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Text Dependent Analysis
Connellsville Area School District
Elementary Presentation: Grades 4-6
January 2015
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What the students need to
Know and Show
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What the Students
need to Know and
Show
E.O._.1.1 Draw evidence
from literary or informational
texts to support analysis,
reflection, and/or research
Introduction

State opinion/topic

Establish situation

Create Organizational structure

relate ideas logically
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What the Students
need to Know and
Show
E.O._.1.1 Draw evidence
from literary or informational
texts to support analysis,
reflection, and/or research
Develop Analysis

passage based evidence

Grade 4 & 5: support
claims/opinions/ideas/inferences

Grade 6: demonstrating an
understanding of the text(s)
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What the Students
need to Know and
Show
Link Ideas
Grade 4: within categories – using
words and phrases
Grade 5: add transitional clauses
E.O._.1.1 Draw evidence
from literary or informational
texts to support analysis,
reflection, and/or research
Grade 6: appropriate transitions to
clarify relationships
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What the Students
need to Know and
Show
E.O._.1.1 Draw evidence
from literary or informational
texts to support analysis,
reflection, and/or research
Precise Language
 Domain/Specific
Vocabulary
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What the Students
need to Know and
Show
Establish Formal Style
E.O._.1.1 Draw evidence
from literary or informational
texts to support analysis,
reflection, and/or research
 Only
Grades 5 on
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What the Students
need to Know and
Show
Conclusion
Grade
4: statement
or section
Grade
5: must be
section
E.O._.1.1 Draw evidence
from literary or informational
texts to support analysis,
reflection, and/or research
Grade
6: must be
section that follows
from analysis
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What it Looks Like
A Short Review
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Grade 4

Mystery Club page 20

Walking Stick page 48
Grade 5
What It Looks Like

Bald Eagle page 32
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Anita Roddick-The Body Shop page 60
Grade 6

Stone Soup page 24

The Body’s Clock page 64
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What It Looks Like
TDA Questions
Grade 4
Grade 4
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Mystery Club
page 20

Walking Stick page 48

Key Ideas and Details

Craft and Structure
Grade 5

Bald Eagle page 32
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Anita Roddick-The Body Shop pg 60
Grade 5
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Key Ideas and Details
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Character Development
Grade 6
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Grade 6
Stone Soup page 24
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Theme
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Key Idea and Details
The Body’s Clock page 64
+ Instruction
Demonstration Passage
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Instruction
2-Column
Organizer
What the Text Says
What the Text Means
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Instruction
STEP 1: Underline what
the prompt asks you to do
STEP 2: Read the article
STEP 3: Read the
article again and fill in
“What the Text Says” in 2column Organizer.
LEAVE THIS SIDE
BLANK.
RETURN, AND THINK
HARD ABOUT
WHAT THE TEXT
MEANS
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Instruction
STEP 3:
B.
Now think hard
about what the
text is saying and
fill in what you
think it means.
C.
Look for
D.
E.
F.
G.
Cause/Effect
Key Ideas and Details
Relationships
Theme
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Instruction
STEP 4:
Fill in Transitions
Helped
the blind
man a
little
You
know that
it was …
if
First, he
opened
his tool
bos.
Then he
opened
the piano.
The
passage
says that
the man
The man
said that
So you
know
Must have had
good memory
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Instruction
STEP 5:
Write the Body of the
essay

Body:
When the author was nine years old Mr.
Rozak came to his house and taught him a “lesson
of a lifetime.” That is as old as I am, so it is a
good time to learn a lesson you can remember for
a lifetime.
Mr. Rozak came with a white cane, so the
author knew he was blind because only blind
people are allowed to carry those canes. First
Mr. Rozak opened his tool box and the author
said, “I’d never seen anything arranged in such an
orderly way.” You know it was neat and tidy if he
had NEVER seen anything so orderly. Then Mr.
Rozak opened the piano. There were 200 strings
and tuning pegs. That is a lot to remember, so he
must have had a good memory. The passage said
that the man “returned each tool to its exact
spot” when he finished using it. That would be
the only way he could easily find it again. Mr.
Rozak told the author that he learned “if I
organized my things carefully, I’d be able to work
as well as someone with two perfectly good eyes.”
That was the lesson that the author learned. He
learned to keep his things neat and tidy so he
could easily find them again. This “new vision”
was taught by a blind man!
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Instruction
STEP 6: Now identify the
introduction and conclusion. If
you don’t have a good intro or
conclusion now is the time to
change it or add one!
STEP 7: Reread. You can
cross out and insert a better
word or phrase.
add a transition.
even add a whole sentence in
small print!

Introduction:
When the author was nine years old
Mr. Rozak came to his house and taught
him a “lesson of a lifetime.” That is as
old as I am, so it is a good time to learn a
lesson you can remember for a lifetime.
Conclusion:
That was the lesson that the author
learned. He learned to keep his things
neat and tidy so he could easily find
them again. This new “vision” was taught
by a blind man!
+ Grade 4
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Grade 4
The Halifax Explosion
The author write, “… if any one in a series of missteps and mistakes
had been handled differently, the city might have been spared.”
Analyze the events that took place on December 6, 1917, and explain
how they could have been handled differently to avoid The Halifax
Explosion. Include information from the text to support your
response.
The author write, “… if any one in a series of missteps and mistakes
had been handled differently, the city might have been spared.”
Analyze the events that took place on December 6, 1917, and explain
how they could have been handled differently to avoid The Halifax
Explosion. Include information from the text to support your
response.
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Instruction
STEP 1: Underline what
the prompt asks you to do
STEP 2: Read the article
STEP 3: Read the
article again and fill in
“What the Text Says” in 2column Organizer.
LEAVE THIS SIDE
BLANK.
RETURN, AND
THINK HARD
ABOUT WHAT THE
TEXT MEANS
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Instruction
STEP 3:
B.
Now think hard
about what the
text is saying and
fill in what you
think it means.
C.
Look for
D.
E.
F.
G.
Cause/Effect
Key Ideas and Details
Relationships
Theme
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Instruction
So
STEP 4:
Fill in Transitions
Perhaps
It just so
happened
that
but the text doesn’t
really tell you why
he was late.
On the
next day
When
they
realized
they
were in
danger,
However,
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Instruction
STEP 5:
Write the Body of the
essay

Body:
On December 5, the Mont-Blanc was near the
harbor in Halifax. It was packed with massive
amounts of explosives, but it wasn’t flying a warning
flag so other ships wouldn’t know it was carrying
dangerous materials. The pilot arrived at the ship
too late to depart, so the Mont-Blanc had to stay
outside the harbor overnight. Perhaps the pilot
could have arrived earlier, or on time, but the text
doesn’t really tell you why he was late.
It just so happened that the Imo didn’t receive
coal to set off on December 5 as scheduled. This
was an unfortunate event. Now the Imo was behind
schedule and began to hurry to make up lost time.
On the next day, the Imo sped toward a small
area of the harbor, The Narrows. The Mont-Blanc
was heading into the Narrows from the opposite
direction. Both of the ships were approaching “The
Narrows” about the same time. The Narrows means
that 2 ships couldn’t fit through at the same time.
The Imo refused to get out of the way because it
was rushing. It was behind schedule and didn’t want
to waste more time.
When they realized they were in danger, both
ships reacted. The Mont-Blanc veered left, the Imo
headed in reverse. However, the reactions didn’t
move the ships out of each other’s way but now put
them on a collision course.
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Instruction
STEP 6: Now identify the
introduction and conclusion. If
you don’t have a good intro or
conclusion now is the time to
change it or add one!
STEP 7: Reread. You can:
o
cross out and insert a
better word or phrase.
o
o
add a transition.
o
o
even add a whole sentence
in small print!

Introduction:
On December 6, 1917, a terrible
explosion occurred in the harbor of
Halifax. The explosion could have been
prevented if just one of the many things
that went wrong hadn’t happened.
Conclusion:
If one of these things could have been
changed, the terrible explosion wouldn’t
have happened.
+ Grade 5
Instruction
Prompt:
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Perfection Coach, Grade 5, page 125
Read the passage “Helping Helpful
Insects.” Write an essay analyzing how
insects can be beneficial to humans.
Include information from the text to
support your response.
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Instruction
STEP 1: Underline what
the prompt asks you to do
STEP 2: Read the article
STEP 3: Read the
article again and fill in
“What the Text Says” in 2column Organizer.
LEAVE THIS SIDE
BLANK.
RETURN, AND
THINK HARD
ABOUT WHAT THE
TEXT MEANS
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Instruction
STEP 3:
B.
Now think hard
about what the
text is saying and
fill in what you
think it means.
C.
Look for
D.
E.
F.
G.
Cause/Effect
Key Ideas and Details
Relationships
Theme
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Instruction
STEP 4:
Fill in Transitions
You may
not have
realized
that
So
For
example,
They fly
from …
In another
example
The broken
down soil is
Try your
the Broken
hand at this
down soil is
one!
1% of the
insects are
harmful.
However,
the other
99%
this
allows
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Instruction
STEP 5:
Write the Body of the
essay

Body:
You may not have realized that there are
more helpful insects than harmful ones. For
example, bees and wasps pollinate crops. They
do this by flying from one the flower of a
seedling to another of the same kind. When
they pollinate the crops like this, the crops
can grow and mature and are able to produce
crops food for the hungry in the world. In
another example, beetles and ants break down
soil and return the nutrients to the soil. The
broken down soil makes it rich and able to
produce abundant crops. In addition, bees
and also silkworms produce products. Bees,
those pesky little insects with stingers, make
honey. If it weren’t for bees, you wouldn’t
have honey to spread on your toast in the
morning.
Not only do insects produce products such
as honey and pollinate crops, they also get rid
of harmful insects. If they are predators,
they eat the insects. By eating the insects,
beneficial insects get rid of the harmful ones.
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Instruction
STEP 5: Write the Body of the
essay
STEP 6: Write the Introduction
and Conclusion
STEP 7: Reread. You can
cross out and insert a better
word or phrase.

