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I modeled an instructional TDA lesson on a text called "What's For Breakfast". I used Menti as a formative assessment tool to see what students knew about the TDA prior to teaching. It was clear the students knew exactly what to analyze. I then directed their attention to the beginning of the text and asked my first TDQ on how the use of dialogue in the beginning of the text reveal "something" about the characters. I had students complete a graphic organizer called "I think" "because" "And So" to format their thinking into the embedding of their inferences (I think), text evidence (because), and original thought (and so). This led to some great conversations and allowed students to continue to look for how the author used characterization to show (directly and indirectly) us something about the characters and the overall message of the text. 

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I modeled an instructional TDA lesson on a text called "What's For Breakfast". I used Menti as a formative assessment tool to see what students knew about the TDA prior to teaching. It was clear the students knew exactly what to analyze. I then directed their attention to the beginning of the text and asked my first TDQ on how the use of dialogue in the beginning of the text reveal "something" about the characters. I had students complete a graphic organizer called "I think" "because" "And So" to format their thinking into the embedding of their inferences (I think), text evidence (because), and original thought (and so). This led to some great conversations and allowed students to continue to look for how the author used characterization to show (directly and indirectly) us something about the characters and the overall message of the text. 

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I changed and scaffolded a TDQ from WONDERS and broke it down to help train the student's thinking process.  ( Explain how George Seldon uses dialogue to show how Chester and Tucker's friendship develops throughout the story.First we broke down the focus of the question. Then we summarized the text with reference to the question goal...examples of friendship.  Then students worked in small groups to use post it notes to find the examples of dialogue that showed friendship in the text. After that we came together as a group to share and give feedback about the examples they came up with.  Our next step will be to...select the best examples of dialogue we found in the text and begin the TDA draft.

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As a class we did close reading and had collaborative conversations about Surfing Iowa. I was amazed by the discussions the students had and the excitement they had about the story.

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I had students complete a Menti Word cloud on what TDA meant to them. This was helpful to see what students thought TDA involved before the lesson. Large words included "Writing, analyze, questions and looking back in the text", small words included, "Boring, fun, and hard." Next, I read aloud the Surfing Iowa text. Then we talked about what it means to annotate and students read the passage to themselves again and annotated the text. We discussed what students annotated and then discussed the Text Dependent Questions I created from Meg's format from last session. We also did the outline of the introduction paragraph together. Students struggled most with the TAG and Claim Statement.

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We created this together and then did it in our respective buildings.  We made a nearpod that showed the kids an image by Van Gogh, "Old Man in Sorrow"  (without sharing the name) and asked them to observe. Their observations went into a collaborative  board. Then they answered an open ended question about what would make an old person sorrowful.  Finally, they compared the theme of the painting to the theme of A Christmas Carol.   The students really succeeded in making the connection from the painting to the text, which was our hope.  The final responses varied in success, but we did find overall that it helped them really think more deeply about the text, and helped them prepare for the open ended questions on the our assessments.  Here's the link to a pdf of the nearpod

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After reading the text, we unpacked the question with the academic language. Students used padlet to write the academic language words that they were unsure of and also what they thought it meant. Great activity as students could see all the posts on padlet and make a connection to other classmates with the academic language. All this was even before we answered the question! Once they did begin answering the question they could better answer it.

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Before starting "What's for Breakfast," I had students write 3 words about how they feel about TDA's. Then we discussed why the same words kept coming up.

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I created a hands-on  activity to reinforce for the students the difference between explaining the evidence and simply summarizing the evidence (a common pitfall). Students had a T-chart onto which they assembled "playing cards" with evidence and then chose corresponding "cards" that explained (vs. summarized)

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I created a hands-on  activity to reinforce for the students the difference between explaining the evidence and simply summarizing the evidence (a common pitfall). Students had a T-chart onto which they assembled "playing cards" with evidence and then chose corresponding "cards" that explained (vs. summarized)

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Created three TDQs on Surfing Iowa.  'Unpacked" TDA--academic vocabulary, verbage, etc. Students independently answered TDQs citing evidence.
Success--recognizing important aspects of question.  They were able to identify.
Challenges--Finding appropriate text evidence

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Using "What's for Breakfast"  teacher read aloud and students needed to underline examples of where a character was upset.

