 Oh, and welcome to this webinar. I'm Deb Rogge, one of the professional development consultants at ESU 8 in Neely. I'm going to discuss text-dependent analysis in the classroom. And we're going to specifically focus on short answer questioning and the students answering short answer questions. At the lower right-hand corner of this screen, you will see a Google address. There are resources there that are available for you to use in the classroom. Plus, the passage that I'm referencing today is available there, plus other text-dependent analysis work that I have done. You're more than welcome to use this with your students in any which way or with your fellow teachers. Thanks for being a part of this webinar today. Today's webinar is addressing the Nebraska A-Quest tenants of assessment and educator effectiveness. And the learning goals for this webinar are to review what constitutes text-dependent, and then to learn the strategies to strengthen student skills and text-dependent activities, and then to understand basic principles of text-dependent analysis, multiple choice, short answer, and full length writings. But we are going to focus specifically in this webinar on short answer today. So why do we need to be concerned about text-dependent questions? Well, text-dependent questions make the learning that our students are doing visible. In other words, we don't just hope and pray that it's in their heads and that they know it or they've turned it into their long-term memory. It actually makes it visible because it's there on the paper. We want to make sure that we're keeping our readers in the text, not out of the text. And one of the reasons that we want to make sure that they're in the text and not out is because if they can answer any question that you might present to them and they can answer that question with any previous experiences or previous knowledge that they have, then the question is not dependent upon the actual passage or passages that the students read. Because we really want to promote deeper thinking and critical examination of the text that they're reading and the answers that they're actually providing for us. This movement moving towards this type of writing or a text-dependent writing comes from our higher education suggestion. And what they suggested is that when the students get there, they're able to summarize and they're able to offer them any other type of writing. But when it comes to actually digging into the text, which they've asked them to read, why they're not as strong or as able to do that. Now, text-dependent questions can be offered to students as young as kindergarten and all the way up into the 12th grade. So this particular webinar is for all teachers at all grade levels. So you might be asking this question, as to why does this matter to me? Well, it matters to you because in this moment right now, we want to assure that our students are getting deeper comprehension of the passages that we're asking them to read. In other words, many of you might be familiar with a term called close reading, C-L-O-S-E reading. We want them to get into that passage so that they're actually reading it with depth and with a deeper sense of attaching to the text than what we've asked our students to do in the past when we ask them just knowledge and comprehension types of responses. We also want our students to have a deeper understanding of the structure of the modes of not only passages, but the modes of writing. Because the type of writing that they're going to be here will be more in that it's a dependent type of writing as to what the question item or stem or, in this case, the short response question is asking you to do, which then in return gives the actual writing that they do a deeper writing rather than at the surface, at the knowledge and the comprehension areas. Now, we know that today, in this moment right now, the purpose of this webinar is to teach you, the teachers, and the students the skills on how to approach text. And then we also know that with the revision of the 2014 Nebraska ELA College and Career Ready standards, that it calls for us to be skillful at all grade levels, K through 12, in text dependent analysis. So if that's what we need to do in this moment right now in the future, then we need to be able to have as instructors or teachers ourselves and our students need to have the skill of interacting with the text in order to create a deeper understanding. So we also want our students to be able to respond with confidence to the comprehension items or the text dependent items on the Nebraska State Assessment. So we need to look at a couple of examples or non-examples of text dependent questions that we might ask our students. This slide right here, on the left, it gives you a non-example of a TDA where, on the right, we can see an example of a text dependent analysis item. Let's look closely at the item on the left. Let's read it for what it is. Listen while I read. It says, give three examples of how animals sleep in different ways. Now let's move over and listen while I read the text dependent analysis example. It says, both passages tell us about ways that different animals sleep in the wild. Explain why animals sleep in different ways. Write a well-organized response using specific evidence from both passages to support your answer. Now let's talk about the non-example on the left. It says, give three examples of how animals sleep in different ways. When the item is written in this manner, it allows the student to go into their prior knowledge back into their own long-term memory and recall ways or manners in which animals sleep in different ways. But when we look at the example TDA question over on the right, it gives us a lead-in about different ways that animals sleep. And there are two passages that tell us about that. And then the student is given the task of explaining why animals sleep in different ways. It goes on to say, write a well-organized response using specific evidence. Now that's