New Responding With Text Evidence · 2017. 7. 25. · 3 This instructor [s manual contains information to teach the unit: Responding with Text Evidence. The unit will build students

Responding With

Text Evidence An Instructional Unit for Grades 2 and 3

AUBREY BUERSTATTE

JULY 24, 2017

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TABLE OF CONTENTS

OVERVIEW 3 INSTRUCTIONAL GOAL 3 INTENDED AUDIENCE 3 LENGTH 3 DELIVERY APPROACH 3 INSTRUCTIONAL SEQUENCE 4 MATERIALS NEEDED 4

LESSON DESCRIPTIONS 5 LESSON 1 5 LESSON 2 5 LESSON 3 5 LESSON 4 5 LESSON 5 5 LESSON 6 5 LESSON 7 5

ASSESSMENT OVERVIEW 5

PEDAGOGIES AND THEORIES 5

MATERIALS 6 INSTRUCTIONAL MATERIALS 6 PHYSICAL RESOURCES 6

LESSON PLANS 7 LESSON 1 7 LESSON 2 8 LESSON 3 10 LESSON 4 11 LESSON 5 13 LESSON 6 14 LESSON 7 15

REFERENCES 17

APPENDICES 18 APPENDIX A 18 APPENDIX B 19 APPENDIX C 20 APPENDIX D 22 APPENDIX E 23 APPENDIX F 24 APPENDIX G 26

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This instructor’s manual contains information to teach the unit: Responding with Text Evidence. The unit will build students’ abilities to break apart a text-dependent question, locate information in a text, restate the question, and use, cite, and justify their responses with text evidence. Included are texts, links, materials, assessments, and lesson plans for this unit.

INSTRUCTIONAL GOAL

By the end of this unit, students will be able to write a response using evidence from the

text. Students will answer the question in their own words, provide text evidence to support their

ideas, and cite their evidence using the title, page number, and paragraph number.

INTENDED AUDIENCE

This unit has been developed for second- and third-grade gifted students, with the

understanding that all second-grade and some third-grade students are new to a gifted program,

and would be skipping a year of standards. Students will be coming into this unit with various

levels of background in citing text evidence, but will be able to read at a 3rd grade level or above

and will be able to write in complete sentences. While this unit has been developed for gifted

students, it addresses CCSS.RI.3.1, and could easily be adapted for general education third grade

students.

LENGTH

This unit is intended to take 7-9 hours over the course of ten days. This includes a

summative assessment to be administered over two days at the end of the unit. Each lesson is

designed to fit within a 60-minute literacy window, with longer lessons able to be split throughout

the day or over multiple days.

DELIVERY APPROACH

This unit starts off using a direct, teacher-led approach in which students will learn building block

concepts, and then practice them either with a partner or independently. After those initial lessons,

learning will become more student-led with students selecting their own texts and working with peers to

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construct responses to questions. During the last two lessons, students will apply their new skills to create,

edit, and revise a full response.

INSTRUCTIONAL SEQUENCE

This unit consists of seven lessons with a final assessment to be administered over two days. The

first three lessons are building block concepts, with each lesson after becoming more student-led. Each

lesson is designed to fit into a 60-minute literacy window, with flexibility to stretch over multiple days if

needed. Figure 1 gives a visual overview of how the lessons are sequenced.

Figure 1: Instructional Sequence

MATERIALS NEEDED

During this unit, the teacher and students will need access to printed copies of texts, copies of

assessments and questions, a digital projector, laptops (either 1:1 or 2:1), OneNote Class Notebook

(Office365) accounts, Newsela accounts, a teacher Plickers account and Plickers voting cards, sticky notes,

pencils, and highlighters. Comprehensive lists of both instructional and physical resources can be found

below.