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Using "What's for Breakfast"  teacher read aloud and students needed to underline examples of where a character was upset.

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I used a multitude of TDAs to unpack academic vocabulary as well as the 3 part pattern. I followed up with an academic vocabulary Kahoot and plan to do that again after continuing this process.

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I started by working backwards to develop basic inference skills. We completed an activity that had 4 different shoes placed around the room (workmen's boot, ballet slipper, water shoe, and a cleat). Students worked to complete an T chart (inference/evidence) based on each shoe. What can you tell me about this shoe? Who did it belong to? What has it been through? Then next day, we used the same T chart to work through the short story "Alexander and the No Good, Very Bad Day". After each page the students made an inference based on his personality and needed evidence to support it.  

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I started by working backwards to develop basic inference skills. We completed an activity that had 4 different shoes placed around the room (workmen's boot, ballet slipper, water shoe, and a cleat). Students worked to complete an T chart (inference/evidence) based on each shoe. What can you tell me about this shoe? Who did it belong to? What has it been through? Then next day, we used the same T chart to work through the short story "Alexander and the No Good, Very Bad Day". After each page the students made an inference based on his personality and needed evidence to support it.  

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I had my students focus on a specific part in Surfing Iowa by answering a TDQ: How did Randy's actions encourage Jeff to leave his bedroom? We used Padlet for the first time with this AIM group and they loved seeing other students responses, and we discussed those  responses during the class. They really enjoyed this format for answering these questions.

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I immediately went back and had the students research what a drama was.  They used google and found out great information.  This activity took place in my I/E time.  One of the students asked what they should do if they don't know why authors write a certain genre and I encouraged them to ask.

I also started including the graphic organizer I think/because/ and so when we respond to questions that require text evidence to get them using that format.

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Used the passage, "Surfing Iowa" and split students up into groups to answer the question, "What text evidence shows that Randy and Jeff have a strong relationship". 

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Used the passage, "Surfing Iowa" and split students up into groups to answer the question, "What text evidence shows that Randy and Jeff have a strong relationship". 

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I worked with the kids on Surfing Iowa. What we worked mainly on at this point was breaking down the command and what all commands will contain. We looked at random TDA's and just discussed the command and their parts. 

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I worked with the kids on Surfing Iowa. What we worked mainly on at this point was breaking down the command and what all commands will contain. We looked at random TDA's and just discussed the command and their parts. 

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We then, worked on the intro part of the TDA. This is really new for them and I wanted them to get used to the format. We wrote an intro for surfing Iowa. We did this together. I used the template provided by Meg, and this is where my focus has been for the last week. Getting them to understand the into and the set up to a TDA.

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The kids were given Meg's Mapping out the Essay graphic organizer to help them map out the Unit 2 Wonders Test TDA.  We unpacked the question together and the word that stumped them the most was "illustrate"  Kids were also given  multiple opportunites to look at student model essays. I a

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The kids were given Meg's Mapping out the Essay graphic organizer to help them map out the Unit 2 Wonders Test TDA.  We unpacked the question together and the word that stumped them the most was "illustrate"  Kids were also given  multiple opportunites to look at student model essays. I a

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I had my students work in mixed ability groups after we read "Surfing Iowa" together as a class to bullet evidence to the TDQ- "What text evidence shows that Randy and Jeff have a strong relationship?" I found my high students wanted to give their opinions more than cite just evidence.

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I went through the Wonders weekly assessments and mapped out the standards for the #11 essay questions. I then made model TDQs/graphic organizers to use with my students. 

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I went through the Wonders weekly assessments and mapped out the standards for the #11 essay questions. I then made model TDQs/graphic organizers to use with my students. 

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Here's something the kids found very helpful. With limited time, due to weather, and beginning with the end in mind, I showed the kids the student TDAessay on Surfing Iowa. It was so cool to hear the kids say, " v OOOOOO" when they realized how much they understood the answer to the command without reading the story!

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Here's something the kids found very helpful. With limited time, due to weather, and beginning with the end in mind, I showed the kids the student TDAessay on Surfing Iowa. It was so cool to hear the kids say, " v OOOOOO" when they realized how much they understood the answer to the command without reading the story!