Textual evidence definition12/25/2023 ![]() Develop and deepen arguments.ĭuring discussion, send students back to the text for more evidence by prompting them to expand on a classmate’s idea or deepen the discussion. “The sentence starters help,” she says, “because students know the direction in which they’re supposed to go.” 7. Then, she helps them make the bridge from evidence to interpretation with additional sentence starters (“the author uses this evidence to … this lets us know that …”). Williams gives her students sentence starters to identify their evidence (e.g., “In the text … the author mentions …”). Williams’ students use a graphic organizer with three columns: They write their answer in the first column, note textual evidence in the second, and explain their evidence in the third. To get students to explain why they choose a piece of evidence, provide them with a structure that moves from evidence to interpretation. The challenge is getting students to expand and explain. Heidi Morgan, fifth- and sixth-grade language arts teacher in New Lenox, Illinois, finds that students often want to find a quote and declare themselves done. “The more your classroom has an inquiry focus, the more students will be able to see other perspectives.” 5. Establish the expectation that answers can and will diverge. “Part of the Shared Inquiry™ method of learning is knowing that there are other people who will take that evidence and come up with another argument,” says Knol. Citing evidence promotes the development of different ideas when students read two statements in two different ways. But in discussion, says Riley, evidence will actually open up a text to different interpretations. ![]() Students may think that finding evidence is proof that there’s one right answer. Reinforcing that expectation turns using textual evidence into a habit. Requiring evidence early in the discussion sets an expectation. Knol sets the expectation that her students will use textual evidence, and she tells students to “prove it” so often that they anticipate her request, have their texts open, and often return to the text before she prompts them. Require students to have evidence ready at the start of the discussion. Some ideas: What does the character say? Why did you choose that evidence? How does the evidence support your position? 3. By starting with one overarching focus question like “Which brother made the better choice?” you can create sequences of smaller questions that prompt students to return to the text during discussion. Questions are the greatest tool you have to prompt and encourage student thinking. Look for stories that naturally raise questions about why characters do what they do. Texts that inspire questions encourage students to return to the text and find support for their answers. Stories that are driven by character actions and motivation are the ones that inspire discussion. These 13-teacher and expert-tested strategies will strengthen your students’ ability to find and use evidence from any text. They feel better about themselves when they can prove something.”Īs teachers know well, finding and using textual evidence is challenging for students-choosing a solid piece of evidence or creating a clear interpretation can be overwhelming. “It’s really, really good for kids,” says Jenny Knol, ESL teacher with Sumner County Schools in Gallatin, Tennessee. Using evidence in discussion strengthens students’ comprehension and confidence. In classroom discussions, students work with multiple ideas and have to balance new ideas with their original conclusions. “Ultimately, textual evidence is what makes students’ answers credible.”Ĭlassroom discussions are a perfect place to develop students’ ability to use textual evidence. It involves selecting and interpreting just the right evidence, says John Riley, the Great Books Foundation’s director of professional learning. ![]() “I believe the older brother made the best decision,” said one student, “because in the text, the author said that he weighed all the negative possibilities and risks first.” And with that first interpretation they’re off and running.Ĭiting textual evidence is about more than rattling off quotes from the story. Williams’ students sat in a circle, holding their books and graphic organizers filled with notes. When Jasmine Williams’ fifth-grade students at Carter School of Excellence in Chicago read The Two Brothers, they held classroom discussions around this question: Which brother made the better choice? One chooses to go on a journey and finds happiness-as well as difficulties-along the way, while the other stays at home and leads a happy but uneventful life. Leo Tolstoy’s The Two Brothers tells the story of two brothers who are offered the opportunity to find happiness.
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |