DAY 2 LEARNING GUIDE Preparing Students For Text
DAY 2 LEARNING GUIDEPreparing Studentsfor Text-DependentAnalysisLeveraging Text-DependentAnalysis for Learning
Preparing Students for Text-Dependent AnalysisSetting the StageImplications4Learning Targets and Success Criteria26Supporting and Remediating5Monitor Your Learning27Just Part of Instruction6Our Students’ WorkReflection and PlanningFrom the Research29Responsive Lesson Planning830Responsive Lesson Planning Tips31Planning for Day 3: Developing Responsive Lesson PlansTDA HabitsStrategies10Current Practice11A Draft Rubric: Parts 1 and 212A Draft Rubric: Part 313Learning Centers Overview14Learning Center 1: Digging into Close Reading17Learning Center 2: Analytical Writing19Learning Center 3: Protocols for Looking at Student Work20Learning Center 4: Practice Writing Prompts21Learning Center 5: Explore Text Complexity24Additional Resources for Learning CentersTable of Contents 2
Setting theStageSetting the Stage 3
Learning targets Identify student strengths and challenges Develop a rubric to score text-dependent analysis (TDA) responses Identify instructional strategies to support responsive lessonsSuccess criteria Identify the characteristics of a quality TDA prompt Identify skills necessary to respond to a TDA prompt Draft a TDA prompt Analyze student TDA responses to identify strengths and challenges Collaboratively draft a grade-appropriate rubric to use for scoringTDA responses Use the data from analyzing student work and other sources to identifystrategies that would build skills necessary for successful responses toTDA promptsSetting the Stage 4
Monitor Your LearningLearning targetsIdentify student strengthsand challengesDevelop a rubric to scoretext-dependent analysis(TDA) responsesIdentify instructional strategiesto support responsive lessonsNew to meI can define itI get itI can teach itI can apply itanother wayPre:Post:Pre:Post:Pre:Post:Setting the Stage 5
Our Students’ WorkUse the guiding questions below as you and your group members chart yourthoughts on the student work you collected and sorted.1.What did you notice about using the text and prompt with yourstudents?2.What surfaced as you sorted student work into high, average, andlow (H-A-L)?Prompt feedback What did students demonstrate they understood/mastered? In what ways was close reading of the text evident instudent responses? What concepts did students show they struggled with?3.What common characteristics did you notice within each H-A-L group?Setting the Stage 6
From the ResearchFrom the Research 7
TDA HabitsIn a group of four, brainstorm the habits students need to master to supporttext-dependent analysis. You may want to refer to your cohort’s skills listfrom Day 1. Then create a flow chart that displays the sequence of actionsnecessary for students to build habits to support TDA.From the Research 8
StrategiesStrategies 9
Current PracticeQuestions from contentSocial StudiesScienceWhat you’re already doingNote the tools you currently use in the TDA Resources and Strategies table in Google Docs .Strategies 10
A Draft Rubric: Parts 1 and 2PART 1PART 2Review helpful resourcesConsider an eighth-grade rubricConsider the following resources and information when designing rubrics: Criteria for quality rubrics TDA Day 1 notes on characteristicsAfter reviewing the Nebraska TDA Scoring Rubric, consider what your groupnoticed earlier in the day while working on Our Students’ Work (see p. 6).Depending on your group’s current practice, choose the option that best fitsyour needs. Notes from today’s discussion on H-A-L student work samples Connections between depth of knowledge (DOK), TDA, andAchievement Level Descriptors (ALDs)Option 1: Reflect on the rubric. Would you make any modifications basedon the learning from today and the TDA Day 1 session? Option 2: Modify the rubric. What modifications will you make basedon the learning from today and the TDA Day 1 session? Note anymodifications in the Grade 8 Rubric for TDA template in Google Docs. Option 3: Create a new rubric. Using the current Nebraska TDA ScoringRubric as a guide, draft a new eighth-grade rubric using the Grade 8Rubric for TDA template in Google Docs. TDA habits flow chartNebraska resourcesTDA What and Why of TDA Supplement, pp. ent-analysis-tdaNebraska Writer’s Checklist for Text-Dependent loads/2017/07/TDA WritersChecklist 08-01-2016.pdfNebraska Department of Education Text-Dependent Analysis (TDA)Scoring ads/2017/07/TextDependent Analysis Scoring Rubric 08-01-2016.pdfThink about these questions as you reflect, modify, or create an eighth-gradeTDA rubric: How does the work you did sorting the student samples inform orinfluence the development of a rubric? What common characteristics emerge from each H-A-L stack? What makes a quality response?Strategies 11
