The Adventures of TDA: Chapter 3

On Wednesday we began a new story. The story “Charles” by Shirley Jackson intrigued the sixth graders as they read about Laurie, a kindergartner who came home for lunch daily to tell his parents all about Charles, the bad kid who caused all kinds of trouble and chaos in the classroom. The twist ending caused explosive conversations!

Students turned and talked about possible lenses that would work well with this particular story. I love having students determine the possible lenses and am always excited when they come up with one I didn’t even think about! One student who typically struggles asked if repetition would work for this particular story. I asked what he meant and he was able to give several examples of different kinds of repetition. YES! Not only did he come up with a great lens, his idea was used by a lot of partnerships as their focus…what a confidence builder!

I reminded students of the work we needed to do before moving into writing because if they don’t take the time to do the thinking work with the strategy I taught them last week, then they would not be able to successfully and confidently write their text dependent analysis. Partnerships made a plan for the lens work they were going to tackle that day and then they got to work.

While students worked I pulled up to partnerships and coached them into finding examples of the lens they were examining. Some needed specific direct instruction, for example, to determine who was saying what when they were examining dialogue between multiple characters.

After class I looked through their work and noticed a lot of identifying but not a lot of annotating. Without the annotating I knew they would struggle to see the patterns. So I knew they needed more modeling of this work.

I showed them how I notice something, immediately pause, and annotate with my thinking. This definitely helped move many students to combine this work instead of only underlining evidence of their lens thinking they would go back and annotate after. Once students made a plan for the independent work, they went of to do the work in their partnerships. I was able to conference with every partnership and pull two small groups.

The next day the students continued to examine with one lens and move onto a second, and some even a third, but first I wanted to push their thinking about coming to new understandings. Students were feeling super confident in their thinking about character at this point, but I wanted them to use that confidence to push theme work, which was not an area they had strength.

I continued conferring with partnerships and pulled a small group that needed coaching to make the their theme universal.

Friday we moved into our last story, “Into the Rapids” which I snagged from www.commonlit.org. The idea of using three texts in the past week was twofold: to provide students with ample opportunity to practice using the strategy while using a variety of lenses to focus their reading and to provide choice when it’s time to begin writing a TDA. Each student will choose the text from the three they will use to practice using the writing strategies for TDA,

Since we were on our third text, students felt very comfortable digging right in with their partners and were all engaged in the lenses they chose. By the end of today, I was overwhelmed by the level of thinking they were bringing to the text. One particular student who struggles and receives EL support has grown so much in the last week. His partner was absent on Friday and while he was only able to finish one lens during the independent time, his thinking made me so proud.

While moving around to confer with partnerships, I was coaching one group into theme when we realized that we needed to tweak the strategy. This was a great opportunity for a midworkshop interrupt and ended up helping many other partnerships too. Midworkshop interupts are great when coaching students through a strategy and realizing something that others may need to use too!

They will have some time to finish up their thinking work, but many will be ready to move onto choosing and organizing their best thinking to begin writing. We will continue to use the anchor chart created at the start of this mini unit to drive our minilessons. I did add writing in third person to the chart as that is what is expected based on the learning progressions for text dependent analysis! Here are more examples of the thinking that came from Friday’s work.

The Adventures of TDA: Chapter Two

On Thursday we started the class with a read aloud of Gary Soto’s short story, “Seventh Grade”. The sixth graders, who are anticipating their move to middle school in a few months, loved the story about a boy named Victor who was starting his first day of school in seventh grade.

After the read aloud, students turned and talked about what the story was about while I listened in. Since they had a solid understanding of the events, I presented the teaching point.

Then using the text, I modeled by looking through the lens of inner thinking.

I then asked partnerships to make their plan for the day. They could choose to examine the text through the lens of Victor’s actions or through Victor’s speech. Once partnerships had a plan they got to work using one color to underline all evidence of either speech or actions and looking closely to find patterns.

On the second day partnerships turned and talked about other possible lenses and then chose a second lens to look through from the list.

The sixth graders did amazing work in their partnerships. While they worked, their teacher and I moved about the room sitting with partnerships to coach them through the strategy.

We were flexible with each partnership. Some were only able to accomplish one lens, many two lenses, but one partnership got the hang of it quickly and was able to practice looking through three lenses by the time we finished day 2. All partnerships finished day 2 with more of an understanding of the strategy for analysis.

Notice that students did not need to write the TDA to show their thinking. This is HARD work and HEAVY lifting for the students. Before they can write TDA essays, they need the time to gain their confidence in using the strategy for analysis.

Students Need

  • A lot of modeling of the strategy
  • A lot of time practicing using the strategy in partnerships
  • A lot of time being coached through the strategy
  • A lot of choice in what they are looking closely for
  • A lot of time, opportunities, choice, and talk to gain confidence

Notice the students engage with the text by doing all of their work on the text. They do not need graphic organizers created for them or worksheets to fill out. They need the strategy, the text, their partner, choice, modeling, and coaching.

On Tuesday we will put “Seventh Grade” aside and look at a new text. I am so excited to see how they tackle this next short story with confidence!

Active Reading Beyond ELA

This year the fourth through eighth grade ELA teachers went through three days of training in text dependent analysis. The general idea is that students read through lenses in order to notice patterns and come to a new understanding.

In the reading workshop, students choose the lenses they are using to notice and note while reading their independent reading novels and book club books. As a result of the training, we have begun to put together menus of lenses and types of understandings that best work with each of the units.

Here is an example of a basic menu of lenses and understandings for one particular unit. As teachers model additional lenses, these too are added as options.

In content areas such as social studies, students can read historical fiction through some of these same lenses in order to get to a new understanding such as theme to determine our takeaways as readers– what we now know, think, feel, or believe as a result of what we notice in historical fiction.

Students choose two lenses to actively read.

For example, what do I notice about the psychological setting (lens #1) and the actions (lens #2) of the characters.

Students jot what they notice while reading or at the end of reading depending on preference.

Students use their notes to look for patterns within the lenses they are noting. Maybe a character acts differently in different settings depending on who is there or the mood the setting creates.

By looking at what they’ve noticed and the patterns they are seeing in their observations, students can use that to come to a new understanding such as theme by asking themselves, what does the author want me to know, think, feel, or believe about that?

The same work can be done with nonfiction text using lenses that are specific to that genre. Below are examples of the lenses and types of understanding that can be used with nonfiction text.

Below is an example of my notes while looking through the lens of word choice while reading an article.

Specific lenses and understandings can be used for historical fiction reading in the social studies classroom. See some examples below.

Below is a short story annotated using the lenses of character actions and speech.

When students cannot write directly on the text, they can stop and jot in their notebook as seen below.

Much like discussions, noting is driven in student choice. Students in one book club can each choose two from a menu. There may be some overlap, and that it okay. After a few days to a week, students can switch out and read through new lenses, too.

By actively reading through lenses in order to notice patterns that lead to a new understanding, students are thinking deeply about what they are reading, able to have better discussions, and have the evidence to cite in writing.