TDA Toolkit
Text Dependent Analysis prompts expect students to read complex text(s), either narrative or informational, and provide a critical response by drawing evidence from text(s) to “support analysis, reflection, and research” using effective communication skills to write an essay in response to a prompt. In their response, a student needs to make inferences about the author’s meaning, using both explicit and implicit evidence to support an overall analysis of the reading elements (literary and literary nonfiction) found within the text. This toolkit is designed to provide guidance and direction to teachers pertaining to the teaching, learning, and assessing of text dependent analysis.
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- Introduction
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Introduction
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The Text Dependent Analysis (TDA) grade-span Learning Progressions (LPs) are designed to be used as an instructional tool. The TDA LPs are structured in grade spans (3-5 and 6-8) with four levels, Beginning, Emerging, Developing, and Meeting. The levels describe the typical path seen in student responses as the student moves toward demonstrating more sophisticated understanding of analysis. The LPs include descriptions of student work which characterize each level from the beginning TDA writer to one who is meeting the expectations of text dependent analysis essay writing. The TDA LPs can be used by teachers to identify student strengths and needs based on what a student can do at a specific point in time. This informs the teacher's instructional decision-making about moving student comprehension, analysis, and writing to the next level.
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- Research
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Research
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Analyzing Science Exploratory Study 2022
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Text Dependent Analysis: Creating Systemic Change 2022
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Text-Dependent Analysis K-3 Exploratory Study Report 2022
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TDA - The Need for a Shift in Instruction and Curriculum 2018
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Text Dependent Analysis Report 2017
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Text Dependent Analysis Report 2015
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- TDA Series
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Text Dependent Analysis (TDA)
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Understanding TDA
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Anatomy of a TDA
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Selecting Complex Texts for Text Dependent Analysis
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Recognizing the Difference between Inference and Analysis
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Purposeful Annotations for Text Dependent Analysis (TDA)
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Close Reading Questions Leading to Text Dependent Analysis
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Text Dependent Analysis: Reading Elements and Structures
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TDA Collaborative Discussions
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Modeling a Text Dependent Analysis Response
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TDA Student Work Analysis
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- Add Learning Progressions Content Item
- Learning Progressions
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Learning Progressions
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The Text Dependent Analysis (TDA) grade-span Learning Progressions (LPs) are designed to be used as an instructional tool. The TDA LPs are structured in grade spans (K-2, 3-5 and 6-8) with four levels, Beginning, Emerging, Developing, and Meeting. The levels describe the typical path seen in student responses as the student moves toward demonstrating more sophisticated understanding of analysis. The LPs include descriptions of student work which characterize each level from the beginning TDA writer to one who is meeting the expectations of text dependent analysis essay writing. The TDA LPs can be used by teachers to identify student strengths and needs based on what a student can do at a specific point in time. This informs the teacher's instructional decision-making about moving student comprehension, analysis, and writing to the next level.
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2022 TDA Learning Progressions
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Understanding TDA Learning Progressions
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- Add Instructional Prompt Guides with Annotated Student Responses, Close Reading Lessons, and Replacement Units Content Item
- Instructional Prompt Guides with Annotated Student Responses, Close Reading Lessons, and Replacement Units
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Instructional Prompt Guides
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The Text Dependent Analysis Instructional Prompt Guides contain the following sections: text complexity, instructional text-dependent analysis prompt, example proficient student response as written by the teacher, grade-level text, annotated student work, and possible instructional next steps. The guides should be used in conjunction with the Learning Progressions. The Text Dependent Analysis (TDA) Close Reading Lessons are designed to be an example pathway for teaching comprehension and analysis of the reading elements. The Close Reading instructional plan guides teachers through the planning and teaching of each lesson, as well as modeling the response to a TDA prompt. The close reading lessons focus on the text excerpt and corresponding prompt in each grade-level Instructional Prompt Guide with Annotated Student Responses. The Text Dependent Analysis (TDA) Replacement Units are intended to supplant units that do not move beyond superficial understandings, knowledge, and skills of English language arts. This is not to suggest that the selected texts in current units of instruction are not complex or appropriate. In fact, there are many high-quality texts in anthologies and other resources that are currently used in classes, schools, and districts. Replacement units provide teachers with a way to reshuffle the texts in order for students to dive deeply into comprehension and analysis of a small set of reading elements using a variety of texts, and to demonstrate the ability to respond to a TDA prompt.
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Grades K-2
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Grades K-2 Annotated Student Work
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Grade 3
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Grade 3 Annotated Student Responses
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Grade 3 Close Reading Lessons
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Grade 3 Replacement Unit
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Grade 4
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Grade 4 Annotated Student Responses
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Grade 4 Close Reading Lessons
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Grade 4 Replacement Unit
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Grade 5
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Grade 5 Annotated Student Responses
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Grade 5 Close Reading Lessons
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Grade 5 Replacement Unit
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Grade 6
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Grade 6 Annotated Student Responses
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Grade 6 Close Reading Lessons
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Grade 7
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Grade 7 Annotated Student Responses
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Grade 7 Close Reading Lessons
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Grade 8
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Grade 8 Annotated Student Responses
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Grade 8 Close Reading Lessons
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