A Draft Rubric: Part 3PART 3Provide feedbackKey takeawaysUsing the Comment feature, provide warm and cool feedback on anothergroup’s rubric.Warm feedback highlights the strength of the content and what’s effective. was very effective. The content makes sense to me because . You clearly built by adding .Cool feedback poses ideas to prompt the presenter to think about the contentfrom a different perspective. “I” statements, like I wonder or I was confused by . What if ? Tell me about . Might you consider ?Strategies 12
Learning Centers OverviewChoose the topics you’d like to investigate further (one learning center for each round).ROUND 1ROUND 2LEARNING CENTER 1LEARNING CENTER 3Digging into Close ReadingProtocols for Looking at Student WorkClose reading instruction focuses on students moving through multiplephases of understanding when reading a text. With a partner, exploreways to incorporate close reading strategies into your instruction andplan for the different phases of understanding.In a small group, examine several protocols for looking at student workto understand the different options and formats available. Establishing aconsistent protocol for analyzing student work helps you understand therelationship between the quality of the work and the rigor of the assignedtask. Several established protocols exist that can help guide you in how youexamine student work.Go to p. 14.Go to p. 19.LEARNING CENTER 2LEARNING CENTER 4Analytical WritingPractice Writing PromptsIndividually or with a partner, explore strategies for including analyticalwriting throughout TDA instruction. Students become stronger writerswhen they have opportunities to engage regularly in writing, not justcomplete a final essay.Build on the Writing Quality Prompts learning center from TDA Day 1 toincrease the rigor and practice of writing high-quality prompts. Individually orwith a partner, review the different methods of analytical writing and how youcan model a process by which students can engage in the different types ofanalytical writing.Go to p. 17.Go to p. 20.LEARNING CENTER 5Explore Text ComplexityConsider how a focus on college and career readiness means students needto engage effectively with a variety of texts. Individually or with a small group,practice using the NWEA Qualitative Rubric to evaluate various aspects oftext complexity.Go to p. 21.Strategies 13
LEARNING CENTER 1Digging into Close ReadingWith a partner, explore the teacher and student practices necessary for closereading. As you work, recall the TDA habits flow chart you created earlierand how those habits might affect this work. Finally, select a close readingplanning template that best fits your needs.1. Pre-planning: Teacher movesRead the blog post Common Core: Close Reading* by Timothy Shanahanabout the planning and types of questions to ask during close reading.Capture notes /teaching-content/common-core-close-reading-0/What doesthe text mean?Why did theauthor writethis text?How doesthe text work?What doesthe text say?2. Pre-planning: Student movesWatch the video Thinking Notes about actions students can take to interactwith and demonstrate understanding of the text. Capture notes t-annotated-reading-strategy3. TemplatesReview the template options on the next two pages. Which template wouldyou use to plan for close reading instruction?See p. 24 for additional resources related to this learning center.*While the blog post references the Common Core State Standards (CCSS), the focus of thislearning center is on the implications of using close reading strategies and TDA, not on the CCSS.Close reading predates the CCSS, this blog focuses on close reading and implications for teachers.Strategies 14
LEARNING CENTER 1Digging into Close Reading, continuedTemplate 1Literal understandingAnalytical understandingConceptual understandingEvaluative understanding What does the text say? How does the text work? What does the text mean? Why did the author writethis text? How does the author conveyhis or her meaning?Teacher movesStudent movesStrategies 15
LEARNING CENTER 1Digging into Close Reading, continuedTemplate 2TextContent areaNebraska content area standardsFocus questionWithin the textBeyond the text/contentLiteral understandingAnalytical understandingConceptual understandingEvaluative understanding What does the text say? Why did the author writethis text? What does the text mean?What is the overall message? What larger question doesthis text help you answer? What larger question doesthis text help you answer? What author biases mightyou need to consider? What larger themes/ideasdoes this text connect toand/or help you studentresponsesStrategies 16
