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CCSS 1: Citing Textual Evidence

CCSS 1: Citing Textual Evidence. CCSS 1: I can cite strong, explicit, and inferred evidence from the text. . What should students be able to do? Identify explicit and inferred evidence Know the difference between the two Determine the strength of evidence provided (covered in Paideia )

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CCSS 1: Citing Textual Evidence

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  1. CCSS 1: Citing Textual Evidence

  2. CCSS 1: I can cite strong, explicit, and inferred evidence from the text. • What should students be able to do? • Identify explicit and inferred evidence • Know the difference between the two • Determine the strength of evidence provided (covered in Paideia) • Cite the information

  3. Explicit Information • AKA: direct evidence, students locate explicitly stated (“rightthere”) information. Sometimes the information is in one place. Sometimes it’s in multiple places. • Examples : • When was the Republican party formally established? • Who was Sigmund Freud? • What is anaerobic exercise? • Where is the Bermuda Triangle located?

  4. Teaching Inference • Inference has been labeled as one of the hardest things to teach • Four main strategies on teaching inference • Inductive Learning, which helps students draw inferences by grouping data, labeling the data groups with descriptive titles, and using the groups to generate and test hypotheses. • List – Group- Label • Mystery, which presents students with a puzzling question or situation and has students examine clues that help them explain the mystery. • Predicting • Main Idea, which teaches students how to use inferential thinking to construct main ideas that are not explicitly stated. • It says… I say… and so • Investigation, which challenges students to use various problem-solving approaches that require inference.

  5. How can I teach this standard? • List Group Label • Easy way to introduce vocabulary • Being able to verbalize the thinking process is helpful for students • Assists in making connections from what they know to what they are ABOUT to learn

  6. Main Idea • It Says… I Say.. And So • It allows students to use text- dependent questions to find the answers • It provides students a place to insert inferences if applicable

  7. Text-Dependent Questions. • Can only be answered with evidence from the text. • Can be literal but should also require analysis, synthesis, or evaluation. • Focus on words, sentences, and paragraphs in addition to ideas, themes, and concepts. • Focus on difficult portions of a text so as to increase reading proficiency.

  8. Text-Dependent Questions. . .(two types) • Questions that assess themes and central ideas • Questions that assess knowledge of vocabulary

  9. For Example(themes and central ideas) “The Gettysburg Address” refers to the year 1776 (Four score and seven years ago. . .). According to Lincoln’s speech, why is this year significant to the events described in the speech? In “The Gettysburg Address,” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value for leaders to promote?

  10. For Example(themes and central ideas) What can you infer from King’s letter about the published statement to which he was responding? In “Letter from Birmingham Jail,” King discusses nonviolent protest. Discuss, in writing, potential advantages and disadvantages of nonviolent protest.

  11. For Example(vocabulary) “Randall was quickly tiring of the conversation, but he knew he must appear empathetic if he was ever to gain a leg up with the new foreman.” * What does empathetic mean? *What details in the story indicate that Randall is not truly empathetic?

  12. Final Suggestions • Use the language (cite evidence, draw inferences) • Use both direct (right there) questioning and inferential (think and conclude) questioning in class to promote higher-order thinking. • Include text-dependent questions on formative and summative assessments. • Use text-dependent questions to direct students’ attention to text features (e.g. section headers, captions, illustrations, etc.) that enhance understanding.

  13. Resources: • http://www.readingrockets.org/strategies/list_group_label/ • Directions for using the list group label strategy • http://coltslithelp.wikispaces.com/file/view/StrategiestoHelpReadersThroughInferences.pdf/369920500/StrategiestoHelpReadersThroughInferences.pdf • Pg. 14-15 Show but don’t tell (ideal for related arts, science, CTE classes, wellness/PE) • Pg. 16-17 Observe to infer (ideally suited for supplementals in English and History) • Pg. 22-23 It says, I say, and so (can be used in any class)

  14. Questioning the Text:

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