Cite textual evidence definition3/16/2024 on their own as you circulate and question as needed.įacilitating Student Understanding and Mastery During Guided Practice/Independent PracticeĬirculate as students read, discuss and record their evidence. You DO: Students will work on columns 3, 4. Repeat this process of reading the text in chunks, stopping to discuss relevant evidence and having students justify their citations until all of the text has been read. Once you ensure that the the justification supports their evidence, have students record their evidence and justifications on their note taking forms and have them include an example from the text that connects to the evidence and answer to the essential question.Ħ. Once you are sure that the evidence is relevant, have them write the justification.ĥ. Have students share their evidence AND why they think that evidence answers the question.Ĥ. (Students may discuss in pairs or as a group.)ģ. After reading, each student will discuss what they read, identifying 1-2 pieces of evidence they feels supports the answer. Have students read a small section of the text. IF students are on the right track, go to the YOU DO, IF not, repeat the WE DO until students have the concept.ġ. We Do: Teacher supports this as students work through the second column. Guided Practice (Teacher monitors, questions, supports/Students practice and apply strategy) "Do my examples support the evidence used AND the answer to the question?" I can use the text AND my understanding to create an example that supports my explanation. I need to ask myself how my example helps my audience make the connection and supports answering the question. "Now I need to provide MY OWN example, NOT one that was shown in the text, that shows the connections I made between the concept and my explanation. "How do my explanations justify why that evidence answers the question?"ĥ. Looking at my note taking guide, I am going to look at my evidence and explanation and ask myself. "Now that I have my evidence and my justification, I need to re-evaluate the connection and relevancy of the two. "How do my explanations explain why that evidence answers the question?"Ĥ. Justification- "This means that.because.(explain how it answers a part of the question.) Write it on the note taking sheet. On my note taking sheet, I am going to write my reason for choosing that evidence." It is a combination of ideas from text and my understanding. My justification is partly my own thoughts and partly what details I read that explain my evidence. "Now that I have identified the information I need to support the answer, I have to ask myself WHY that information supports the answer. "Does the evidence help me answer the question?"ģ. As I read, I ask myself if there is any information I can use to answer the question." EVIDENCE Locate that information. "I am going to begin reading the first section. Today, my purpose is to find evidence that I need to answer our essential question. "Before I read, I must first make sure that I understand the purpose of reading. I Do: Teacher does the first column with the Think Aloudġ. Model/Teach Analytical Thinking: (Teacher is TEACHING/MODELING their Thinking) Once we find that evidence, we are going to explain why that evidence supports the answer to the question." We will be looking for evidence ( citing) in the text that supports the answer to _ (insert the essential question). Introduction: Communicate to students the purpose of reading today, " Today we are going to read to find information/evidence about _ to answer our essential question. In this lesson, you will be teaching students Thinking Processes for Analytical Thinking and Modeling how to monitor their thinking to ensure they understand what they are learning and that they are aware of the learning strategies they are using. Analyzing Text for Main Idea (Purpose for Reading), Citing Supporting Evidence and Justifying Evidence through Reading Closely and Note taking
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |