Whether we are writing a reading response, or writing to a writing task after reading paired texts, it's all about supporting our responses with evidence and citing where we found our evidence.
The first handout in this file explains to students what supporting ideas are, and what they are not. It also gives examples. This goes well as a follow up to my main idea activities.
I used the second handout in this file to place in the students writing folders as a reference tool for the various types of evidence we get from texts. We used a mentor text (fiction and non-fiction) to find the examples as a whole class, once they have mastered this skill I plan on using the third document.
The third document is to move students away from just including the evidence. Now they are expected to elaborate, explain, how the evidence supports their main idea.
I have included two additonal documents that explain the PEEL method, which helps students write solid paragraphs that include the point, the evidence, the elaboration and a link back to the controlling idea. Students are also given a cloze paragraph that allows them to practice this method with one piece of evidence for a claim. (PEEL is not intended to be used as a formula, but an understand of what a paragraph should include.)
LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
LAFS.5.W.1.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
LAFS.5.W.3.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
LAFS.5.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
This is one of many resources that I have created for my students to excel on FSA Reading & Writing goals. Please check out my store for additional activities.