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Steps in Teaching : Reading and Analyzing a Text-Dependent Passage

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Steps in Teaching : Reading and Analyzing a Text-Dependent Passage

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Outcome: Participants Learn Strategies to Help Students Use Information from Reading Passages as Support for Conclusions and Arguments

Focus: Assessment

Audience: PK-12 Teachers

Description: The Pennsylvania Core Standards define text-dependent analysis, or "close reading," as drawing evidence from literary or informational texts to support analysis, reflection, and research. Beginning in 2015, PSSA questions began to move beyond general reading comprehension to requiring the use of text-dependent evidence. According to Student Achievement Partners, founded by four National Common Core State Standards lead writers ( http://achievethecore.org/), good text-dependent analysis questions cause students to do at least one of the following:

Analyze paragraphs on a sentence-by-sentence basis, and sentences on a word-by-word basis, to determine the role played by individual paragraphs, sentences, phrases, or words

Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another

Prove each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole

Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts

Question why authors choose to begin and end when they do

Note and assess patterns of writing and what they achieve

Consider what the text leaves uncertain or unstated

Participants learn how to:

Use the latest research about how the brain learns to read

Select challenging and appropriate text

Analyze the text's content and language ahead of time

Anticipate potential challenges the text may present for certain students

Write text-dependent questions that engage students in interpretive tasks

Lead rich and rigorous conversations, through the use of text-dependent questions, that keep students engaged with the text's deeper meaning

Ensure reading activities stay closely connected to the text

Implement TDA-specific formative assessments to gather feedback

In this session, edInsight consultants:

Visit Reading/ELA classrooms to demonstrate instructional practices

Revisit, review, and reflect on classroom demonstrations with teachers

Collaborate with teachers to implement the demonstrated practices

Observe classroom instruction to assess implementation of practices

Debrief observations and establish a protocol for continuing the TDA process

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Text dependent analysis is taught to help facilitate learning

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The Pennsylvania Core Standards define text-dependent analysis, or “close reading,” as drawing evidence from literary or informational texts.

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Comprehension Strategies

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Once implemented, Reading Workshop can quickly become students' favorite part of the day.

Since the format gives students tools for selecting and comprehending literature, students who were once reluctant to read now find themselves with the skills needed to be successful readers. Over the course of the year, students read many books and are encouraged to do as good reader's do in exploring different genres, authors, and texts.

The program emphasizes the interaction between readers and text. Students learn to ask questions, make connections with prior knowledge and previously read texts, and ask questions to clarify faulty comprehension they recognize has occurred.

The program includes peer conferences and teacher conferences with students but emphasizes students' independence and allows them to become successful readers outside of the classroom.
What is the format of Reader's Workshop?
Reader's Workshop uses a similar format to Writer's Workshop. There are several consistent components but there is much variation on how it is implemented in different classrooms.

* Mini-lessons on some aspect of literature or a reading strategy.
* Independent Reading Time, where students keep a journal and respond to the literature in terms of what they think or how they feel about what they are reading.
* Sharing Time where students share with another person their journal entries and the other person gives feedback.

During Independent Reading Time, the teacher engages in student conferences on an individual or group basis. Teachers can also engage in guided reading with groups of students who need additional support.
What is the Goldilocks Method of Choosing Books? Variation: Five Finger Rule What resources are available to support me?
Reader's Theater (free scripts to download)Mrs. Meachum's Mini-Lessons Videos Modeling Implementation of Reader's Workshop More Videos Differentiation in Reader's Workshop
Classroom Examples
Beth Newingham: What It Looks Like in My Classroom Mrs. McDavid's Class Web Site Hill Elementary Classroom with Videos The Learning Pad Reading Workshop Site Guiding Principles from Alpine School District Procedures Components of Readers Workshop
Videos Additional Resources
Common Core Source.com RTI (Response to Intervention) Resources Open Court Resources.com Treasures Resources.com Independent Work Time.com Blooms Taxonomy.org

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Once implemented, Reading Workshop can quickly become students' favorite part of the day. Since the format gives students tools for selecting and comprehending literature, students who were once reluctant to read now find themselves with the skills needed to be successful readers.