JThompson

Center for Assessment

During our Session #2 meeting we examined grade level texts in order to develop Text-Dependent Analysis (TDA) Questions/Prompts. Each grade level group developed a question. Below are these questions along with the wonders, clarifications, comments, and recommendations.

Fourth Grade: Drawing Horses

COHORT I

Question 1: At the beginning of the passage, Marisa states “If I could draw like Euphemia, I’d sign all of my pictures ‘Marisa’.” At the end of the passage she says “It doesn’t look exactly like one of Euphemia’s horses, of course. But, I already know that when this drawing is finished, I’ll be signing it Marisa.” Write an essay analyzing how these quotes show Marisa’s character development. Use evidence from the text to support your answer.

Notes:

  • This question is intended to focus on internal conflict, change, and growth of character. Quotes within the question indicate the change in character.
  • Teachers wondered whether this question is too wordy and would this be an issue for fourth grade students.

Question 2: At the end of the passage, the main character states “But I already know that when this drawing is finished, I’ll be signing it Marisa.” Write an essay analyzing why the author chose to end the passage in this way. Use evidence from the text to support your response.

Question 3: Throughout the text, Marisa struggled to draw a horse as beautiful as Euphemia’s. Write an essay analyzing how her persistent efforts lead her to sign her name, Marisa on her artwork. Be sure to use evidence from the text to support your answer.

Question 4: How did the character develop throughout the story? Write an essay to analyze Marisa’s how her feelings about drawing horses changed throughout the story. Use evidence from the text to support your answer.

Notes:

  • PSSA assessments will probably not begin with a question as stated above.
  • Although the prompt asks for analysis, will this question cause students to want to list or bullet answers?

Question 5: Marisa’s feelings change throughout the text. Write an essay analyzing how her feelings change by providing evidence from the text.

COHORT II

Question 1: In the beginning, the author states Marisa’s desire to draw horses like Euphemia so that she can sign Marisa on her drawings. At the end of the story, the author has Marisa wanting to sign her own drawing using the name Marisa. Why do you thinkMarisa feels that she needs to sign her name? Cite evidence from the text to support your answer.

Notes:

  • Instead of using the language of“why do you think”, it is recommend that the language to be used is “Analyze why the author reveals that …”
  • Wording should include: “Write an essay…”.

Question 2: Throughout the passage, changes occur in Marisa’s attitude. Analyze the changes Marisa experienced from the beginning to the end of the passage. Write an essay to explain how the author uses the change that occurs in Marisa’s attitude to establish a message to the reader. Use evidence from the passage to support your response.

Notes:

  • “…changes occur in Marisa’s attitude is considered a good lead-in.
  • The prompt addresses author’s method and craft (“…explain how the author uses the change”).
  • There may be a mixed message transitioning from change in attitude to author’s message. Option 1: “Write an essay analyzing the changes that occur in Marisa’s attitude from the beginning to the end of the passage.” Option 2: “Write an essay analyzing how her actions contributed to the change in her attitude toward her drawing.”
  • Analyzing implies “explaining the how and why”

Question 3: In Drawing Horses, Marisa struggles with her own need to compare her drawings to Euphemia’s drawings. Write an essay analyzing how Marisa overcomes that struggle. Use evidence from the passage to support your response.

Notes:

  • The use of “struggles” in this prompt was considered to be a good word choice.

Question 4:The author uses imagery throughout the passage. Analyze how these vivid images help you to understand Marisa’s transformation of becoming self-confident. Write an essay using the text to support your response.

Notes:

  • The use of “imagery” was determined to be inaccurate and a better choice would be: “descriptive language” or “word choice”.

Question 5: The following quote from Drawing Horses serves as a turning point for the story, “They’d never be free spirits like Euphemia’s horses, but they did seem patient and strong.” Write an essay analyzing how this quote demonstrates the change in Marisa’s attitude toward her drawing. Use evidence from the text to support your response.

Notes:

  • The quote used in this prompt indicated the moment that Marisa changed.

Fifth Grade: Little by Little, Piece by Piece

COHORT I

Question 1: This passage discusses different choices made by three brothers. Identify a possible theme communicated through this passage. Write an essay analyzing how the actions of the brothers demonstrate this theme. Use information from the passage to support your response.

Notes:

  • Student s will probably not be asked to “identify” on the PSSA; however, instructionally this is a good question to ask to find out if they can determine a theme from a passage.
  • Could be rewritten as: Write an essay analyzing how the actions of the brothers demonstrate a theme.

Question 2: In the passage, the phrase “little by little, piece by piece” is repeated. Write an essay analyzing how each brother interprets their father’s advice and learns a lesson. Use text evidence to support your analysis.

Notes:

  • Rather than “interprets”, a more effective word could be “responds to…” or “uses” their father’s advice. Since not all of the brothers listened to their father’s advice, the wonder is whether there was truly a lesson learned by the younger brother since he simply followed father’s advice? And how do we interpret the middle brother since he was seen more like a follower of the older brother?
  • This prompt allows for multiple ways to organize the essay-focus on different brothers or different years.

Question 3: In the passage Little by Little, Piece by Piece, the author describes the decisions that were made by the brothers as they spent their father’s fortune. Write an essay analyzing why this title is appropriate for the passage. Be sure to use evidence from the text to support your response.

Notes:

  • Prompt allows for understanding to the meaning of the proverb or theme and provides an opportunity to analyze how each brother responded.

