This toolkit provides teachers, curriculum coordinators, and school leaders with the information and resources needed to understand the underlying expectations of text dependent analysis. It also includes instructional materials to support the effective implementation of text dependent analysis in the classroom. 

The resources below were developed to support educators in teaching the essential components of analysis and in preparing students to craft effective responses to text‑dependent analysis prompts. 

The Text Dependent Analysis (TDA) grade-span Learning Progressions (LPs) are designed to be used as an instructional tool. The TDA LPs are structured in grade spans (K-2, 3-5 and 6-8) with four levels, Beginning, Emerging, Developing, and Meeting. The levels describe the typical path seen in student responses as the student moves toward demonstrating more sophisticated understanding of analysis. The LPs include descriptions of student work which characterize each level from the beginning TDA writer to one who is meeting the expectations of text dependent analysis essay writing. The TDA LPs can be used by teachers to identify student strengths and needs based on what a student can do at a specific point in time. This informs the teacher's instructional decision-making about moving student comprehension, analysis, and writing to the next level.

These textdependent analysis close reading lessons serve as example pathways for teaching comprehension and analysis of the narrative elements found in literary texts. Each plan guides teachers through lesson planning, instructional delivery, and modeling how to craft a response to a TDA prompt. 

Successfully analyzing text, at any grade level, requires more than a lesson that guides students in responding to a text-dependent analysis prompt for one particular text. Students need to engage in a series of coherent units throughout the entire year that systematically promote deeper learning and analysis of the reading/literary elements. 

These Replacement Units are intended to supplant ineffective units that do not move beyond superficial understandings, knowledge, and skills of English language arts. This is not to suggest that the selected texts in current units of instruction are not complex or appropriate. In fact, there are many high-quality texts in anthologies and other resources that are currently used in classrooms, schools, and districts. 

Replacement Units provide teachers with a way to reshuffle the text so students can dive deeply into comprehension and analysis of a small set of reading/ literary elements using a variety of texts and demonstrate their ability to respond to a TDA prompt in writing. 

Grade 3 Replacement Unit

Grade 4 Replacement Unit

Grade 5 Replacement Unit

The text-dependent analysis close reading lessons are designed to be example pathways for teaching comprehension and analysis of the reading elements found in informational texts. These plans guide teachers through the planning and teaching of each lesson, and model responses to TDA prompts. 

Teaching students to successfully demonstrate comprehension and analysis requires deconstructing the underlying knowledge, skills, and patterns of reasoning for the relevant grade-level standards. This set of grade-level deconstructed standards supports all curriculum and instruction and is a resource for teachers as they lead students to analyze texts. 

Grade 7 Deconstructed Standards

Grade 8 Deconstructed Standards