Introduction:
You may be sitting at a picnic on a
warm summer day and find yourself
annoyed by the buzzing bees and
uninvited ants. Before you begin to get
rid of these insects, you might want to
think about how they fit into nature.
These insects pollinate, break down soil,
and provide useful products. Some of
them even get rid of harmful insects.
Conclusion:
add a transition.
even add a whole sentence in
small print!
So, next time you find yourself outside
at a picnic, try to think of how important
they are in nature. Try to think of the
99% of insects who are beneficial before
you begin to swat at them.
+ Grade 6
Instruction
Prompt:
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Perfection Coach, Grade 6, page 142 – 144
Ruby Bridges was the first African American to
integrate an all-white school in New Orleans,
LA on November 14, 1960.
Write an essay analyzing the effect Ruby
Bridges had on the officer who writes “A Tale
of Courage”. Include information from the
passage to support your response.
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Instruction
STEP 1: Underline what
the prompt asks you to do
STEP 2: Read the article
STEP 3: Read the
article again and fill in
“What the Text Says” in 2column Organizer.
LEAVE THIS SIDE
BLANK.
RETURN, AND THINK
HARD ABOUT
WHAT THE TEXT
MEANS
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Instruction
STEP 3:
B.
Now think hard
about what the
text is saying and
fill in what you
think it means.
C.
Look for
D.
E.
F.
G.
Cause/Effect
Key Ideas and Details
Relationships
Theme
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Instruction
STEP 4:
Fill in Transitions
1. When the
officer
looks at R.B.
he sees
Initially,
he tells
his wife
that
So you
know that
He says
that
and means
that
Note: no
transition
needed
2. The kind of
work the officer
does makes him to
know that
Now
his…and
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Instruction
STEP 5:
Write the Body of the
essay

Body:
When the officer leaves his home in the morning, he
tells his wife that he will send a message that “violence won’t
be tolerated.” When he says that to his wife, he is also
saying that he believes in the message. He tells his wife that
“It’s just not right” that going to school is causing that little
girls so much pressure. He means that it’s just not right for
people to be so hateful.
When the officer arrives at the school, he is not feeling
very optimistic about the day because protestors have signs,
hate in their faces, and are shouting cruel words. Although
not shocked, he is disappointed and saddened. The officer
doesn’t think the next few days will be peaceful. Because of
the signs and faces and words he thinks his mission will be
difficult and no more along peacefully.
Then, when he sees the car pull up to the curb and a
“courageous little girl” enter the school. The kind of work
the officer does makes him understand that courage is a
leadership quality. He becomes optimistic at this point
because a “courageous little girl”, a first grader, is making
people think about their fears and hate. The officer calls
Ruby Bridges a “beacon of promise for a world to come.” A
beacon is a light, so the officer thinks this little girl will be a
light to lead the world to live together in harmony and to be
treated with dignity and justice. When the officer says that
he “hangs his hopes on Ruby” he means that he is now very
optimistic because of the courage Ruby shows. He believes
that Ruby’s actions can be an example to others and show
them how to live in harmony and support justice for all.
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Instruction
STEP 5: Write the Body of the
essay
STEP 6: Write the Introduction
and Conclusion
STEP 7: Reread. You can
cross out and insert a better
word or phrase.
add a transition.
even add a whole sentence in
small print!

Introduction:
On the morning Ruby Bridges, a first grader,
entered an all white school to get a good
education, one of the officers who was assigned
to protect her was not very hopeful. When he
saw hate in his neighbors faces and heard their
cruel words, he thought his job was not very
promising and the day might be dangerous. He
reassured his wife about his safety, but he didn’t
really believe it.
Conclusion:
Although the officer was not very optimistic
about the day when he left his house in the
morning, seeing the courage of Ruby Bridges
changed his mind. Just by watching her head
held high and her courage, he became optimistic
that her example would lead others to treat
people with dignity and justice rather than see
people’s hate. The officer will be proud of his
part in helping Ruby achieve this goal.
Anna DeForest
atdeforest@aptitudeprimed.com
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Cindy Hina
cbluvla@hotmail.com