specific evidence from, and notice it, both is in bold letters, passages to support your answer. So the student or the individual that's responding to this particular item has to explain, and they have to use specific evidence, and they have to find that evidence in both passages. So that's what makes it text-dependent, because in order to be able to accomplish this task, they have to go back into the text, or both passages that they just read. Let's look at another non-example, an example. On the left again, we have a non-example. And it asks the student to identify the literary devices the author uses in the story. Provide evidence from the story in your response. Now here it says just to identify the literary devices. If your student is familiar with the literary devices, they can go from their memory, and they can list those devices. And then they go in at the surface level just to find an evidence from the story. It's something that they could have known from prior experiences, or prior instructional experiences about any of the literary devices. When we look at the text-dependent example, follow along when I read this one. Mood is the feeling or emotion that a reader experiences from a poem or story. Explain how the poet's word choice helps create mood throughout the poem. Write a well-organized response using specific evidence from the poem to support your answer. Now right now, the difference between the non-example and the example is that the examples that identify specifically the literary device of mood. So they're only going to be working with that device. And in the second sentence, it asks them again to explain the poet's word choice and how it creates mood throughout the poem. So that causes them to have to go back into the poem as well about the poet's word choice to create mood. Because the third sentence in the prompt or the question tells the students to write a well-organized response using specific evidence from the poem to support your answer. And that is specific evidence of the poet's word choice to help create mood. So you see the example causes the student again to go back into the passage or the poem in order to be able to create and draft and revise their answer. Whereas the non-example offers any type of literary exam. It doesn't talk device. It doesn't talk about any special device that they should work at and only provide evidence. So you can see how much more specific the text-dependent analysis requires the student to be as over a non-example what it requires the student to create their answer. So what do text-dependent short item answers look like? And overall, the purpose or the task that students have to do is they will have to be able to respond in text-dependent short answer questions on informational or other genre passages. So we know that that is true. The success criteria that we'll be looking for in our students and we'll share with our students is that their answer will include a rewriting of the question, evidence from the article, and an appropriate citation of evidence of that source. So those are the three key things we're going to be looking for in that response from the student. Now, there is a short protocol or a formula that you can use with your students in order to answer short answer text-dependent items. First, it's very simple and very common is to read the question or read the item. And then the student or the writer needs to change the question into part of the answer, and they need to make sure that they write that down. And if they're in a situation where they're answering on, like, say, the Nissan or something, a piece of scratch paper will do that. But if you're doing practice or guided practice within the classroom, that can be just on a piece of any paper or it can be on a tablet. It can be on an erasable, I'm losing the answer, like a whiteboard or anything like that. So then, number three, they locate the evidence in the text that can be used in answering the question. Usually, we ask the students to either underline or list the evidence that they're going to use and highlight that. And even in the Nissan, it's available for students to highlight or underline evidence. Then number four, they complete the answer. And there's two steps to completing the answer. They have to incorporate the evidence into their answer. And they have to indicate the source of the evidence or where did they find that? So to wrap it all up, the student needs to reread and fix up their answer. That means that they need to revise and they need to answer these two questions when they're revising. Does your answer answer the question, does it make sense? And when they're editing, of course they need to be looking at those common conventions of spelling, punctuation, and capitalization. If you look at the NDA, TDA rubric, and I'm going to call that up here right now, the rubric is in its draft form right now. And it'll be in draft form. Let's see if it's get this down a little bit. There we go. It'll be in draft form until cut scores have been determined. But the most current form of the Nebraska TDA rubric is from August 1st of 2016. Now, we notice on this rubric that it has four scoring points that our students can score at. And it has three domains of which they are scored on. Each domain at each scoring point has analysis of text and use of evidence, have three bullets, and writing skills have four bullets that we're looking at. Now, when you're looking at the Nebraska rubric, it's very important that we look at the underlined or key words in the black bar. A scoring point of one is minimal. So we look at all of these indicators in analysis of tests, text use of evidence, and writing skills. And these are all identified as minimal. When we look at a level two performance, it is partially effective, partially effective. So as we can see in analysis of text, addresses some parts of the task. So they're working on it. They have some, they're close to being effective, but they just don't have all of it addressed, integrates, partially integrates evidence, partially provides some relevant and or accurate evidence from the text, generates a partially focused response, so on and so forth. The level three is effective and effective, effective analysis, and so it addresses all parts of the task that is an analysis of the text, use of evidence, and then the writing skills. So we have all of these indicators with each of those domains, which tell us how our students perform. Then at the level four, it's exemplary. This describes what an exemplary response, what qualities you'll see by all of the bullets are here. Now see, it thoroughly addresses all parts of the task. Thoroughly, thorough, there's a thorough right here. Skillfully integrates, thoroughly supports the analysis, all of those. So when you're working with your students, the key words to remember are minimal, partially effective, effective, and exemplary. Those are the scoring points. Just to give you a little quick aside, no. That's how you use. I'm not going to tell you that information right now. That's how you interpret and how you use this rubric. Let's go back to the PowerPoint. Oh, I see. Excuse me. I'm using a different. So we're answering and we're moving on. So we're going to use a passage. Actually, it's two passages called Adventurous Storyteller for our short-answered text-dependent item work today. These are the three text-dependent questions that we're going to be answering today. Question number one is, London caught the gold rush fever and in 1897 headed for Alaska. When did he not, when he did not discover gold, what did he discover, which was more valuable? The second TD item is, what did London mean when he said I would rather be a superb meteor every atom of me in magnificent glow than a sleepy and permanent planet? And the third TD item is, characterize the relationship between buck and curly and the other dogs on the Norwhal. So I'll take you through the protocol that we had the short-answered protocol here. And we're going to go step by step through question one. All right, now remember, step one asked us to read the question. So let's read the question. London caught the clondite gold rush fever and in 1897 headed for Alaska. When he did not discover gold, what did he discover, which was more valuable? OK, we've read the question. Step two is to change the question in parts of the answer and write it down. So the question was, when he did not discover gold, what did he discover, which was more valuable? So you've changed the question to part of the answer. When London did not discover gold, he discovered. And I've written this down right here. It's right in front of me. If I was a student, I'd have it either on my answer sheet or on a piece of paper where I was working my answer through. Let's continue to step three. Step three says to locate evidence in the text that can be used in answering the question. Underline or list the evidence. So I went back into the text, and this is where I found the evidence that can be used in answering the question. And I underlined the evidence that I found. Because it says that London caught the gold, clondite gold rush fever in 1897, he headed for Alaska. He didn't find gold, but he discovered something even more valuable. And the next sentence, what I underlined and highlighted here is what he found. Because he found that people enjoyed listening to the stories he made up with his vivid imagination. So that was step three, to find my evidence. Now, I have to, in step four, complete my answer. Because first, I need to indicate the evidence into my answer. And then also, I need to incorporate the source of my evidence. Now, when you're writing a text dependent short answer and you don't have to be like MLA style or anything like that, when you cite the source of your evidence, notice here in my work, I have used a phrase. According to the article, that's where my evidence is. And then again, in the blue is, when London did not discover gold, he discovered. And then I pulled directly from my text the answer, the evidence of what he did discover. He discovered he could use his vivid imagination to create and tell stories to the people which they thoroughly enjoyed. So that is real important, because first of all, I indicated the source of the evidence, added it to my sentence starter where I reworded the question, and then I incorporated the evidence into my answer. Now, in the resources that I have available for you, I have sentence starters. And if you've had an opportunity to watch, here's sentence starters for citing evidence. And you can share this with your students. You're able to print it down. It's in the resources, so you can get that. So notice that according to the text is the first item that I offered to you, and I used in my response to the question or the item. There are a lot of other ways, and make sure that you model for your students, and then you share with your students these different sentence starters and how you use them for citing the evidence. Now, the citation for the evidence doesn't always have to be the first thing that comes. It can be in another sentence found within the answer, or it can just as long as the person who you are writing for can know where you've located your evidence. OK, so then remember in step five, we need to reread and fix up our answer. So first of all, we look at the revision part of it. Does your answer answer the question? Does it make sense? Well, OK, let's read through it. According to the article, when London did not discover goal, he discovered he could use his vivid imagination to create and tell stories to the people which they thoroughly enjoyed. Yes, there's a beginning and ending. I have my citation of where I have found my evidence. Yeah, it looks pretty good to me. Then the next thing I need to do is edit. I need to check my spelling, my punctuation, and my capitalization. Let's look at that a little bit. Is there anything I did not do or where I could make it better? No, I think it looks