Citing Textual Evidence

1. Citing Textual Evidence TMMS Instructional Coaches

2. Literacy Instructional Shifts • Regular practice with complex text and its academic language • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Building knowledge through content-rich nonfiction TMMS Instructional Coaches

3. Supporting Student Literacy Development TMMS Instructional Coaches

4. Why Students Need to Cite Textual Evidence • Teaches students to be “Detectives” • Critically investigating a text for evidence • Teaches students to Act on evidence • Deeper analysis of facts, figures, claims, etc. • Students will be expected to Performthis task on assessments. • TCAP Writing Assessment, PARCC Assessment, etc TMMS Instructional Coaches

5. Planning for Citing Textual Evidence: What do I need? • Text Dependent Questions/ Questions that reference “citing the text” • The Desired Student Response • Including a process in which students are taught in a more formal way to respond to your TDQ’s. • A Plan to teach students how to reference the text and annotate the relevant information for the TDQ before they write their response. TMMS Instructional Coaches

6. Steps to Cite Textual Evidence All teachers can use this format to teach students how to respond to the text. TMMS Instructional Coaches

7. Sentence Stems Students may know how to cite evidence within a text, but need "stems" to help structure that response.   Evidence Explanation Stems • This shows... • This demonstrates... • This illustrates... • This proves... • This is because… • This reveals… Text Citation Stems • In the first paragraph, the author says... • The text states... • In the text... • According to the passage... • One example from the text... • The author states... TMMS Instructional Coaches

8. Stem Champions: Brainstorm Challenge Let’s beef up our list! With a partner, you will have 4 minutes to create as many NEW stems that you can think of on your handout for both categories. Text Citation Stems Evidence Explanation Stems TMMS Instructional Coaches

9. Model Example Cats kill between 1.4 billion and 3.7 billion birds every year in the United States alone, a new report concludes. That’s nearly a billion more birds — at least — than estimated by some previous studies, Peter Marra told Science News. This research scientist, who works at the Smithsonian Conservation Biology Institute in Washington, D.C., led the new study. Any long-term solution will be controversial. Some people propose catching wild cats and neutering them, which means performing minor surgery to make them unable to reproduce. That won’t make them kill fewer animals. But it will slow the increase in number of these natural-born killers. Other people have proposed catching and killing feral cats • TDQ: Citing the text, what was the author’s purpose in writing this text? TMMS Instructional Coaches

10. Question: Citing the text, what was the author’s purpose in writing this text? The author’s purpose was to make people aware that cats killing birds has become a problem and that any solution to the problem will be controversial. • Step 1: State your idea/Rephrase the Question • Step2: Cite the textual evidence that led you to that idea: • Step 3. Explain the Evidence In the first paragraph, the author points out that, “Cats kill between 1.4 billion and 3.7 billion every year.” The author’s use of that statistic really catches a reader’s eye because they are such big numbers. This shows just how big the problem is. TMMS Instructional Coaches

11. Model Answer Here, the writer answers the question with an idea about the text. Here, the writer includes a direct quote from the text as evidence. Here, the writer comments on how the quoted text that was cited as evidence helped form the idea that was stated to answer the question. Here, the writer paraphrases from the text to give a second piece of evidence. Here, the writer comments on how the paraphrased text helped form the idea that was stated to answer the question The author’s purpose was to make people aware that cats killing birds has become a problem and that any solution to the problem will be controversial. In the first paragraph, the author points out that, “Cats kill between 1.4 billion and 3.7 billion every year.” The author’s use of that statistic really catches a reader’s eye because they are such big numbers. This shows just how big the problem is.Then, in the second paragraph, the author says that there are two controversial ways to solve the problem, by either catching wild cats and performing surgery on them so they can’t reproduce or catching and killing them. The author was demonstrating that the possible solutions are controversial because most people probably would not like the idea of cats being caught in order to either operate on them or kill them. TMMS Instructional Coaches

12. As a Team: Strong and Slimy • Individually read the article Strong and Slimy. • As you read, determine a method for annotating the text for the following items: • Vocabulary • Key ideas and details • Craft and Structure TMMS Instructional Coaches

13. As a Team: QUESTION: How does the author try to help readers understand the term “tensile strength”? Cite the text in your response. Working in Groups of 3-4, create a sample response to this question on chart paper. Follow the steps below: • State your idea/Restate the Question • Cite the textual evidence that led you to that idea • Explain the Evidence TMMS Instructional Coaches

14. Your Turn • Using the article and material you found on Friday for your Close Read and TDQs complete the following: • Review and revise your TDQs to include a phrase that makes it clear that students will “cite the text.” • Create a desired student response for each that adheres to the steps for citing textual evidence. • You should have a well crafted response for 3-5 questions. TMMS Instructional Coaches