1. Citing Textual Evidence
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2. Literacy Instructional Shifts
Regular practice with complex text and its academic language
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Building knowledge through content-rich nonfiction
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3. Supporting Student Literacy Development
Students who are college and career ready
Citing Textual Evidence
Text Dependent Questions
Close Reading
Connection Among TDQs, Close Reading, and Citing Textual Evidence
Don’t have to come all together!
This becomes a process in which students are taught in a more formal way to respond to your TDQ's within a Close Reading lesson.
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4. Why Students Need to Cite Textual Evidence
Teaches students to be “Detectives”
Critically investigating a text for evidence
Teaches students to Act on evidence
Deeper analysis of facts, figures, claims, etc.
Students will be expected to Perform this task on assessments.
TCAP Writing Assessment, PARCC Assessment, etc
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5. Planning for Citing Textual Evidence: What do I need?
Text Dependent Questions/ Questions that reference “citing the text”
The Desired Student Response
Including a process in which students are taught in a more formal way to respond to your TDQ’s.
A Plan to teach students how to reference the text and annotate the relevant information for the TDQ before they write their response.
Note that we have addressed each of these areas in the previous session on Friday.
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6. Steps to Cite Textual Evidence
1. State your idea/Rephrase the question:
State the idea you had about the text (if you are responding to a specific question, be sure your idea rephrases the question).
2. Cite the textual evidence that led you to that idea:
Give supporting evidence from the text (by paraphrasing, summarizing, or directly quoting from the text).If you are directly quoting from a text, you must use quotation marks.
3. Explain the Evidence:
Explain how the quote(s) or paraphrase(s) you pointed out support your idea.
All teachers can use this format to teach students how to respond to the text.
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7. Evidence Explanation Stems
Sentence Stems
Students may know how to cite evidence within a text, but need "stems" to help structure that response.  
Text Citation Stems
In the first paragraph, the author says...
The text states...
In the text...
According to the passage...
One example from the text...
The author states...
Evidence Explanation Stems
This shows...
This demonstrates...
This illustrates...
This proves...
This is because…
This reveals…
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8. Stem Champions: Brainstorm Challenge
Let’s beef up our list! With a partner, you will have 4 minutes to create as many NEW stems that you can think of on your handout for both categories.
Text Citation Stems
Evidence Explanation Stems
As groups share out, we will add the new ones to our chart paper.
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9. Model Example
Cats kill between 1.4 billion and 3.7 billion birds every year in the United States alone, a new report concludes. That’s nearly a billion more birds — at least — than estimated by some previous studies, Peter Marra told Science News. This research scientist, who works at the Smithsonian Conservation Biology Institute in Washington, D.C., led the new study. Any long-term solution will be controversial. Some people propose catching wild cats and neutering them, which means performing minor surgery to make them unable to reproduce. That won’t make them kill fewer animals. But it will slow the increase in number of these natural- born killers. Other people have proposed catching and killing feral cats
TDQ: Citing the text, what was the author’s purpose in writing this text?
Note that when modeling for the students, I could remind them about the types of author’s purpose and we can go through the text together to identify items that show that purpose. (facts, figures, etc). We may do this during the close reading.
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10. Question: Citing the text, what was the author’s purpose in writing this text?
The author’s purpose was to make people aware that cats killing birds has become a problem and that any solution to the problem will be controversial.
Step 1: State your idea/Rephrase the Question
Step2: Cite the textual evidence that led you to that idea:
Step 3. Explain the Evidence
In the first paragraph, the author points out that, “Cats kill between 1.4 billion and 3.7 billion every year.”
The author’s use of that statistic really catches a reader’s eye because they are such big numbers. This shows just how big the problem is.
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11. Model Answer
The author’s purpose was to make people aware that cats killing birds has become a problem and that any solution to the problem will be controversial. In the first paragraph, the author points out that, “Cats kill between 1.4 billion and 3.7 billion every year.” The author’s use of that statistic really catches a reader’s eye because they are such big numbers. This shows just how big the problem is. Then, in the second paragraph, the author says that there are two controversial ways to solve the problem, by either catching wild cats and performing surgery on them so they can’t reproduce or catching and killing them. The author was demonstrating that the possible solutions are controversial because most people probably would not like the idea of cats being caught in order to either operate on them or kill them.
Here, the writer answers the question with an idea about the text.
Here, the writer includes a direct quote from the text as evidence.
Here, the writer comments on how the quoted text that was cited as evidence helped form the idea that was stated to answer the question.
Here, the writer paraphrases from the text to give a second piece of evidence.
Here, the writer comments on how the paraphrased text helped form the idea that was stated to answer the question
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12. As a Team: Strong and Slimy
Individually read the article Strong and Slimy.
As you read, determine a method for annotating the text for the following items:
Vocabulary
Key ideas and details
Craft and Structure
Highlight here that we are continuing to practice a skill we utilized on Friday for closely reading a text.
Share out some methods they used to annotate the text.
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13. As a Team:
QUESTION: How does the author try to help readers understand the term “tensile strength”? Cite the text in your response.
Working in Groups of 3-4, create a sample response to this question on chart paper. Follow the steps below:
State your idea/Restate the Question
Cite the textual evidence that led you to that idea
Explain the Evidence
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14. Your Turn
Using the article and material you found on Friday for your Close Read and TDQs complete the following:
Review and revise your TDQs to include a phrase that makes it clear that students will “cite the text.”
Create a desired student response for each that adheres to the steps for citing textual evidence.
You should have a well crafted response for 3-5 questions.
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