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.
  • By (date), after reading a grade-level informational text, given a verbal and visual writing prompt (e.g. Teacher says and writes on the board "In approximately 200 words, use two quotes to support an explanation of the author’s purpose") and a writing checklist , (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.
  • By (date), after reading an instructional-level informational text and given a visual and verbal writing prompt (e.g. Teacher says and writes on the board "In approximately 200 words, use two quotes to support an explanation of the author’s purpose"), (name) will interactively write with the teacher, using 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.
  • By (date), after reading an instructional-level text on a preferred topic and given a modified verbal and visual writing prompt (e.g. Teacher says and writes on the board "In approximately 50 words, use one quote to support an explanation of the author’s purpose"), (name) will interactively write with the teacher, using at least (1) direct quote from the text to support both a denotative claim about the text when writing a (1)-paragraph response according to a teacher-created rubric, for (2 of 3) essay responses.

UDL-Aligned Strategies About UDL

  • Vary demands and resources to optimize challenge
    For students who have difficulty with inferential thinking, this assignment may be modified to support growth at the student’s instructional level. The teacher may assess the student only with their ability to generate and support thinking around explicit meaning from the text, and yet still teach and model inferential thinking about the text. The teacher might even set a schedule with the student for this growth in thinking (e.g. You won’t be expected to make an inference for this essay, but I’ll be teaching you more about making them, and your next essay will include making an inference and getting a quote from the text to support it, with my help.).
  • UDL II 6.2 Support planning and strategy development
    By providing a student with a writing checklist that outlines the types of quotes that are needed [in this instance, one that supports explicit (denotative) meaning and one that supports inferential (connotative) meaning], the teacher can support a student who is having difficulty organizing his thoughts, but who is able to produce work independently with tangible support. This checklist will be introduced and explained beforehand, perhaps to the entire class, so that it may be put into use for any student, as needed.
  • UDL I 3.3 Guide information processing, visualization, and manipulation
    Some students will have significant difficulty organizing their ideas and pulling quotes from a text to support their thinking with independence, even with the provision of a writing checklist or an exemplar. By working with the student in a session of interactive writing , the teacher may provide the student with explicit instruction coupled with real-time support. In this instance, the teacher could help by locating quotations, generating sentence starters, modeling ideas, and providing on-the-spot support to keep the writing organized.

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Standards

RI.5.1 Key Ideas and Details
RI.5.1 Key Ideas and Details
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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

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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

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

  • Modified Assignment

    Teachers may provide modified assignments when grade-level work is inappropriate for students. Modified assignments assess the same skill(s)...

  • Writing Checklist

    A writing checklist is a tool that can be used by a student during the writing process such as pre-writing, editing, or revising written wor...

  • 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...

  • Exemplar

    Exemplars are models of completed assignments that provide students with a concrete representation of what the project requires. Teachers ca...

  • Interactive Writing

    Interactive Writing is a process in which the teacher leads the students through various writing forms (e.g. letter, persuasive essay, poems...

  • Leveled Texts

    Leveled texts belong to various leveling systems and are a common feature in today’s reading programs. Texts are classified and matched to s...