Cite Textual Evidence to Support Analysis

By (date), after reading a nonfiction text and given a written, multi-step prompt, (name) will write a short response that includes (3) pieces of evidence from the text for (4 out of 5) nonfiction texts. **Example Non-Fiction Text**
Moon formation May Have Been the Result of Larger, Faster Planet **Example Prompt**
In “Moon Formation” Reufer claims that his collision theory provides a better explanation of the composition of the moon; however, his theory provides no account for the whereabouts of the collision debris. How does he support these claims? **Example Student Response**
Reufer supports his claim by explaining... that if the impact was slower, the debris that eventually became the moon would be made up of more of the contents of the rogue planet that hit the Earth. The article states, “ the Moon seems to be made entirely of stuff from the Earth and not from any rogue planet material.” However, the remains of the rogue planet have not been found. Reufer states, “..the researchers need to explain what would have happened to the impact debris which escaped from Earth's orbit..." Another scientist suggests, “that the rogue planet may still be around and traveling throughout space today.”
  • By (date), after reading a nonfiction text with metacognitive notes and given a written, multi-step prompt, (name) will write a short response that includes (3) pieces of evidence from the text for (4 out of 5) nonfiction texts. **Example Non-Fiction Text**
    Moon formation May Have Been the Result of Larger, Faster Planet **Example Prompt**
    In “Moon Formation” Reufer claims that his collision theory provides a better explanation of the composition of the moon; however, his theory provides no account for the whereabouts of the collision debris. How does he support these claims? **Example Student Response**
    Reufer supports his claim by explaining that if the impact was slower, the debris that eventually became the moon would be made up of more of the contents of the rogue planet that hit the Earth. The article states, “ the Moon seems to be made entirely of stuff from the Earth and not from any rogue planet material.” However, the remains of the rogue planet have not been found. Reufer states, “..the researchers need to explain what would have happened to the impact debris which escaped from Earth's orbit..." Another scientist suggests, “that the rogue planet may still be around and traveling throughout space today.”
  • By (date), after reading a nonfiction text with metacognitive notes and given a written, multi-step prompt, (name) will complete a paragraph template that includes (3) pieces of evidence from the text for (4 out of 5) nonfiction texts. **Example Non-Fiction Text**
    Moon formation May Have Been the Result of Larger, Faster Planet **Example Prompt**
    In “Moon Formation” Reufer claims that his collision theory provides a better explanation of the composition of the moon; however, his theory provides no account for the whereabouts of the collision debris. How does he support these claims? **Example Student Response**
    Reufer supports his claim by explaining that if the impact was slower, the debris that eventually became the moon would be made up of more of the contents of the rogue planet that hit the Earth. The article states, “ the Moon seems to be made entirely of stuff from the Earth and not from any rogue planet material.” However, the remains of the rogue planet have not been found. Reufer states, “..the researchers need to explain what would have happened to the impact debris which escaped from Earth's orbit..." Another scientist suggests, “that the rogue planet may still be around and traveling throughout space today.”
  • By (date), after reading an modified text (e.g. a mix of summarized and original content) nonfiction text and given a verbal claim, (name) will choose (2) pieces of evidence in (4 out of 5) nonfiction texts. **Example Non-Fiction Text**
    Moon formation May Have Been the Result of Larger, Faster Planet **Example Prompt**
    In “Moon Formation” Reufer claims that his collision theory provides a better explanation of what makes up the moon; however, his theory provides no account for what happened to the rest of the collision debris. Which two pieces of evidence support this claim? **Example Student Response**
    - “The problem with the current theory is that with a slower, grazing impact, the majority of the debris that would have eventually formed into the Moon would have originated from the planet which collided with Earth..."
    - “..the researchers need to explain what would have happened to the impact debris which escaped from Earth's orbit..."