LEARNING CENTER 2Analytical WritingExplore strategies for including analytical writing throughout TDA instruction. As you work, recall the TDA habitsflow chart you created earlier and how those habits might affect this work.Writing across thecontent areas1.Choose a text from your curriculum that you and/or your partner brought today2.Individually or with a partner, choose one of the forms of analytical writing below to model during instructionEnglish Language Arts3.Review the resources for your chosen form of analytical writing to inform the teacher model you create4.Using the planning tool on the next page, capture notes on how you plan to model this process with studentsInferring and synthesizinginformation from the text(along with evidence fromthe text) and using traditionalwritten response structureTypes of analytical writingCompare and contrastReview the Comparing and Contrasting tip sheet from the Writing Center at the University of North Carolinaat Chapel Hill. Read from the beginning through the section called Deciding What to Focus mparing-and-contrastingAssess or evaluateRead this Edutopia blog post, Teaching Literary Analysis by Rusul Alrubail, on the five steps of writingliterary terary-analysis-rusul-alrubailMake claims supported with text evidenceReview the video Claims, Evidence, Reasoning from Teaching ort-claims-with-evidence-gettyScienceClaim, evidence, responsestructure for written responses,and how text features (tables,charts, graphics, models,statistics) advance/support thecentral message of the textSocial StudiesInferring and synthesizinginformation from the text(along with evidence from thetext) and using primary sourcesStrategies 17
LEARNING CENTER 2Analytical Writing, continuedAnalytical writing planning toolTextType of analytical writingContent areaTeacher modelSee p. 24 for additional resources related to this learning center.Strategies 18
LEARNING CENTER 3Protocols for Looking at Student WorkDirectionsGuiding questionsIn a small group, review the following protocols for looking at student work.As you review, think about how you would use them with students, once youare comfortable with the protocols. Which of the sample protocols—or parts of protocols—will you use? What are you already doing that you can expand on? How mightadopting one of these protocols build on your current practice? When will you and your team engage in a protocol for looking atstudent work? What support or resources will you need so that you can implementprotocols for looking at student work?See p. 24 for additional resources related to this learning center.Protocols for looking at student workNotesNational School Reform Faculty: Student Work Analysis oads/2017/10/StudentWorkAnalysis 0.pdfAchieve: EQuIP Student Work nt-work-protocolLois Brown Easton: Protocols for Professional spx Tuning ProtocolRounds ProtocolVertical Slice ProtocolCollaborative Assessment Conference ProtocolStrategies 19
LEARNING CENTER 4Practice Writing PromptsSTEP 1STEP 4Review Douglas Fisher and Nancy Frey’s four levels of understandingDraft a culminating task for your chosen -deepens-comprehensiondouglas-fisher-nancy-freyAs you work, consider the level of understanding students will need as theywork toward the culminating task. Level 1: What does the text say? Level 2: How does the text work? Level 3: What does the text mean? Level 4: What does the text inspire you to do?STEP 2With a partner, review the culminating writing task below Written in Bone by Sally Walkerhttps://learnzillion.com/resources/94626 Note the embedded skills and concepts, such as point of view, textstructure, and author’s choicesSTEP 3Together, choose a sample from one of the following options In Plain Sight from the TDA Supplement, pp. dent-analysis-tda One of the quality texts you brought from your curriculumPrompts Strategiesand Texts 20
LEARNING CENTER 5Explore Text ComplexityIndividually or with a partner, explore ways to begin analyzing text complexity in preparation for havingstudents engage in text-dependent analysis.Directions1.Watch the video The Value of Deep Text Analysis to Understand Complexityhttps://www.youtube.com/watch?v yt0K-TcnAyg&feature2.Review the document Text Complexity: Qualitative Measures ebinars/webinar-handout3-5-9-2012.pdf3.Read the text selection In Plain Sight below and consider what makes the text complex4.Using the text complexity analysis rubric on the next page, begin a text analysis for the selectionIn Plain Sight (from the TDA Supplement)The phrase “hiding in plain sight” suggests that the best place for concealment is somewhere obvious.People will look past whatever is blatantly not hiding, rarely suspecting what’s right in front of them.Professional spies are trained in deception and concealment. For field agents who secretly collectinformation on an enemy or competitor, hiding in plain sight can be especially