[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-289980-105":59,"doc-detail-289980-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","text-dependent-analysis-k-3-exploration-report-may-31-2022","Text Dependent Analysis: K-3 Exploration Report - May 31, 2022","","K-3 Exploration Report examines Text Dependent Analysis (TDA), a college- and career-ready assessment writing task used in Pennsylvania System of School Assessment (PSSA) for grades 4–8. The report explains how TDA requires students to read literary or informational texts, use explicit and implicit evidence, and write analyses that reflect author intent through elements such as tone, setting, theme, and character choices. It reviews prior TDA exploration efforts with teachers, studying how training and professional development shape instructional strategies and student performance, and outlines the study’s purpose, participants, meetings, data analysis, results, limitations, and next steps.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/text-dependent-analysis-k-3-exploration-report-may-31-2022/289980/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/text-dependent-analysis-k-3-exploration-report-may-31-2022/289980.png","ImageObject",300,407,{"name":92,"@type":93},"Anda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-09-17",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is Text Dependent Analysis (TDA)?","Question",{"text":112,"@type":113},"TDA is an assessment writing task that asks students to analyze literary or informational texts by using explicit and implicit evidence to support analysis, reflection, and research.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does TDA go beyond reading comprehension?",{"text":117,"@type":113},"TDA prompts require students to examine the deep meaning and reading elements and to explain how interrelated elements (such as theme, tone, and character choices) are revealed through the text.",{"name":119,"@type":110,"acceptedAnswer":120},"What were prior TDA exploration studies designed to evaluate?",{"text":121,"@type":113},"They evaluated how key skills behind TDA performance interact, the impact of teacher TDA training on student performance and teacher understanding, and how the type and amount of professional development influence classroom instructional strategies and outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},289980,1789639252,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962075006959,"https://ap-avatar.wpscdn.com/avatar/e0002397efbe92a78e?_k=1776741047341049297","# Text Dependent Analysis:\n\nK-3 ExplorationReport  \nMay 31, 2022  \nRespectfully Submitted by: Jeri Thompson, Ed.D.  \nTable of Contents  \nIntroduction to Text Dependent Analysis ....................................................................................... 3  \nPrevious Text Dependent Analysis Explorations ........................................................................... 3  \nPurpose of Current Study................................................................................................................ 5  \nParticipants................................................................................................................................. 5  \nMeetings...................................................................................................................................... 6  \nData Analysis and Results .............................................................................................................. 9  \nLesson Catchers .......................................................................................................................... 9  \nUnstructured Discussion about Teacher Learning................................................................... 14  \nStudent Work Samples and K-2 Learning Progression ............................................................ 15  \nSynthesis of Data .......................................................................................................................... 17  \nResearch Question 1 ................................................................................................................. 17  \nResearch Question 2 ................................................................................................................. 18  \nLimitations .................................................................................................................................... 19  \nDiscussion ..................................................................................................................................... 20  \nInstructional Implications......................................................................................................... 21  \nCurricular Implications ............................................................................................................ 21  \nAssessment Implications ........................................................................................................... 22  \nConclusion and Next Steps ........................................................................................................... 22  \nReferences..................................................................................................................................... 23  \nAppendix A: Lesson Catcher ........................................................................................................ 24  \nAppendix B: Third Grade Passage, Prompt, and Student Responses........................................... 25  \nAppendix C: Deconstructing Standards Template ....................................................................... 35  \nAppendix D: Instructional TDA Lesson Plan Template .............................................................. 36  \nAppendix E: DRAFT K-2 TDA Learning Progression................................................................ 38  \n## Introduction to Text Dependent Analysis\n\nText dependent analysis (TDA) is a college and career ready item on the Pennsylvania System ofSchool Assessment (PSSA) which is administered to students in grades 4-8. This item is alignedto the standard that expects students to write in response to text, and specifically asks students to“draw evidence from literary or informational texts to support analysis, reflection, and research.”Text dependent analysis requires students to read a literary or informational text and then useeffective communication skills to write an essay in response to a complex prompt. A responsereq","cbCaieq3iZrvNKck","https://ap.wps.com/l/cbCaieq3iZrvNKck","pdf",2192096,39,"English","# Introduction to Text Dependent Analysis\n## Previous Text Dependent Analysis Explorations\n## Purpose of Current Study\n## Participants\n## Meetings\n## Data Analysis and Results\n## Research Question 1\n## Research Question 2\n## Limitations\n## Discussion\n## Instructional Implications\n## Curricular Implications\n## Assessment Implications\n## Conclusion and Next Steps\n## References\n# Appendix A: Lesson Catcher\n## Appendix B: Third Grade Passage, Prompt, and Student Responses\n## Appendix C: Deconstructing Standards Template\n## Appendix D: Instructional TDA Lesson Plan Template\n## Appendix E: DRAFT K-2 TDA Learning Progression","[{\"question\":\"What is Text Dependent Analysis (TDA)?\",\"answer\":\"TDA is an assessment writing task that asks students to analyze literary or informational texts by using explicit and implicit evidence to support analysis, reflection, and research.\"},{\"question\":\"How does TDA go beyond reading comprehension?\",\"answer\":\"TDA prompts require students to examine the deep meaning and reading elements and to explain how interrelated elements (such as theme, tone, and character choices) are revealed through the text.\"},{\"question\":\"What were prior TDA exploration studies designed to evaluate?\",\"answer\":\"They evaluated how key skills behind TDA performance interact, the impact of teacher TDA training on student performance and teacher understanding, and how the type and amount of professional development influence classroom instructional strategies and outcomes.\"}]","Text Dependent Analysis: K-3 Exploration Report - May 31, 2022 | PDF",98]