis skills. Supporting student understanding may take much scaffolding.

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A TDA is a written response to a question in which the reader/writer reads and notes his/her thinking.  The close interaction with the text enables the reader/writer to construct thoughts that can be supported by evidence from the text.

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A TDA is a written response to a question in which the reader/writer reads and notes his/her thinking.  The close interaction with the text enables the reader/writer to construct thoughts that can be supported by evidence from the text.

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TDAs are questions that require higher order thinking to answer and evidence from a text that has been read by using Close Reading techniques in order to support/prove your answer.

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TDAs are questions that require higher order thinking to answer and evidence from a text that has been read by using Close Reading techniques in order to support/prove your answer.

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TDAs set a purpose for reading.  Readers annotate over several readings to interact with the text and to find evidence to support their thoughts, opinions, and answers to a given prompt.  

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TDAs set a purpose for reading.  Readers annotate over several readings to interact with the text and to find evidence to support their thoughts, opinions, and answers to a given prompt.  

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TDAs require the reader to read with a purpose, to understand why the author writes what he or she does, and in order to find evidence to support opinions and answers to prompts.

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Teaching TDAs is a process that need to be broken down into many steps in order for students to be successful. Once carefully scaffolded,

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Text Dependent Analysis Questions are a sophisticated education tool that require students to engage in generative processes unique to literary analysis. They require students to close read and analyze literary sources in a meaningful way.

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TDA requires students to read a text or passage and use the text to support their answers. In the video, the students read a text and cited evidence directly from the text to support their answers. They interpreted the meaning of the text through the evidence they provided. Explicit instruction and pauses to highlight vocabulary led to higher level thinking by students.

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Google Drive is a great way to send and save files.

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Google Drive is a great way to send and save files.

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TDA requires that the students interact with the text while the teacher is their guide through the posed text dependent questions. This helps the readers come to their own conclusions about what they are reading and gives each one of them the tools and knowledge to discuss what they have just read.

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Google drive is a great way to share anything. No matter what you are sharing. Google drive doesn't limit you to what you can share or how much you can share or save. You can save multiples files and send to anyone. They can be public private . You can even allow others to make correction s to your files.

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It's a great way to store and share files with others all the while everyone being able to edit, change and add to those files is great

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It's a great way to store and share files with others all the while everyone being able to edit, change and add to those files is great

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TDA requires clear communication of objectives, re-reading, and probing questions that allow students to answer their own questions with evidence.

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TDA requires clear communication of objectives, re-reading, and probing questions that allow students to answer their own questions with evidence.

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TDA is like being a witness in a courtroom.  Without evidence, your testimony is weak

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TDA is like being a witness in a courtroom.  Without evidence, your testimony is weak

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In the case of reading, you must be able to cite your evidence directly in the text.

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Text dependent analysis requires students to read purposefully, and to engage the text through remarks, highlights, questions, and points of interest. It's not simply reading the text, but reading it to understand its complex meaning, through citing passages.

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Text-dependent analysis requires students to closely examine a text by reading/rereading, decoding vocabulary, extrapolating evidence, and interpreting the information with the purpose of developing a thesis based on citing specific evidence from the text in order to prove the thesis.

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Text dependent analysis is close reading that asks the reader to discover the purpose of the text. Readers ultimately come to a conclusion or form an opinion about the purpose by supporting their ideas with specific evidence from the text.

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TDA requires both the teacher and students to interact actively with the text. A purpose is provided for the reading (which is referred back to after all close readings). Teachers help students gain more understanding and knowledge of the subject by pointed questions. Students also help each other in their learning by analyzing the text in groups. It appears upon watching the first video a skilled educator is going to be more effective than one not as versed in the technique.

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Text dependent analysis requires the student to engage in a close reading of the text in order to respond to a higher level question that may include advanced content specific vocabulary.  Through repeated readings of the text, the student is digging deeper into the text to find the evidence needed to respond to the question.  Before the initial read and after each subsequent read its important to go back and review the purpose for reading.  The teacher serves as the guide and facilitator throughout the close reading activity and checking in with the students to ensure they are on task and to encourage them to think deeper.

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Text dependent analysis requires the student to engage in a close reading of the text in order to respond to a higher level question that may include advanced content specific vocabulary.  Through repeated readings of the text, the student is digging deeper into the text to find the evidence needed to respond to the question.  Before the initial read and after each subsequent read its important to go back and review the purpose for reading.  The teacher serves as the guide and facilitator throughout the close reading activity and checking in with the students to ensure they are on task and to encourage them to think deeper.

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Text-dependent analysis requires students to engage in higher order thinking which requires advanced vocabulary. They must perform repeated readings and annotate the text that they read. This encourages them to think differently and read with a different purpose during each reading. It is by no means a simple task and students need guidance from experienced teaching professionals in order to be successful. 

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Text-dependent analysis requires students to engage in higher order thinking which requires advanced vocabulary. They must perform repeated readings and annotate the text that they read. This encourages them to think differently and read with a different purpose during each reading. It is by no means a simple task and students need guidance from experienced teaching professionals in order to be successful. 

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It is always important to set a purpose before reading. When Close reading, students read the same text many times but each time the readers are asked to dig deeper to identify new meaning. As teachers we need to challenge students by using text dependent analysis and asking good questions. With each read, students should gain more knowledge and learn how to analyze the text. 

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It is always important to set a purpose before reading. When Close reading, students read the same text many times but each time the readers are asked to dig deeper to identify new meaning. As teachers we need to challenge students by using text dependent analysis and asking good questions. With each read, students should gain more knowledge and learn how to analyze the text. 