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Citing Textual Evidence

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+Literacy Instructional Shifts

1. Regular practice with complex text and its academic language

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Building knowledge through content-rich nonfiction

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+Supporting Student Literacy Development

Students who are college and career ready

Citing Textual

Evidence

Text Dependent Questions

Close Reading

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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 Perform this task on assessments.

TCAP Writing Assessment, PARCC Assessment, etc

Why Students Need to Cite Textual Evidence

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+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.

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+Steps to Cite Textual Evidence

1. State your idea/Rephrase the question:•State the idea you had about the text (if you are responding to a specific question, be sure your idea rephrases the question).

2. Cite the textual evidence that led you to that idea:•Give supporting evidence from the text (by paraphrasing, summarizing, or directly quoting from the text).If you are directly quoting from a text, you must use quotation marks.

3. Explain the Evidence:•Explain how the quote(s) or paraphrase(s) you pointed out support your idea.

All teachers can use this format to teach students how to respond to the text.

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+Sentence Stems

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...

Evidence Explanation Stems

This shows...

This demonstrates...

This illustrates...

This proves...

This is because…

This reveals…

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Students may know how to cite evidence within a text, but need "stems" to help structure that response.  

+Stem Champions: Brainstorm Challenge

Text Citation Stems Evidence Explanation Stems

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.

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+Model ExampleCats 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?

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+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.

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+Model Answer

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.

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

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+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

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+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

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+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.

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