If the proof isn’t stated directly in the article, students will experience frustration. Students need to look back in the reading selection and locate, identify, and underline the text evidence they need to answer specific questions. Inferential questions are wonderful – but not when you’re introducing the skill of identifying text evidence (especially to beginners!) The chosen passage should have text-dependent questions – meaning that the information is directly stated in the reading. Look for reading passages with text-dependent questions. In addition, we want our students’ primary focus on identifying and labeling answers in the passage rather than comprehension of a complex text. Students need to experience success and confidence with this new skill, which is another reason to keep the reading short and straightforward. And they won’t build these essential skills.įor this particular introductory lesson, I chose a nonfiction article about Mandrills.Ĭlick on the picture to learn more! 2. If the passage is too difficult and beyond their frustration level, students won’t read it. When I first introduce the concept of finding text evidence to my class, I begin with a short nonfiction passage that’s slightly too easy for my students. Keep these three important considerations in mind when choosing a passage to teach this important skill: 1. I love how these interactive passages help students with fluency, comprehension, vocabulary, and written response practice. Here’s the step-by-step approach I use when teaching students to refer back to the reading. To provide high-quality written responses to questions, students need to refer to the text to identify and cite evidence from the reading. Here’s a step-by-step guide for teaching students to identify textual evidence and support answers to text-based questions with text evidence from passages.ĭo you have as much trouble as I have with convincing students to look back in the reading and find answers from the text?
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