UDL-Aligned Strategies About UDL

  • Optimize individual choice and autonomy
    Provide a preferred topic or text for students. They will naturally choose topics for which they have some background knowledge, which will making analyzing a rigorous nonfiction text more accessible. If coupled with a modified assignment, the teacher can give students a multi-step prompt that requires them to learn more about a subject they are already interested in. For example, if a student has an interest in movies, the teacher could give the student a prompt about why studios make so many sequels even though sequels don't do well in American theaters and use this article to analyze the claim.
  • UDL II 4.1 Vary the methods for response and navigation
    Provide a paragraph template that directs students to where they should include the author’s claim and how to include the author’s evidence. The template should provide sentence starters (e.g. For example, The author states, This explains, etc.). Teachers can also give students a list of evidence to use in completing the template or in response to the prompt. This supports students by helping them ignore irrelevant details, especially in longer passages.
  • UDL I 1.1 Offer ways of customizing the display of information
    Provide a modified text that makes it shorter and more accessible. Summarize parts and/or rewrite into simple or complex sentences that will lower the reading level but provide the same information. Leave some sentences in their original form, particularly those that provide important evidence or that will be used to respond to the task. Teachers can guide students through the text with metacognitive note-taking, specifically highlighting sections of the texts that will be applicable to the prompt and response. During note-taking, teachers can create headings, define vocabulary, and answer questions. Even with a heavily modified text or one that has been given thorough notes, some students will need the text read aloud so they can focus on the skills of providing evidence and not only on comprehension.

You must sign in to save this goal.

Standards

RI.11-12.1 Key Ideas and Details
RI.11-12.1 Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Standard Staircase

Ask Questions About a Text

By (date), after a read aloud of a nonfiction text, when verbally prompted by the teacher (e.g. Teacher says “Tell us about something important that we learned from the text.”), (name) will verbally respond with (1) question or statement about the text (e.g. Student asks “I was wondering how bears know when to wake up from hibernation?”) during (3 out of 3) class discussions.

Identify Person from Familiar Text

By (date), after reading a nonfiction text with the teacher, listening to the teacher model (1) question and answer (e.g. “Who is the postal carrier? The postal carrier is the person who delivers mail to people’s homes.”), and when asked (1) question about a person, object, or place from the text, (name) will verbally answer the question, for (4 of 5) nonfiction reading sessions.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Answer Questions about Details in a Text

By (date), after reading a nonfiction text, when verbally prompted by the teacher (e.g. Teacher says “Tell about something important that you learned from the text.”), (name) will verbally respond with (1) question or statement about the text (e.g. Student asks “I was wondering how bears know when to wake up from hibernation?”) during (3 out of 3) text discussions.

Identify Person from Familiar Text

By (date), after reading a nonfiction text with the teacher, listening to the teacher model (1) question and answer (e.g. “Who is the postal carrier? The postal carrier is the person who delivers mail to people’s homes.”), and when asked (1) question about a person, object, or place from the text, (name) will verbally answer the question, for (4 of 5) nonfiction reading sessions.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Ask/Answer Questions About a Text

By (date), after reading a nonfiction text, when given a set of questions to answer for a small-group text discussion, (name) will verbally or in written form ask or answer at least (3) questions (e.g. Who, What, When, Why, Where, or How) about text details, during (3 of 3) reading sessions.

Identify Person from Familiar Text

By (date), after reading a nonfiction text with the teacher, listening to the teacher model (1) question and answer (e.g. “Who is the postal carrier? The postal carrier is the person who delivers mail to people’s homes.”), and when asked (1) question about a person, object, or place from the text, (name) will verbally answer the question, for (4 of 5) nonfiction reading sessions.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Refer to Textual Evidence

By (date), after reading a nonfiction text and asked a verbal question about what the text says explicitly, (name) will answer the question in writing by referring to (1) detail from the text in (4 out of 5) nonfiction texts.

Use Nonfiction Texts to Ask Questions

By (date) after reading a grade level nonfiction text (e.g. Titanic), (name) will identify (1) explicit key detail (e.g. People thought the Titanic was “unsinkable”) and (1) implicit key detail (e.g. Captain Smith did not expect the Titanic to have any difficulty sailing) and he/she will use these details to develop (2) questions; (1) factual question with a text reference (e.g. On what page did the text explain the reasons why the Titanic was called “unsinkable?”) and (1) inferential question with a text reference (e.g. “What clues in the text led you to believe Captain Smith was not prepared for an emergency?) in (4 out of 5) writing exercises.

Use Questions to Show Comprehension

By (date), after reading a grade level informational text and given a 2-column table labeled “Questions” and “Answers from Text,” (name) will develop (5) questions in the “Questions” column that demonstrate comprehension (e.g. “Which form of matter has a definite shape?”). (Name) will then trade tables with a peer, and use the text to answer (5) questions developed by the peer in the "Answers from Text" column. (Name) will demonstrate mastery in (4 out 5) trials as measured by questions and responses.

Answer Questions Based on a Text

By (date), immediately after reading a instructional-level text (e.g. graphic novel) of his/her choice, (name) will verbally answer at least (3) WH- questions (e.g. who, what, when, where), provided with the text, with no more than (1) sentence frame per question (e.g. Teacher says "The girl went to the..."), in (4 of 5) reading opportunities.

Understands Stories Read in Class

By (date), after a reader's theater of a story in class, (name) will demonstrate understanding of the story by role playing or acting out the answer for (2) comprehension questions (e.g. "What happens to the main character at the beginning of the story?") for (2 out of 3) stories.

Use Text Details to Make Inferences

By (date), when given a (3-4) paragraph of grade level informational passage (e.g. a science article from National Geographic Kids, (student) will infer the main purpose of the passage, write (2-3) sentences about the main purpose, and underline (3-4) examples and details from text that were used to infer the main purpose, for (2 out of 3) passages for (4 out of 4) inference identifying exercises.

Use Textual Evidence to Support Inferences and Conclusions

By (date), after reading a grade-level, nonfiction text (e.g. a biography of Abraham Lincoln), when given an inference-analysis prompt (e.g. "Use two details from the text to explain how Abraham Lincoln was an honest man."), (name) will write a (3-5) sentence paragraph stating (2) details from the text and explaining how the details support his/her understanding of the inference in (5 out of 5) inference-analysis opportunities.

Refer to Textual Evidence

By (date), after reading a nonfiction text and given a verbal claim about that text, (name) will support the claim by referring to (2) details in writing from the text for (4 out of 5) nonfiction texts.

Answer Questions Based on a Text

By (date), immediately after reading a instructional-level text (e.g. graphic novel) of his/her choice, (name) will verbally answer at least (3) WH- questions (e.g. who, what, when, where), provided with the text, with no more than (1) sentence frame per question (e.g. Teacher says "The girl went to the..."), in (4 of 5) reading opportunities.

Understands Stories Read in Class

By (date), after a reader's theater of a story in class, (name) will demonstrate understanding of the story by role playing or acting out the answer for (2) comprehension questions (e.g. "What happens to the main character at the beginning of the story?") for (2 out of 3) stories.

Quote Textual Evidence

By (date), after reading a nonfiction text and given a verbal claim about the text, (name) will support the claim by writing (2) quoted details from the text for (4 out of 5) nonfiction texts.

Use Quotes From Text to Support Thinking

By (date), after reading a grade-level informational text and given a verbal and visual writing prompt (e.g. Teacher says and writes on board "In approximately 200 words, use two quotes to support an explanation of the author’s purpose"), (name) will use at least (2) direct quotes from the text to support both (1) denotative claim and (1) inferential claim about the text when writing a (2)-paragraph response according to a teacher-created rubric, for (3 of 3) essay responses.

Answer Questions Based on a Text

By (date), immediately after reading a instructional-level text (e.g. graphic novel) of his/her choice, (name) will verbally answer at least (3) WH- questions (e.g. who, what, when, where), provided with the text, with no more than (1) sentence frame per question (e.g. Teacher says "The girl went to the..."), in (4 of 5) reading opportunities.

Understands Stories Read in Class

By (date), after a reader's theater of a story in class, (name) will demonstrate understanding of the story by role playing or acting out the answer for (2) comprehension questions (e.g. "What happens to the main character at the beginning of the story?") for (2 out of 3) stories.

Cite Evidence to Support Analysis

After reading text written at grade level, (name) will support a central idea or key conclusion of the text by using (2 or more) pieces of textual evidence (one explicit, and one implicit) to support their analysis for (4 out of 5) texts.

Identify Evidence for a Text's Claim

By (date), after listening to a read aloud of a familiar text, when given a verbal claim about the text (e.g. Teacher says "How do you know that character A is upset with character B?"), (name) will identify at least (2) pieces of evidence from the text by pointing to a photo answer choice (e.g. photos portraying different scenes in the story) from a field of (4) picture answer choices within (10) seconds of the verbal prompt, for (4 out of 5) story comprehension activities.

Cite Evidence to Support Analysis

After reading a text written at grade level, (name) will support a central idea or key conclusion of the text by using (4 or more) pieces of textual evidence (one explicit, and one implicit) to support their analysis for (4 out of 5) texts.

Identify Evidence for a Text's Claim

By (date), after listening to a read aloud of a familiar text, when given a verbal claim about the text (e.g. Teacher says "How do you know that character A is upset with character B?"), (name) will identify at least (2) pieces of evidence from the text by pointing to a photo answer choice (e.g. photos portraying different scenes in the story) from a field of (4) picture answer choices within (10) seconds of the verbal prompt, for (4 out of 5) story comprehension activities.

Cite Strongest Evidence to Support Analysis

By (date), after reading a grade-level informational text, (name) will analyze the text by writing a (5)-sentence paragraph that states the central idea or key conclusion of the text and uses at least (3) pieces of strongest textual evidence (e.g., two explicit, and one implicit) to support their analysis for (4 out of 5) central idea and details activities.

Identify Evidence for a Text's Claim

By (date), after listening to a read aloud of a familiar text, when given a verbal claim about the text (e.g. Teacher says "How do you know that character A is upset with character B?"), (name) will identify at least (2) pieces of evidence from the text by pointing to a photo answer choice (e.g. photos portraying different scenes in the story) from a field of (4) picture answer choices within (10) seconds of the verbal prompt, for (4 out of 5) story comprehension activities.

Support Claims by Citing Evidence

By (date), after reading a nonfiction text and given a written, multi-step prompt, (name) will respond in writing and include (3) pieces of evidence from the text that support claims for (4 out of 5) nonfiction texts.

Cite Evidence from Informational Texts

By (date), after reading a grade-level informational text, (name) will correctly respond to (3 out of 4) short-answer, analytical questions that require (him/her) to infer information from explicit information in the text (e.g. “In his 2005 commencement speech at Stanford University, what did Steve Jobs mean when he said that getting fired from Apple was "the best thing that could have ever happened" to him?) by writing (3-6) sentences, including (1-2) citations of textual evidence from which each inference is logically drawn to support (his/her) answer, for each question for 3 out of 4 texts.

Use Evidence to Answer a Question

By (date), when asked a who, what, where or when question about a familiar informational text, (name) will choose the answer (e.g. by pointing, stating, using eye gaze) from (3) explicit textual details, for (3 out of 3) informational text analyses.

Cite Evidence to Analyze Informational Texts

By (date), after reading a grade-level informational text, (name) will write an analytical essay of (500) words (e.g. "After reading Amy Tan's 'Mother Tongue,' analyze the author's view on how a person's language skills shape his/her public perception.") that provides (5) citations from the text as logical justification for inferences made about the text and (1) reference to and commentary about a matter that remains uncertain for (3 out of 4) texts.

Cite Textual Evidence to Support Analysis

You are here

By (date), after reading a nonfiction text and given a written, multi-step prompt, (name) will write a short response that includes (3) pieces of evidence from the text for (4 out of 5) nonfiction texts.

Use Evidence to Answer a Question

By (date), when asked a who, what, where or when question about a familiar informational text, (name) will choose the answer (e.g. by pointing, stating, using eye gaze) from (3) explicit textual details, for (3 out of 3) informational text analyses.

Referenced Strategies

  • Metacognitive Note-Taking

    Reading metacognition is the awareness of self-monitoring comprehension while reading. Good readers naturally do it: They ask questions, mak...

  • Paragraph Template

    A paragraph template is a graphic organizer specifically designed to assist students in writing a paragraph. In particular, paragraph templa...

  • Multiple Choice

    Before students are comfortable generating a free-form response, they can demonstrate their knowledge by selecting the correct answer(s) fro...

  • Preferred Topic or Text

    Allowing students to select a preferred topic or text for a project increases engagement and balances the cognitive load when students are l...

  • Read Aloud

    Read Aloud refers to presenting written text in an auditory format. The teacher can read aloud to the class or students can take turns readi...

  • Modified Text

    Modified Texts are grade level reading passages that have been simplified both in language, length, and complexity to meet the instructional...