The second is to quote the text evidence accurately. If your students are lacking this skill, it would be worth reviewing. The first one is just the ability to add quotations where they belong on the text. Two things are needed when quoting from the text. The point is not to memorize them of course, but the sentence stems make them feel a bit more confident that they know how to weave the text evidence together into a good sentence. I love this activity because the kids are so engaged and it gives them lots of opportunities for movement while practicing this reading skill.Īfter practicing this as a class, students start to memorize these little phrases and can rattle them off if asked. This is easy to erase when they go back and actually complete that task card. So, I suggest that they draw a very faint line over their record sheet for any task cards they skipped, so they don’t accidentally write the wrong answer there. They do know it’s important to keep the numbering correct. I tell students that if a certain card has too many kids working on it, to move to the next card and to come back later. Each child takes a clipboard with a record sheet and a pencil and walks around the room solving text evidence task cards. I like to use the task cards either at a center/station as a game or as a scavenger hunt with the whole class.įor scavenger hunts, I set the task cards in order around the room where they’re easily seen. I think I use task cards for just about every single concept I teach, text evidence included! I love the fact that task cards have such concentrated practice and kids can go through a whole set without feeling like it is a chore. The website Newsela also has interesting articles. Chicken Soup for the Soul has some great one-page stories that can be used. Keeping lessons high interest will make most kids tune in and be ready to learn.Ī few sources for interesting, short text…I like to use Scholastic Magazine or Weekly Reader. So, do make sure that the passages you are choosing to use with students are short, ideally one page or less to start, to match their tiny attention spans.Īlso, make sure that the topics of those passages are not only kid-friendly but truly engaging. If kids aren’t engaged, the battle is already lost and they will be unable or unwilling to learn. One of the most important things a teacher can do academically is to keep students engaged. Our job is to carefully go back into the text and find the proof we need to prove our case! 2. We talk about how this evidence gathering has a purpose…which is to identify the robbers and to prove our case.įinding text evidence then is like being a detective, a reading detective. First, we start off by talking about evidence in general and what that is.įor example, I ask students if there was a bank robbery, what kinds of evidence might we find? They come up with ideas like fingerprints, a witness’ description of what the robber was wearing, eyewitness accounts of what the robber looked like, a license plate of their vehicle and ideally… a bank video of the robbers. It’s always good though to do a quick review to refresh their memories. An Introduction or Reviewīy the fourth or fifth grades, most students will have been introduced to text evidence. Teaching text evidence can be challenging…but it can also be a lot of fun! Want to find out how to lead your students step by step through the process of finding and citing text evidence? Find out what works in my classroom here: 1.
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