useful.Yet while spies are trained to deceive, they are recruited for their trustworthiness, among other things.This may seem odd, but the fact is that most spies truly believe that they are working for the right side andthe greater good. Personal convictions like these can persuade even unlikely people to become spies. Forexample, approximately 1,000 girls and women spied for both sides during the American Civil War.Text complexity comprises threeelements:Quantitative measures Readability measures (e.g., wordfrequency, sentence length)Qualitative measures Levels of meaning/purpose Structure Language demands Knowledge demandsReader and task considerations Student motivation Student knowledge Student experiences Complexities generated by thetask or questions asked*While the source mentions the Common Core State Standards (CCSS), the focus of this learning center is on the implicationsof text complexity analysis.Prompts Strategiesand Texts 21
LEARNING CENTER 5Explore Text Complexity, continuedText complexity analysis rubricAs you read each of the qualitative measures, use an x to indicatewhere the excerpt from In Plain Sight falls on the qualitative measurescales (arrows in the rubric below). Use the document Text Complexity:Qualitative Measures Rubric as a resource for text analysis.TextIn Plain Sight /webinars/webinarhandout3-5-9-2012.pdfQuantitative measures of text complexityNote: The quantitative measures are prefilled to focus your time on thequalitative measures.Word count137Lexile measure1000L–1100LFlesch-Kincaid grade leveln/aQualitative measures of text complexityLevels of meaning (literary text) or purpose (informational text)Text structureSingle levelof meaningMultiple levelsof meaningSimpleComplexExplicitlystated purposeImplicit purposeConventionalUnconventionalMETAMETRICS and LEXILE are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad.Continue reading on the next page.Strategies 22
LEARNING CENTER 5Explore Text Complexity, continuedQualitative measures of text complexityLanguage conventionality and clarityKnowledge demands: life experiencesLiteralFigurativeor ironicClearAmbiguous orpurposefullymisleadingSimple or singlethemeMultiple,complex themesSingle or familiarperspectiveMultiple orunfamiliarperspective(s)Knowledge demands: cultural or content knowledgeContemporary,familiarArchaic orotherwiseunfamiliarConversationalGeneral academicor pecializedcultural orcontent knowledgeNo references/allusions toother textsMultiple references/allusions toother textsStrategies 23
Additional Resources for Learning CentersLEARNING CENTER 1Digging into Close ReadingWatch the video The Omnivore’s Dilemma: Close Reading of a Non-fictionText. The video shows a teacher modeling a close reading lesson forThe Omnivore’s Dilemma: Young Readers Edition. She explains her pre-planning,during-the-lesson instructional moves, and post-lesson follow-up. Note howshe weaves content-specific writing throughout this close reading challengeLEARNING CENTER 2Protocols for Looking at Student WorkWatch the video Critical Friends: Looking at Student Work to see howeducators engage in a protocol from Critical Friends Group to examinestudent ion-on-student-work-ntnLEARNING CENTER 3Analytical WritingRead this Association for Middle Level Education blog post, Getting StudentsExcited About Analytical Writing, about a school that recently establishedscoring processes for student analytical mpts Strategiesand Texts 24
ImplicationsImplications 25
Supporting and RemediatingHow can we support students when we know their work can improve?Consider how to use examples of student work in your instruction forsupporting and remediating.1.Choose one question below to respond to individually2.Discuss with colleagues who responded to the same question3.Summarize your ideas as a group4.Be ready to share your summary with the whole groupGuiding questions1. What ideas do you need to revisit or reinforce? Do you need to pull inanother text or reference to do this?3. What student work provides strong examples for the focus of this task?What work is “almost there”?2. Do you need additional concepts/pieces of information so that youcan model or exemplify another student’s work to increase allstudents’ understanding?4. What questions can you ask to help students find an entry point to thelearning? What questions can you ask to elicit evidence of understandingof the text?Implications 26