Question 4: In the story Little by Little, Piece by Piece, the meaning of the phrase changes (influences) throughout the story to show character growth and development. Using textual evidence to write an essay analyzing how the phrase LBL,PBP takes on different meaning to different characters throughout the story.

Notes:

  • The meaning of the phrase “show character growth and development” shows the trends over time.
  • This prompt allows for examples to be found for each brother.

COHORT II

Question 1: Prior to his death, the father always used the phrase, little by little, piece by piece. Write an essay analyzing how this phrase reflects the theme of the passage. Be sure to cite evidence from the text to support your answer.

Question 2

After reading Little by Little Piece by Piece, write an essay analyzing why LBL,PBP is an appropriate title for this passage. Be sure to use evidence from the text to support your analysis.

Notes:

  • Focuses on author’s purpose and implied main idea.

Question 3

Write an essay analyzing the younger brother’s intentions when he states to his brothers “Our wealth is here in the land if we work together and buy more land. Little by little, piece by piece, our fortune will grow.” Cite text evidence to support your response.

Notes:

  • Wonder: is the intention clear at the beginning of the passage? Students will need to cite text evidence that demonstrates the build-up to the quote. Should the prompt be reworded in such a way that indicates the events leading up to his statement?

Sixth Grade: The Perfect Swim

COHORT I

Question 1: Skye, won the race and qualified for the state finals. Analyze how the author’s word choices helped to convey Skye’s path to victory. Write an essay using evidence from the text to support your response.

Notes:

  • “Word choice” will probably be the wording used on the PSSA.

Question 2: A young girl named Skye is determined to qualify for the state swimming competition. Write an essay analyzing how Skye’s change in behavior affects her ability to achieve her goal. Cite information from the text to support your answer.

Notes:

  • “change in behavior” implies something different from beginning to end. In this passage, there was not a significant change in behavior.

COHORT II

Question 1: Many themes are evident in the passage, The Perfect Swim by author S.L. Rottman. Write an essay analyzing one of the themes found in this passage. Cite textual evidence from the passage to support your claim.

Notes:

  • Allows for multiple responses from students.

Question 2: The author organizes Skye’s thoughts to show growth as a character throughout the story. Write an essay analyzing how Skye’s thoughts evolve. Cite evidence from the text to support your analysis.

Notes:

  • “show growth” implies something different from beginning to end. In this passage, there was did not appear to be a change in the character.

Question 3: Skye’s character and author’s message are evident in the passage, The Perfect Swim. Analyze how Skye’s character helps to contribute to the theme in the story. Cite evidence from the text to support your answer. Write an essay analyzing how Skye’s character contributes to the theme of the story…….

Notes:

  • “character and author’s message” seems confusing and may lead students to think there are two different points to respond to.
  • Adding “theme: creates additional confusion – is theme the same as author’s message? It is unclear what students are expected to address in this prompt.

Seventh Grade: Uncle Timothy’s Ships

COHORT I

None

COHORT II

Question 1: Write an essay analyzing how (foreshadowing) figurative language (e.g. imagery, metaphor, foreshadowing, etc.) contributed to the central idea of the passage. Cite evidence from the text to support your response.

Notes:

  • It is very possible that examples of figurative language will be included in a parenthesis for students.

Question 2: In Uncle Timmy’s Ships, the author centers many of the interactions around ships and the sea. Based on the outcome of the story, write an essay analyzing why the author chose to center these interactions around ships. Cite evidence from the text to support your analysis.

Notes:

  • This prompt is asking students to address foreshadowing. It probably would make sense for the prompt to actually address this concept if this is what is desired in the response.

Eighth Grade: The Raft

COHORT I

Question 1: Authors often use literary devices to develop character motivations. Write an essay analyzing how the author uses flashbacks to develop Dewey’s desireto build a raft. Use textual evidence to support your answer.

Notes:

  • Many options of literary devices are available within the passage for students to discuss.
  • Would “excitement” be a better word to use in place of “desire”?
  • Focusing on just flashbacks may be too limiting as a culminating TDA. This may be better suited as an instructional prompt within the middle of a unit on literary devices.
  • Would this prompt lead students to list the flashbacks and is there enough information in the passage to allow students to analyze the “development” of Dewey’s desire?

Question 2: This excerpt from Trouble River details Dewey’s pride in his accomplishment in building a raft. In this passage, the author’s tone is clearly present in the writing. Using specific evidence from the text, (e.g. descriptions, word choice, text structure, characterization, point of view) write an essay analyzing the author’s attitude toward Dewy.

Notes:

  • Tone is clearly evident in this passage.
  • It seems a bit leading to let students know that the “tone is clearly present in the writing.”
  • Is “attitude” the same as “tone” or leading students to understand how you determine tone? This prompt would be clearer to identify specifically what is needed from students.

COHORT II

Question 1: In the text, The Raft, Betsy Byers instills a great sense of pride within the character Dewey. Write an essay analyzing how the author developed pride in Dewey’s character. Use evidence from the text to support your response.

Notes:

  • This prompt is asking for literary elements: dialect, imagery, internal dialogue. Should the prompt actually ask about these elements?

Question 2: The author of The Raft describes Dewey’s sense of self-pride. Write an essay analyzing how the author’s techniques develop this trait. Be sure to cite evidence to support your analysis.

Westmoreland IU TDA Meeting

February 4 & 5, 2015

Proposed TDA Questions