pretty good right now. OK, good. So we have answered question number one. So let's go on and let's look at constructing the answer for item two. So read the question. What did London mean when he said, I would rather be a super meteor every atom of me in magnificent glow than a sleepy and permanent planet? OK, so remember, step two was to reread the question to change it into part of the answer and write it down. So let me think about this. OK, I think I'm going to do this. London's quote means. Now notice, I didn't rewrite the quote or anything, but I referred to the quote. So I changed the question into part of the answer and this is how I wrote it down. In step three, I need to locate evidence in the text that can be used in answering the question. I need to remember to underline or list the evidence. Let's see. Let's find the evidence in the text. OK, this is the text. It says, London resolved to live a full and exciting life. He once said, on and on and on and on and on. Oh, here's some evidence. Each day he pushed himself. Now read on, read on. His goal was to write at least 1,000 words every day. OK, also it says he refused to stop even when he was sick and he published 51 books and hundreds of articles and was the best-selling and highest-paid author every day and people also considered him to be the best writer. All right, now there's quite a bit of evidence here that I can use. I probably want to think about what specific evidence do I want to share as to what the quote means about I'd rather be a super meteor and so on and so forth. So maybe let's see. Let's see. So in step four, I have to complete my answer. I have to incorporate the evidence into my answer and indicate the source of the evidence. So let's see. What if I wrote it like this? The text says that each day he pushed himself. It goes on to share. London had a goal of writing at least 1,000 words a day. Because of his dedication to his work, he published 51 books and several articles. Finally, many people consider him to be one of the best American authors. Now notice that I have quoted here. I said the text said I listed all of my answers and that he never stood still. So I gave one, two, three, four, four pieces of evidence and indicate the source of your evidence. I said the text says it goes on to share and that puts me right back into the text. OK, OK, OK, very good. All right, so let's go on to step five. We want to reread and fix up our answer. Means that we have to have revision and editing. OK, let's look at it. Is there a capitalization? My spelling. How about my punctuation? Looks good. OK, then I can move on to the next question. All right, so the third question that we had was to characterize the relationship between Buck and Curly and the other dogs on the Norwell. Here I have put the whole process on one page. Step one, remember, was to read the question, characterize the relationship between Buck and Curly and the other dogs on the Norwell. Step two was to change the question into part of the answer and write it down. The excerpt from the book states the relationship between Buck and Curly and the other dogs on the Norwell was, and I need to identify my evidence. So I had to go back into my passage and find the evidence. OK, so highlighted and underlined it are my other pieces of evidence that I found in order to characterize the relationship. OK, so step four says I need to complete my answer by incorporating the evidence and indicating the source. So this is what I wrote. It said the excerpt from the book states the relationship between Buck and Curly and the other dogs on the Norwell was that of you don't bother us, we won't bother you. The text says the big Snow White fellow was friendly in a treacherous sort of way. While the other dog was gloomy and morose, he desired only to be left alone. Buck and Curly were on their own with no help or support from the other two dogs. OK, so now step five says to reread and fix up our answer. So does the answer answer the question and does it make sense? And how's my spelling punctuation and my capitalization? OK, so indicated the evidence. I used my quotes correctly, commas, capital letters. OK, spelling looks good. OK, so then I can submit that answer. If you teach your students this process, it'll be much easier for them to craft a text-dependent answer for the particular text-dependent question they are asked to respond to. OK, now remember that students need to be able to respond to text-dependent short answer questions on an informational or other genre passage. I know this is a different way of looking at short answer, but think about this. When you have a student respond to a short answer question or item that you might have asked, and they only have to rely upon their knowledge with a single word, a phrase, or other, and not actually go back into the passage, they truly are not doing a text-dependent short answer. What you might want to do, if that's the case that you want to have those kind of short answer where they use words or phrases, maybe you want to actually make those into fill-in-the-blanks or word your item in such a way that your student knows that they need to cite evidence from the passage when they write a text-dependent. And they have to be able to find the evidence there. Now remember that the success criteria for a text-dependent short answer item is the answer will include a rewriting of the question, the evidence from the article, and an appropriate citation of the evidence source. So I want to thank you again for watching this webinar on text-dependent writing and writing to particularly a short answer text-dependent question or item. If you have any other questions or you have any other needs, don't hesitate to tap into the resource tool that I provide for you. And I also at this time want to remind you that in the description of this webinar, there is a Google link, which will take you to the resource tools if you go out to the web to find them. Thank you, and we'll talk to you again soon.