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Finding Evidence Graphic Organizer

Finding Evidence Graphic Organizer
Finding Evidence Graphic Organizer
Finding Evidence Graphic Organizer
Finding Evidence Graphic Organizer
Finding Evidence Graphic Organizer
Finding Evidence Graphic Organizer
Finding Evidence Graphic Organizer
Finding Evidence Graphic Organizer
Product Description
This graphic organizer provides you with a structure you can use to help students of all ages and levels become masters of the Common Core skill of: Using Evidence.
1.) Choose a text (article, short story, movie, picture, audio clip etc.)
2.) Create a few statements about the reading (they can be true or false) and write them in the center section.
3.) Have students read the statements before reading the text.
4.) As students read/view/listen to the text have them jot down evidence that either supports or refutes the statements.
5.) Discuss as a class.
Considerations made in this document:
• Century-gothic is a font that is accessible for many readers including students with visual processing deficits.
• Enlarged print version for students with visual processing deficits (16 pt)
• Large Print version for students with Low Vision needs
• Ample white space for students with visual processing deficits.
• Lines can be especially helpful, especially for some visual processing deficits and motor skill needs.
• No lines=option for drawing: Can be used for younger students or students struggling with writing, if they would prefer to draw their evidence.
• Visual cues (check mark and an x) are designed for both struggling readers and readers who need visuals to refocus attention.
• Enlarged print option places only two statements per page to make chunking easy for students who are easily overwhelmed by long tasks.
How to Differentiate:
More support needed:
• For struggling readers, start with a text at their reading level or start with a video or a picture.
• For students who are new to finding and using evidence you can chunk the activity to just focus on one or two statements.
• Pause during the reading/viewing/listening of the text every few minutes (amount of time is based on your students) to give students time to go back and process.
• Preload any vocabulary words that make impact a student’s understanding of the text. If you have a particular student/group of students with a more limited vocabulary you may want to do a small group activity with these students prior to the reading to ensure this barrier is eliminated.

Extension:
• For students who are demonstrating mastery in this task you can extend learning by adding additional statements.
• Add statements that are up to interpretation (not explicitly in the text) or require use of higher level comprehension skills.
Total Pages
6 pages
Answer Key
N/A
Teaching Duration
30 minutes
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$3.00
Digital Download
$3.00
Digital Download
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