![]() Stop at various points in the story to ask questions and model how to support thinking with evidence from the text. As we read, we will fill in this graphic organizer with evidence to support our thinking.” Read the book aloud. Say, “Listen as I read this story to you. On an overhead projector or a document camera, display the Text Evidence Graphic Organizer ( L-2-4-1_Text Evidence Graphic Organizer.docx). Hold up the book Princess Furball by Charlotte Huck and read aloud the title. ![]() Say, “You can use these sentence starters to discuss the evidence you find in the text to support your thinking.” (See Related Resources at the end of the lesson for additional strategies.) Save the anchor chart for use in Lesson 2. Then add sentence starters, such as those below, which students can use to support their thinking about a text. Begin the chart with the word evidence and its meaning as discussed in the opening activity. You may choose to make an anchor chart ahead of time or construct it with the class. When you read, you use evidence to support your thinking about a text.” Say, “You used evidence to support your thinking about the person I was describing. (All clues describe Student 1, supported by the evidence s/he is holding.) Say, “If you use all the clues and evidence, which person am I describing?” Allow students to guess and support their ideas with evidence. Student 2 has markers and paper for drawing.) “This person likes to draw pictures.” (Student 1 could draw pictures on notebook paper.“This person likes to keep in touch with others.” (Student 1 has paper and pencil to write a letter.Student 3 has a calendar to plan a trip.) “This person likes to travel.” (Student 1 has a globe.“This person loves to read.” (Student 1 and Student 3 both have a book.).Read the following clues and pause for student responses after each one: Make sure you can support your answer with evidence.” I want you to use the evidence s/he is holding to help you decide which person I am describing. Say, “I am going to describe one of the people at the front of the room. Guide students to understand that evidence is something that helps support your thinking. Have several students share their answers. Say, “When a detective is trying to solve a mystery, s/he looks for evidence.” Write the word evidence on the board/interactive whiteboard and have students turn to a partner to discuss what the word means. Student 3: a phone, a textbook, a calendar Student 2: markers and plain white paper, scissors, sunglasses Student 1: a chapter book, a pencil and notebook paper, a globe The learning activities in this lesson provide for large-group instruction and discussion, partner interaction, and individual application of the concepts.įocus Question: How does a reader use text evidence to support thinking about a text?Ĭhoose three students ahead of time and give them the following props: Through partner interaction and large-group participation, provide opportunities for students to identify and use text evidence to confirm what they think when reading a literary text. Observe students to assess their understanding of how to support their thinking with text evidence, and give students an opportunity to demonstrate what they have learned through a written response. Provide opportunities for students to discuss their thinking with a partner and support their thinking with text evidence. Help students find text evidence that supports their thinking about the text. Have students observe and participate as you model how to use text and illustrations to support thinking about the text.Įngage students by having them use evidence to determine which person you are describing with a series of clues. ![]() Scaffolding, Active Engagement, Modeling, Explicit Instruction W: ![]()
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