Text

Evi

den

ce U

nit

Lesson 1Break Apart Questions

Lesson 2 Restate Questions

Lesson 3Listen for Text

Evidence

Lesson 4Find & Label Paragraphs

Lesson 5Highlight Text

Evidence

Lesson 6 Restate Use Text Evidence Justify evidence

Lesson 7 Edit & Revise Cite Text Evidence

Final Assessment RestateUse & Cite Text

EvidenceJustify

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LESSON DESCRIPTIONS

LESSON 1: Students will learn and practice breaking apart a question to better understand what it is asking.

LESSON 2: This lesson uses the same text and questions from Lesson #1, building on what students were

learning previously. Students will be learning and practicing writing sentences starters that restate

questions.

LESSON 3: Students will be given questions for which they need to listen for answers, along with cues to

make for each answer. (Appendix A) They will then listen to the teacher or a recording reading a story

aloud, responding with the non-verbal cues for each question.

LESSON 4: Students will practice labeling paragraph numbers in a text. They will review how to identify

paragraphs in different formats of texts, and apply this skill to articles of their choice on Newsela and

OneNote.

LESSON 5: Students will answer questions about the Newsela articles they selected in the previous lesson,

highlighting where they found their answers in the text.

LESSON 6: Students will read an informational article and respond by restating the question, using text

evidence, and justifying their evidence.

LESSON 7: Students will review their rubrics from Lesson 6, edit to make improvements, and add citations.

ASSESSMENT OVERVIEW

During the first four lessons of this unit, students will be assessed informally through teacher

observation and self-reflection. In lesson 5, students will self- and peer-assess using an exit slip to measure

understanding. Lessons 6 and 7 have a rubric provided for student and teacher formative assessment and

feedback. A summative assessment and scoring guide is included to be given at the end of the unit.

PEDAGOGIES AND THEORIES

This instructional unit was designed using Wiggin's theory of backward design. It began by

developing an assessment rubric with the end goal in mind. This end goal was used to perform a needs

analysis, breaking the large goal into subordinate goals needed to achieve mastery. Each lesson was built

from the subordinate goals identified.

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Much of this unit was designed with behaviorist strategies – students are being explicitly taught

certain skills and conditioned to continue responding in the manner taught. This is helpful, especially in the

early lessons, to create a common base knowledge that all students share. It also helps the teacher to know

that students understand these entry skills.

The second half of the unit utilizes a more constructivist model where the teacher is a “guide on the

side” and students are encouraged to explore, collaborate, and create. This helps students to feel more

empowered and engaged in the tasks at hand, and encourages collaboration and growth.

INSTRUCTIONAL MATERIALS

Wonders Curriculum or any informational text with a text-dependent question

African American Newsmakers text

Questions with non-verbal cues

Plickers voting cards

Plickers free teacher account

OneNote Class Notebook Accounts

Highlighting peer & self-assessment exit slip

Humpback Whales Text

Student Rubric (Lesson 6 & 7)

The Manatee final assessment with text-dependent question

Summative Rubric

PHYSICAL RESOURCES

Clipboards

Pencils

Laptops

Lined Paper

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LESSON PLANS

LESSON # 1: BREAKING APART A READING QUESTION

Lesson Overview: In this lesson, students will learn and practice breaking apart a question to better

understand what it is asking. This lesson will use the GRR model.

Resources or Materials Needed:

• Wonders Comprehension text with text-dependent questions (McGraw-Hill, 2012)

o Any text with questions would be fine

• Clipboards

• Pencils

Performance Objective: Students will be able to break apart a question, identifying the important

elements.

Time: 45-60 minutes

Pre-Instructional Activities

After eating their snacks and filling out their daily planners, students will clean up their desks and

“prepare for reading” – meaning they will have their reading journals and folders out on their desks and

smiles on their faces. If students are not all ready, give them a 30 second reminder. Then, tell students to

come to the carpet with their comprehension packets, clipboards, pencils, and brains. It is assumed that the

text was read the day before, either as a class, in pairs, or independently.

Content Presentation

Begin by showing the class the first question. Describe how you will answer it – making mistakes by

not understanding the question and answering it incorrectly. Students will likely point out your mistakes as

you go, if not, ask them what you forgot. (It asked for 3 details, you only gave one; it asked what Hiram

Revels achieved, you described why Hiram Revels is cool; etc).

