*Consider using this in conjunction with our "Citing Textual Evidence PowerPoint," which is also available on TPT.
Common Core State Standards Basis:
Citing textual evidence is a cornerstone of the CCSS reading and writing standards for English Language Arts, History and Social Studies, and Science and Technology. Specifically citing textual evidence in an analysis of a text or in regards to what the text says explicitly or implies begins in 6th grade for ELA, Social Studies, and Science. It is an outgrowth of earlier ELA standards in grades 4 and 5 that call for students to refer to details or examples in a text or to “quote directly from a text to support an analysis of what the text states explicitly or when drawing inferences.”
Lesson Use and Preparation:
This lesson is appropriate to use in its entirety with 6th or 7th Grade as a whole class activity. If using it in higher grades (whether ELA, History, or Science), it is strongly advised that a pre-assessment occur prior to implementing this lesson in order to gage students’ current ability to cite evidence from a text. Step 5 of this lesson could be used as a pre-assessment. Decisions about how to use this lesson with grades 8 and higher should be based on evidence gathered through such a pre-assessment. In grades 8 and higher, it is most likely that this lesson is appropriate to use as a differentiated activity for select groups of students or individual students who are struggling with citing textual evidence.
This lesson is divided into a 5 step process. Step one and two can be accomplished in a single class period, especially if the teacher uses our “Citing Textual Evidence PowerPoint” (also available on TPT). These steps are teacher led, though step 2 provides opportunities for students to discuss the example at which they will look. Steps 3-4 can be accomplished in another single class period and would best be done in collaborative pairs or small groups. Step 5, which involves students attempting a short composition using Explicit Textual Evidence and self-evaluating their work against the rubric, can be accomplished in about a half of a class period.
Lesson Follow Up:
As with all CCSS standards, teaching students to cite textual evidence cannot be a “one and done” lesson. The teacher should emphasize citing textual evidence on numerous assignments that follow the teaching of this lesson, as well as give students repeated practice in citing textual evidence to support answers or thoughts regarding a text. It is advisable to create and post a classroom Anchor Chart based on the three steps of Explicit Textual Evidence and the included Sentence-Starters in the lesson for the first few weeks after the concept is introduced. The teacher also may wish for students to retain a copy of the included Explicit Textual Evidence Reference Sheet. The teacher should continue to emphasis how to cite textual evidence until students can do so with independence.