No Series: Getting Ready to Write: Citing Textual Evidence
ELA.RI.6.1
| Common core State Standards
- ELA: English Language Arts
- RI: Reading Standards for Informational Text 6-\x80\x9312
- 6: 6th Grade
-
1:
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELA.W.6.2a
| Common core State Standards
- ELA: English Language Arts
- W: Writing Standards 6-\x80\x9312
- 6: 6th Grade
-
2a:
Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information
through the selection, organization, and analysis
of relevant content.
a. Introduce a topic; organize ideas, concepts,
and information, using strategies such as
definition, classification, comparison/contrast,
and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate transitions to clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that
follows from the information or explanation
presented.
ELA.SL.6.1a
Common core State Standards
- ELA: English Language Arts
- SL: Speaking and Listening Standards 6-\x80\x9312
- 6: 6th Grade
-
1a:
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 6 topics,
texts, and issues, building on others'\x80\x99 ideas and
expressing their own clearly.
a. Come to discussions prepared, having read or
studied required material; explicitly draw on
that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on
ideas under discussion.
b. Follow rules for collegial discussions, set
specific goals and deadlines, and define
individual roles as needed.
c. Pose and respond to specific questions with
elaboration and detail by making comments
that contribute to the topic, text, or issue
under discussion.
d. Review the key ideas expressed and
demonstrate understanding of multiple
perspectives through reflection and
paraphrasing.
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Discussion and Supporting Materials
Thought starters
- How does each part of the lesson prepare students for writing?
- What skills do students develop in the lesson?
- How could the scaffolds Ms. Norris puts into place be taken away as students gain fluency?
School Details
Monroe Middle School4716 West Montgomery Avenue
Tampa FL 33616
Population: 429
Data Provided By:
Teachers
Dawn Norris
Newest
|
4 MIN
|
5 MIN
|
5 MIN
UNCUT CLASSROOMS
| TCHERS' VOICE
English Language Arts
67 Comments
Erica Archon Apr 11, 2024 12:16am
Each part of the lesson prepares students for writing by providing the essentials needed for writing. It explains everything needed in that particular step.
The skills the students develop in this lesson are being able to read the text and determine what is important to them by annotating the text.
As students gain fluency, Ms. Norris can remove the scaffolds if students are able to read on their own and determine what information is important to them by annotating on their own.
LaBresha Small Feb 28, 2024 7:48pm
Joann Miller Jan 7, 2024 3:03pm
The teacher is working on teaching specific skills so that the students can be successful. She is teaching them to read the text, cite the text and to make inferences. She sets them up in groups of four to discuss the material at hand and to use evidence to write artiicle.
SHONDRICA LEE Sep 28, 2023 12:18pm
The reading information is great.
Brianna Mudra Nov 22, 2021 8:33pm
It would have been helpful to see some content of how the teacher differentiated the instructions in this video. Otherwise, I think the lesson was great.