Ask: How could I avoid making these mistakes in the future? What could I do to make this easier for myself?

What is the question asking me?

As students give you answers and ideas, tell them you are going to circle anything with a number in it (3

details). Ask: Why is it important that I know this information? (So I know how many details to find!)

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Next, tell students you are going to put a box around the referenced text or section. (If the question states,

“In the section ‘The First African American Senator’…”, put a box around the section title.) Ask: Why is it

important that I know this information? (So I know where to go back and look for the answer!)

Finally, tell students you are going to underline the main part of the question. Have them help you identify

what to underline.

Example: In the section “The First African American Senator”, what achievements did Hiram Revels

make? Support your answer with 3 details from the text.

Learner Participation

If students haven’t already boxed, circled, and underlined the first question, have them do it now.

Then, have students try boxing, circling, and underlining the second question. As they work, stop and ask

questions, allowing for work time in between.

What should I circle? (Circle the part they describe) What should I box? (Box the title/section) What

should I underline? (Underline the piece they tell you to)

If students are grasping the concept, have them work with a partner to box, circle, and underline

the next question. If not, try one or two more together as a class.

After partner work, have students finish boxing, circling, and underlining the remaining questions

independently, while working with students who need more assistance.

Assessment

Students will be assessed through teacher observation during whole-class and partner work. At the

end, they will be assessed based on their completion and accuracy in following directions for the remaining

questions.

Follow-Through Activities

This lesson will be referenced throughout the unit, as students will be expected to continue boxing,

circling, and underlining questions going forward. Review will be taught if and when necessary.

LESSON #2: RESTATING THE QUESTION

Lesson Overview: This lesson will use the same text and questions from Lesson #1, and will build on what

students were learning previously. Students will be learning and practicing writing sentences starters that

restate questions.


• Wonders Comprehension text with text-dependent questions (McGraw-Hill, 2012)

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o Any text with questions would be fine

• Clipboards

• Pencils

Performance Objective: Students will be able to restate the question as a statement sentence.

Time: 30-40 minutes





come to the carpet with their comprehension packets, clipboards, pencils, and brains. The comprehension

packet should be the same one that was used during Lesson #1.


Start by enthusiastically saying, “Hi! Crocodiles, people, and dingoes!” This should elicit confused

looks and laughter. Then ask if anyone knows what you are talking about. They shouldn’t.

Then say, “Oh, I’m sorry, let me try again. The three major predators of kangaroos are crocodiles,

people, and dingoes!” Ask which version makes more sense – everyone should respond that the second

makes the most sense. Then ask students, “What question could I have been answering with that

statement?” Encourage them and keep questioning until they are specific. (What are three major predators

of kangaroos?)

Next, ask a simple question. (What is your favorite color?) Call on a student to respond with a

complete sentence, restating the question (My favorite color is…). Have students turn to a partner and

answer the question using the same sentence frame. Repeat this with another simple question.

After students get the hang of restating a question in their responses, turn to the first question in

the comprehension packet. Have students help you write a sentence starter that restates the question,

without completing the answer. (You don’t have the answer yet...just preparing!)

Question: In the section “The First African American Senator”, what achievements did Hiram Revels make?

Support your answer with 3 details from the text.

Sample Sentence Starter: In the section “The First African American Senator”, three achievements Hiram

Revels made are…


Students should apply this strategy to the rest of the questions independently, with partners, or in

small groups based on scaffolding needs. They will write sentence starters for each question without

providing any full answers.

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Assessment

Students will be assessed through teacher observation during whole-class and partner work. At the

end, they will be assessed based on their completion of writing sentence starters for the remaining

questions.


This lesson will be referenced throughout the unit, as students will be using these sentence starters

when they write their full responses. In future units, along with other subjects, students will be using this

same strategy.

LESSON #3: LISTENING FOR TEXT EVIDENCE

Lesson Overview: Students will be given questions for which they need to listen for answers, along with

cues to make for each answer. (Appendix A) They will then listen to the teacher or a recording reading a

story aloud, responding with the non-verbal cues for each question.


