Text Dependent Analysis in YOUR classroom: Part 2

Text Dependent Analysis, a major focus of the Math and English Language Arts/Literacy (ELA) Common Core State Standards (CCSS), was the topic of our blog post last week.  Its focus is on gathering evidence and insight from inside a text, rather than outside of it (i.e. not dependent on background knowledge).  The questions associated with the analysis must be able to be answered only from evidence from the text.  This week, we’ve found some ideas to help you incorporate this strategy into your instruction.

In the Math classroom…

Text dependent analysis is a key focus of our practice standards.  The math practices are the “how” to the “what” of our math content standards. A strong text dependent question in math would invite students to interpret and analyze the answer to a problem as well as analyze the mathematical process.  Characteristics of text dependent analysis in math include:

Text Dependent Q's Math

Which of the words in the right column are you using during class discussion, homework, and assessments?  Consider choosing one or two to include in your next lesson.

In the ELA/Science/Social Studies classrooms…

Remember, text dependent analysis does not mean asking students to complete a scavenger hunt for simple recall answers.  Rather, this strategy asks students to interpret the theme, as well as analyze syntax, vocabulary and the effects of word choice.

The excerpt below is from a document called, “A Guide to Creating Text Dependent Questions” from the website, Achieve the Core.  The website was created by the authors of the CCSS and includes resources helpful in implementing the ELA and Math standards. Consider choosing one of the tasks to incorporate into your next lesson.

Good text-specific questions will often linger over specific phrases and sentences to ensure careful comprehension of the text—they help students see something worthwhile that they would not have seen on a more cursory reading.  Typical text-dependent questions ask students to perform one or more of the following tasks:

  • Analyze paragraphs on a sentence-by-sentence basis and sentences on a word-by-word basis to determine the role played by individual paragraphs, sentences, phrases, or words
  • Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another
  • Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole
  • Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts
  • Question why authors choose to begin and end when they do
  • Note and assess patterns of writing and what they achieve
  • Consider what the text leaves uncertain or unstated

Other examples from Achieve the Core:

Text-Dependent Q Examples

How do you incorporate Text Dependent Analysis into your lessons?  Leave a comment for us!  

And, let us know if we can help.


3 thoughts on “Text Dependent Analysis in YOUR classroom: Part 2

  1. aweekoraweekend

    This is a great follow up entry to last week’s, and does just what you said you would do. I like the specific examples for both math and ela/sci/ss and your invitation to try just one or two – that doesn’t seem too overwhelming. Great tags, too. The more the merrier.

  2. Pingback: The Hard Work of Non-Fiction | coaches corner blog

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s