Just Part of InstructionPART 1PART 2Identify quality texts in curriculumDraft a quality promptWorking with your ESU, refer to the following resources from your TDA Day 1Learning Guide:As you and your partner draft your prompt: Texts Worthy of Text-Dependent Analysis: Characteristics of Quality Texts,pp. 17–18 Learning Center 3: Choosing Quality Texts (if completed), p. analysis-tda/ Consider the characteristics of high-quality texts and prompts Refer to the following resources from your TDA Day 1 Learning Guide:-- Questions Worth Asking, pp. 11–12-- Learning Center 1: Writing Quality Prompts (if completed), pp. 22–23-- The Standards and Text-Dependent Analysis: Draft a Prompt, p. 35List of potential quality textsPromptImplications 27
Reflection and PlanningReflection and Planning 28
Responsive Lesson PlanningLearning targetRelated standard(refer to the TDA Supplement, pp. 5-12, alysis-tda)Possible texts/sources of textsStrategies to support close readingQuality promptsStrategies to help students respond to TDA promptsReflection and Planning 29
Responsive Lesson Planning TipsPossible texts/sources of textsStrategies to support close readingPlaces to lookWhat skills will students need help with?Our classroom library, curriculum, school library, online subscriptions Cite relevant evidence and make inferencesPeople to consult Identify strategiesLibrary media and reading specialists, content area andELA colleaguesHow will you support them? Determine author’s purposeTo decide on the text you’ll use, consider: Using other media value and relevance Modeling opportunities for thinking and learning Using Socratic seminar readability and accessibility Other time requiredQuality promptsStrategies to help students respond to TDA prompts Use the text content (e.g., words, phrases, character quotes)in questions How will you check for understanding? The questions should specifically focus on the nuances andchallenges that this text presents How will you provide feedback? (How can you use therubric strategically?) Each question should be worth asking and be worded in a waythat guides student thinking Together, the questions should establish a path that leads tomore complex thinkingTip: Start with what you want to ask, and then spend time on howyou will ask it.Reflection and Planning 30
Planning for Day 3: Developing Responsive Lesson PlansTo doDay 3 session description Email your draft rubric to ne.tda.day2@gmail.com byMarch 21, 2019This is a one-day offering for participants to share theirexperiences in implementing TDA prompts and to engagein learning opportunities focused on instructional strategiesand their impact on student performance. Participants willexamine student responses in relation to multiple measures(including rubric scores) to evaluate student learning needs.Participants will leave with a TDA lesson plan that is bothtiered and responsive. NWEA will return one draft rubric compiled from yourcohort’s draft rubrics Use the returned rubric to score a few samples of studentwork from each of the High-Average-Low stacks Bring your scored student work samples from the HighAverage-Low stacks to Day 3Learning targets Develop text-dependent analysis (TDA) items forinstruction and evaluation Design responsive lesson plans that supportdifferentiation of TDA-focused instruction to meetvarying student needsReflection and Planning 31
2019 Nebraska Department of Education. No part of this publication may be reproduced or distributed in any form or by anymeans, or stored in a database or retrieval system, without the prior written permission of the publisher.NWEA is a registered trademark of NWEA in the US and in other countries. The names of other companies and their productsmentioned are the trademarks of their respective owners.METAMETRICS and LEXILE are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad.Common Core State Standards (referenced on pp. 14 and 21) 2010 National Governors Association Center for Best Practices andCouncil of Chief State School Officers. All rights reserved.We are providing links to the third-party website(s) contained in this material only as a convenience, and the inclusion of linksto the linked site does not imply any endorsement, approval, investigation, verification, or monitoring by us of any content orinformation contained within or accessible from the linked site. NWEA does not control the accuracy, completeness, timeliness, orappropriateness of the content or information on the linked site. If you choose to visit the linked site, you will be subject to its termsof use and privacy policies, over which NWEA has no control. In no event will NWEA be responsible for any information or contentwithin the linked site or your use of the linked site. By continuing to the linked site you agree to the foregoing.February 2019 NETDA PL20769
modifications in the Grade 8 Rubric for TDA template in Google Docs. Option 3: Create a new rubric. Using the current Nebraska TDA Scoring Rubric as a guide, draft a new eighth-grade rubric using the Grade 8 Rubric for TDA template in Google Docs. Think about these qu
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