• Informational text – “African American Newsmakers” (Weekly Reader Corporation, 2007)

• Questions with non-verbal cues – questions will need to be altered to fit your text (Appendix A)

Performance Objective: Students will be able to listen to a text read aloud and identify where an answer is

found using non-verbal cues.

Time: 20-30 minutes





come to the carpet with only their bodies, no materials today.


Begin by reminding students of the past two lessons, in which they practiced finding the important

parts of a question and restating it. Then tell them that today, we are going to start working on finding

answers! Display the questions with non-verbal cues and have students practice showing you each cue.

Remind them that these are non-verbal, so they can’t talk!


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Read the text aloud once without stopping. Students may make the non-verbal cues, but they don’t

have to yet. After reading it once, remind the students of the first question and cue. Then read again,

stopping if students need to get the first answer. Then continue through each of the questions. Then, read

through the passage a third time with no reminders, with students can displaying the cues as you read.

Assessment

Students will be assessed through teacher observation of understanding and displaying the cues

during the read-aloud.


This lesson will be referenced in the future lessons, particularly when students go back and

highlight answers in their text. Remind students that highlighting is similar to the non-verbal cues.

LESSON #4: IDENTIFYING PAGE & PARAGRAPH NUMBERS

Lesson Overview: Students will practice labeling paragraph numbers in a text. They will review how to

identify paragraphs in different formats of texts, and apply this skill to articles of their choice on Newsela

and OneNote.


• Informational text – “African American Newsmakers” (Weekly Reader Corporation, 2007)

• Clipboards

• Pencils

• Plickers voting cards

• Plickers free account

• Laptops (1:1 or in pairs)

• Free Newsela Account

• OneNote Class Notebook

Performance Objective: Students will be able to identify and label page and paragraph numbers in a text.

Time: 45-60 minutes, or two shorter sessions on different days.


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come to the carpet with their clipboards and pencils. Give them each a copy of “African American

Newsmakers”, the text from yesterday’s read aloud lesson.


Begin by reminding students of earlier lessons, in which they practiced restating a question and

finding evidence in a text.

T: When I use evidence from this text to answer a question, is it my idea or the author’s?

S: (the author’s)

T: How could I make sure people know I am using the author’s words, and not my own?

S: (tell them)

Tell students that part of telling people that you’re using the author’s words, or citing the evidence, is

noting the paragraph where you found it. Ask them how you could identify the paragraphs (by numbering

them).

Have students re-read “African America Newsmakers” and tell them to number the paragraphs. Give them

enough time to read, but do not discuss the paragraph numbering. Then, distribute the Plickers voting

cards. Give students three questions using Plickers (Appendix). This will serve as a quick pre-assessment

and also an engagement piece – something fun to get them thinking about paragraphs. This is done with a

short text that they’ve already heard as a warm up to get them prepared for the next task.


Have students (individually or in pairs, depending on resources & student need) log in to their

Newsela accounts and look for ANY article they are interested in. Give them a time limit for selecting an

article if they are taking too long. Once students have selected their article, they will copy and paste it into

the reading tab in their Class Notebooks. OneNote will automatically insert a citation with a link back to the

original article for future reference.

The next step is to read the article, and then use the pen tool in OneNote to write paragraph

numbers next to each paragraph. Provide extension activities for students who finish early. Some

suggestions are: repeat the process using a new article, write a response to the article you read, or answer

the Newsela questions about the article you selected.

When most students have finished or are close to finishing, have them meet with their literacy

partners to share and peer review the paragraph numbering.

Assessment

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Students will be informally assessed through teacher observation of understanding, peer review

and discussion, and teacher review of student work.


This lesson will be referenced in the future lessons when students learn to use the paragraph

numbers in their citations. The articles students read will be revisited in the next lesson.

LESSON #5: HIGHLIGHTING TEXT EVIDENCE

Lesson Overview: Students will answer questions about the Newsela articles they selected in the previous

lesson, highlighting where they found their answers in the text.


• Laptops (1:1 or in pairs)

• OneNote Class Notebook

• Free Newsela Account

• Highlighting peer & self-assessment exit slip (Appendix B)

Performance Objective: Students will be able to highlight portions of a text where information is found to

answer a question.

Time: 45-60 minutes







Begin by reminding students of yesterday’s lesson, in which found articles on Newsela and

numbered the paragraphs. Also revisit the non-verbal clues they used when finding evidence in text. Then

tell them that similar to using the non-verbal clues, today they will be highlighting where they find answers

in the text. Give them directions for today: Click the link in your OneNote to go back to the original Newsela

article, re-read, answer the quiz questions that go with the article, and highlight the sentence(s) in the text

where you found your answers. If students have not used the highlighting tool in Newsela prior to this

lesson, demonstrate for them (or have a student demonstrate for the class).


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Students will go back to the Newsela articles they selected in the previous lesson, answering the

quiz questions and highlighting where they found answers. Encourage students to interact and engage with

their peers, using all resources available to them. If students finish early, they may respond to the writing

prompt with their article. They may also select a new article to read. After 20-30 minutes, or when most

students are finished highlighting, have students meet with their literacy partner and share their work.

Assessment

Assessment is in the form of an exit slip (Appendix B). Students will self-assess as well as peer-

assess their partner after sharing their highlights.


The next lesson will build on this lesson, integrating it into creating a full response with text

evidence.

LESSON #6: CREATING FULL RESPONSES

Lesson Overview: Students will read an informational article and respond by restating the question, using

text evidence, and justifying their evidence.


• “Humpback Whales” Text (Lake Washington School District, 2014) and Question (Appendix C)

• Lined Paper

• Student Rubric (Appendix D)

Performance Objective: Students will be able to respond to a text dependent question by restating the

question, using details from the text, and providing justification for their details.

Time: 60-120 minutes, over 1 or 2 days depending on student need





come to the carpet with their whiteboards and markers.


Display a simple question on the board, such as “What color is grass?”. Tell students to write a full

response on their whiteboards. Have students who restated the question show their example, i.e. “Grass is

green.” Repeat this with other questions as needed for student understanding. Remind them of the lesson

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in which they practiced restating questions. After restating questions and revisiting finding/highlighting text

evidence, discuss how to justify evidence. Tell students this is the ‘why’ or the ‘because’ in their response.

How do you know that piece of evidence answers the question?


Give students the text “Humpback Whales”, question, and lined paper. Remind them of the steps to

complete a response, listing on the board as success criteria. Students will read the text and answer the

question. They may use any of their resources, including dictionaries, thesauruses, and peers.

Assessment

When they finish, students will assign themselves a score using the rubric. The teacher will then

read the responses and assign a score on the same rubric. This is meant to be a formative assessment,

providing feedback to both the student and the teacher about where the student is at in terms of meeting

the end goal.


In the next lesson, students will edit their response to make improvements based on the rubric

evaluation. They will also revise to add citations.

LESSON #7: ADDING CITATIONS

Lesson Overview: Students will review their rubrics from the last lesson, edit to make improvements, and

add citations.


• “Humpback Whales” Text (Lake Washington School District, 2014) and Question (Appendix C)

• Lined Paper

• Lesson 6 Student Rubric (Appendix D)

• Lesson 7 Student Rubric (Appendix E)

Performance Objective: Students will be able to cite their evidence using page and paragraph numbers.

Time: 60 minutes




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Revisit the lesson in which students found paragraph numbers. Ask them how they could use those

numbers to describe where they found their text evidence (In paragraph #, the text says…; etc.). Ask what

they would do if there was more than one page (On page #, paragraph#, the text says…). Tell students that

today, they will edit and revise yesterday’s responses and add citations to their text evidence.


Students will get back their responses and rubrics from yesterday. They should review the rubrics

and reread the text. Then they should add any missing information or fix mistakes. Students will add

citations (page and paragraph numbers) to each of their evidence pieces. Students may help each other

with this process. During this time, the teacher should confer with individual students or small groups

needing assistance.

Assessment

When they finish, students will assign themselves a score using the full rubric. The teacher will then

read the responses and assign a score on the same rubric. This is meant to be a formative assessment,

providing feedback to both the student and the teacher about where the student is at in terms of meeting

the end goal.

END-OF-UNIT SUMMATIVE ASSESSMENT

Time: 120 minutes, split over two days


• “The Manatee” Text (The McGraw-Hill Corporation, Inc.) (Appendix E)

• Text Dependent Question (Branscome, 2016) (Appendix E)

• Summative Rubric/Scoring Guide (Appendix F)


Students will read “The Manatee” and respond to a question by restating the question, citing text evidence,

and justifying their evidence.

Assessment

This is meant as a summative assessment to wrap up the unit and assess student mastery of the learning

targets presented.

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References

Branscome, A. (2016). Assessment Item 1 - The Manatee. Redmond, WA.

Lake Washington School District. (2014, June). Humpback Whales. Curriculum & Assessment.

McGraw-Hill. (2012). Reading Wonders Third Grade Curriculum. McGraw-Hill.

Scholastic News. (2016-17). SN3.

The McGraw-Hill Corporation, Inc. (n.d.). The Manatee.

Weekly Reader Corporation. (2007). African American Newsmakers. Retrieved from

ReadWorks.org: http://www.readworks.org/passages/african-american-newsmakers

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Appendix A

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Appendix B

Exit Slip

Name:__________________________________________ Partner’s Name:________________________________________

Learning Target: I can highlight portions of a text where information is found to answer a question.

Peer-Assessment Self-Assessment Got it! Sort of got it. Need help.

Got it!

Sort of got it. Need help.

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Appendix C

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Question: Using evidence from the text, identify three key

details describing facts about humpback whales.

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Appendix D

Lesson 6 Student Rubric

Expectation Points Possible Points Earned

Restates the question in the answer

1

Identifies at least 3 key details from the text(s)

1 point for each key detail (3 maximum, no loss of points for including more than 3)

Justifies or explains how at least one of these details supports their answer

1 point for providing justification for at least one key detail.

Level 1 1.5 2 2.5 3 3.5 4

Points 0 1 2 N/A 3-4 N/A 5

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Appendix E

Lesson 7 Student Rubric

Expectation Points Possible Points Earned


1

Identifies at least 3 key details from the text(s)


Cites location of where key detail was located

1 point for each citation of where the fact was identified (page and paragraph) 3 points maximum

Justifies or explains how at least one of these details supports their answer.


Level 1 1.5 2 2.5 3 3.5 4

Points 0 1-2 3 4-5 6 7 8

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Appendix F

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Assessment Item 1: Using evidence from the text, identify three key details that

explain why manatees are in danger.

(Branscome, 2016) (The McGraw-Hill Corporation, Inc.)

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Appendix G

Summative Assessment Rubric/Scoring Guide

Expectation Example Points Level


• Manatees are in danger because…

• Manatees are in danger for many reasons. For example…

• (Other related examples are also allowed)

1 2

Identifies at least 3 key details

• Get trapped in canal locks

• Get trapped in floodgates

• Get caught in crab nets

• Boat blades may cut manatees coming up to breathe

• Swallow fishhooks and fishing lines

• Killed when boats hit them


3

Cites location of where key detail was located

• On page ___ paragraph ___ the author states…

1 point for each citation of where the fact was identified (page and paragraph) 3 points maximum

3

Justifies or explains how at least one of these details shows that manatees are in danger.

• i.e. When manatees get stuck in crab nets, they cannot come to the surface to breathe.


4

Level 1 1.5 2 2.5 3 3.5 4 Points 0 1 2-3 4-5 6 7 8

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Documents

New Responding With Text Evidence · 2017. 7. 25. · 3 This instructor [s manual contains information to teach the unit: Responding with Text Evidence. The unit will build students