Reading Closely and Citing Textual Evidence CCSS 1

CCSS Chapter 7 Notes:

• Common Core Standard one out of ten in English Language Arts (Anchor Standards- build little ones from big one)

• Strand: Key Ideas and Details

  • CCSS Reading Anchor Standard 1:

    • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

• K-5 Chart on what students should be able to do for Reading Literature:

  • Example: Kindergarten- prompting and support, ask and answer questions about key details in a text.

  • Example: Fifth Grade- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

    • Gradual Release of Responsibility: the tasks done by the student’s increases by grade level.

• Lesson showing connections with CCSS One:

• The video shows a 5th grade teacher directing her students in a lesson about Lewis and Clark.

  • Small group brainstorming and how to teach students to draw inferences.

  • Allows ELL’s the opportunity to practice speaking comfortably.
    Text Talk Time allows students to talk about a text they have been reading (teacher guides and students talk). “Sentence Starter” provided.

• Instructional Strategies:

• Provide explicit instruction through whole group and small group.

• Model questioning strategies before, during, and after reading.

• Model the use of graphic organizers to help determine the answer to questions about a text.

• Model the inclusion of explicit evidence from a reading within writing.

  • You cannot write what you cannot say- putting it on paper allows you to refine words.

• First Grade 5W’s:

• Use a light colored glove or have the students trace their hand and cut it out that has the five W’s and H (who, what, when, where, why, and how) where the W’s are written on the fingers and the H on the palm. Use this as a visual cue for students to ask and answer the five W’s and H of the selected text. As they share the story, they indicate by wiggling the finger of the question they are answering. Once they become confident doing this, a large graphic organizer of a glove can be use tin student led small groups.

• Differentiation for ELL students:

• Content: May want to have students focus on something in their culter- communities.

• Process: Could write the five W’s and H in their native language.

• Product: Students could orally present their answer with questions given to scaffold

• Before: Content- explain what is going to be taught before teaching to access background knowledge

• During: Content- as the content is provided, differentiate for student to follow; process

• After: Product- after the lesson is taught, the product can be created.

• Differentiation for Struggling Students (a lot like ELL’s):

• Content: Provide similar context with simpler vocab- readings at their level

• Process: allow students to do it in a step-by-step process so as to not overwhelm; provide question starts on the hand instead of simply saying who or why

• Product: Allow students to use illustrations and labels with short captions or descriptions to share the story and answer the five W’s and H (comic strip)

• Before: Prepare differentiated content for student beforehand; active background knowledge by talking about the content before the lesson.

• During: Content- differentiate the content during instruction as well, as needed; process

• After: Product- allow for a differentiate product after the lesson taught to answer key questions and objectives.

• Differentiation for advanced students:

• Content: Provide text in an advanced level or along with more resources to dive deeper into the subject.

• Process: students may not need the hand to know what questions to ask; label hand with job one word who, what, etc.

• Product: Students may just provide a written response to answer the questions

• Before: Content- have extra resources and advanced text prepared

• During: Content- may add more information to students questioning; process

• After: Product- encourage students to give a more detailed answer to the questions or objectives after the lesson

• Fifth Grade

• Answering questions based on textual evidence:

  • Model using multiple read-aloud texts.

  • Use questions and colored pencils to underline answering the text.

  • Model paraphrasing the answers and how to cite the evidence.

• Archaeology Texts:
  How do archaeologists form theories about past cultures and past life? Support your answer with evidence from the text.

  • Have students underline the answer in the text and then paraphrase it in their own words. Teach students how to refer to the article in their writing (i.e. “In paragraph 2…”).

  • Model for students how to find information and paraphrase.

  • Teach students to underline only the important details that help you answer the questions.

• What are the goals of an archaeologist? Support your answer with evidence from two of the texts.

  • Use text 1 and text 3 for evidence.

  • Teach students to look at titles and headers to determine what articles are about.
    Give examples from two texts of how an archaeologist used something found on a dig to draw conclusions about a past civilization.
    Used text 3 and text 2
    Students will use the “interview” with an urn.

• Differentiation for ELL students:

• Content: If using these texts, text one is the best for ELL students; provide a n article about archeology in their country or culture; provide it in their native language

• Process: Students can underline or highlight key details

• Product: Students can orally discuss the answers

• Before: Content; have native language translated article prepare or different text prepared before lesson; discuss content before to activate background knowledge

• During: Content- discuss their specific content with them during instruction; process- model highlighting key details during instruction

• After: After the lesson and reading, ask students to produce the answer orally, written, or visually

• Differentiation for struggling students:

• Content: Text one is simpler, shorter text with pictures and captions; provide appropriate text for student levels.

• Process: Provide student with specific things to look for when underlining or highlighting.

• Product: Allow students to answer in a graphic organizer or a visual representation.

• Before: Look at individual student levels and abilities and prepare what text would be appropriate for instruction; discuss content to activate background knowledge.

• During: Process- model finding key details with all three texts during instruction and discuss what may be important in the text.

• After: After the reading and instruction, have students present the answer in different ways.

• Differentiation for advanced students:

• Content: Text three is nicely chunked but written from an adults point of view and text two is an interview with an urn which could be confusing to some literal thinkers; allow time to provide other resources for students who may want to dig further

• Process: Encourage students to take notes as the read and underline

• Product: Encourage students to provide more details from the text or other texts

• Before: Content- Prepare appropriate texts and opportunities for extra resources before instruction

• During: Process- During instruction model not taking for advanced students

• After: Product- Students can provide a written response to the questions with more details and evidence from the texts.

• Other Points:

• There is no way to do one standard in every day and cover them all- you must work smarter, not harder.

• Compare using text evidence to being an attorney. Tell students that they have to “make a case.” They cannot have a good case if they do not have good/solid evidence.