Provide an anchor chart for your visual learners. Introduce RACE or ACE: (RESTATE) ANSWER, CITE, EXPLAIN That way struggling readers will be able to hear words that they may not have understood or read correctly. It is helpful to read through the text independently and then together. Text + Evidence is citing proof in the reading. Follow these steps in this suggested order: 1. To teach the following lessons, each student will need a reading passage they can highlight, a pencil, a notebook for taking notes, a variety of colorful highlighters, and magnifying glasses (optional).
CITING TEXTUAL EVIDENCE WORKSHEET PDF SERIES
*The bolded section is relevant only to this lesson, the third in a series of three.Are your students having trouble finding answers and citing evidence in their reading? This STEP-BY-STEP process scaffolds through reading strategies to help your students be successful! Students will learn the acronyms for ACE, RACE, and RAP to provide them with the proper tools for citing evidence effectively along with tips to keep them engaged! Through collaborative discussions and repeated reading, responding, writing and analyzing, students will learn to consistently craft correct theme statements and support them with relevant textual details and analysis. *Finally, lesson three culminates with students using their assigned fiction novel Of Mice and Men, and writing a TIQA TIQA paragraph, a longer literary analysis paragraph supported not only with textual evidence and/or quotes, but also with strong literary analysis. Students will draft their own theme statements and support and analyze the text using a literary analysis paragraph structure titled TIQA. Lesson two presents students with a longer and more challenging children's story titled One. Students will use a series of three texts from Aesop's Fables. Lesson One has students receive instruction and practice with writing theme statements and including primary support details. The overarching goal of this series of three lessons is for ninth-grade students to be able to read for subtext in works of literature, write their own theme statements, provide text-based supporting details and a thorough analysis, proving their theme statements. Plausible inferences and analyses to textual evidence.įrom Aesop to Steinbeck-Lesson 3: TIQA TIQA Writing, Supporting, and Proving Theme Statements: Requires the student to complete a table by matching.Interpretations of a passage and then select theĬorresponding supporting details or quotations from Requires the student to select a number of plausible.Requires the student to select an inference from theĬhoices and then to select words or phrases from the.Support an explicit or implicit statement from the text. Quotations or descriptions of textual evidence to Requires the student to select multiple direct.Support is implied, the student must paraphrase parts Support for a given analysis or inference. Requires the student to provide one or more pieces of.Requires the student to select a correct answer usingĮxplicit or implicit information from the text as.Text that support the inference or analysis. The text and then select sentences or phrases from the Requires the student to first draw an inference from.
May include, but are not limited to, the examples below. To assess this standard (excluding the Editing Task Choice andĮditing Task item types). The Technology-Enhanced Item Descriptions section on pages 3Īnd 4 provides a list of Response Mechanisms that may be used Items assessing this standard may be used with one or more Should emphasize the importance of citing evidence that Items may ask for support that is directly stated in the text orĪsk the student to find evidence to support an inference. The analysis/inference or ask the student to make an inference. Items may ask the student to cite significant textual evidence to
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