Because you’ll have to do it on standardized testing. Students have already heard the classic reasons: Because you need it for your paper. I don’t just mean explaining why it’s important for writing in school, either. Teaching Textual Evidence, but Make it Relevantįirst, it’s worth taking a step back and making it clear why it’s an important skill. But that doesn’t mean there isn’t room (or need) for teaching textual evidence this year, in your classroom, to your students.įear not! This article is here to help and is filled with tips for teaching textual evidence in the secondary classroom. But what if the pain point with students is that they are being asked to do something that they don’t really know how to do?īut they should have learned that last year, right? Maybe. Teachers are often frustrated when students fail to support their answers with textual evidence – let alone strong evidence. However, textual evidence can be a pain point for teachers and students. So, if you’re looking for tips for teaching textual evidence, you’ve come to the right place. This is true for various texts, from novels to articles, and different writing responses, from short written responses to full-blown research papers. We both know that finding, citing, and explaining textual evidence is a crucial piece of high-quality writing in the secondary classroom. Read this post to learn my favorite tips and how-tos that will help you turn your students into textual evidence experts in no time. The students still need explicit teaching on finding, citing, and explaining textual evidence. Once we find the correct paragraph of the text and identify the necessary words, I model how to underline the proof in the right color.Teaching textual evidence can be a challenge in the secondary classroom. That’s why choosing a straightforward article is important to keep our focus on the skill. Then, we continue making adjustments until we find evidence and details that support the answer. Sometimes, I would purposely choose incorrect information to help students fully understand the question. To find the correct information, we scan back through the article and think out loud to demonstrate our thought process.Īfter identifying the correct information, we carefully read and reread the question to ensure we’ve found exactly what it asks. When we share our answers or discuss the text with others, we want to show that our answers are trustworthy by finding evidence in the article. It’s important we learn this skill because we need to back up our answers with evidence from the text. In Step 2, we will underline answers in the reading using a specific color. I make sure to explain the words “proof,” “details,” and “support” so that students fully understand their meanings. These terms are crucial because they’re used interchangeably on state tests.ĭuring our discussion of important vocabulary, we also explain the term “text evidence”, which refers to the answers we’re looking for. It’s also important to mention that the article I’m showing them can be called an article, a passage, a reading, a selection, an excerpt, or simply the text. This is a great opportunity to ensure that students understand what we mean by “text.” Make sure students understand it doesn’t just refer to a text message on a cell phone.ĭuring our discussion, we clarify that “text” refers to any written words with meaning. We read the directions together, and the first instruction was to read the text. As we read the passage together, I emphasize the importance of reading the entire passage before making any marks on it. I like to begin each lesson by projecting a passage onto the whiteboard at the front of the room.
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