Mini-Task

Identify the main idea of a text, analyze to find evidence within the text that supports the essential question (purpose for reading), support the evidence through explanation and connection. After all evidence is collected and justified, evaluate to ensure that both evidence and support are relevant.

Webb's DOK Level 3, Students are looking for details and examples that support ideas.

Student work shows evidence of:

• Identification of Main Idea and Understanding of the Purpose of Reading
• Textual evidence (citations) that support the Purpose
• Explanations, justifications and support that connects the evidence with the purpose
• Citations and supports are relevant and important

Problem Solving Skills found in student work should reflect:

• Abstraction
• Drawing Conclusions/Justifying Solutions
• Identifying Relevant/Irrelevant Information
• Generate Ideas

Analyzing Text for Main Idea (Purpose for Reading), Citing Supporting Evidence and Justifying Evidence  through Reading Closely and Note taking

In this lesson, you will be teaching students Thinking Processes for Analytical Thinking and Modeling how to monitor their thinking to ensure they understand what they are learning and that they are aware of the  learning strategies they are using.

Introduction: Communicate to students the purpose of reading today, "Today we are going to read to find information/evidence about __________________  to answer our essential question. We will be looking for evidence (citing) in the text that supports the answer to __________________________ (insert the essential question). Once we find that evidence, we are going to explain why that evidence supports the answer to the question."

Model/Teach Analytical Thinking: (Teacher is TEACHING/MODELING their Thinking)

I Do: Teacher does the first column with the Think Aloud

1. "Before I read, I must first make sure that I understand the purpose of reading. Today, my purpose is to find evidence that I need to answer our essential question. I am looking for information about _________."

2. "I am going to begin reading the first section. As I read, I ask myself if there is any information I can use to answer the question."  EVIDENCE   Locate that information. Write it on your note taking sheet.

          "Does the evidence help me answer the question?"

3. "Now that I have identified the information I need to support the answer, I have to ask myself WHY that information supports the answer. My justification is partly my own thoughts and partly what details I read that explain my evidence. It is a combination of ideas from text and my understanding. On my note taking sheet, I am going to write my reason for choosing that evidence."   

Justification- "This means that...because...(explain how it answers a part of the question.)  Write it on the note taking sheet.  "

          "How do my explanations explain why that evidence answers the question?"

4. "Now that I have my evidence and my justification, I need to re-evaluate the connection and relevancy of the two. Looking at my note taking guide, I am going to look at my evidence and explanation and ask myself...

          "Does the evidence help me answer the question?"

          "How do my explanations justify why that evidence answers the question?"

5. "Now I need to provide MY OWN example, NOT one that was shown in the text,  that shows the connections I made between the concept and my explanation.  I need to ask myself how my example helps my audience make the connection and supports answering the question. I can use the text AND my understanding to create an example that supports my explanation. I can check myself by asking..." 

          "Do my examples support the evidence used AND the answer to the question?"

Guided Practice (Teacher monitors, questions, supports/Students practice and apply strategy)

We Do: Teacher supports this as students work through the second column. IF students are on the right track, go to the YOU DO, IF not, repeat the WE DO until students have the concept.

1. Have students read a small section of the text. (Independently or in Pairs)

2. After reading, each student will discuss what they read, identifying 1-2 pieces of evidence they feels supports the answer. (Students may discuss in pairs or as a group.)

3. Have students share their evidence AND why they think that evidence answers the question.

4. Once you are sure that the evidence is relevant, have them write the justification.

5. Once you ensure that the the justification supports their evidence, have students record their evidence and justifications on their note taking forms and have them include an example from the text that connects to the evidence and answer to the essential question.

6. Repeat this process of reading the text in chunks, stopping to discuss relevant evidence and having students justify their citations until all of the text has been read.

You DO: Students will work on columns 3, 4... on their own as you circulate and question as needed.

Facilitating Student Understanding and Mastery During Guided Practice/Independent Practice

Circulate as students read, discuss and record their evidence. Question to prompt responses. Ask students what thinking processes they used when reading, citing and justifying their responses,  (Student Awareness of Metacognition) as well as questions asked during the Think Aloud. This will ensure that students are on the right track and that their evidence, justifications and examples support the answer to the essential question.

"Does the evidence help me answer the question?"

"How do my explanations justify why that evidence answers the question?"

"Do my examples support the evidence used AND the answer to the question?"

Reading and Writing Connections

Students will use the evidence and justifications from this reading with the second text and in writing. This will be used as students write their claim, cite evidence and justify in their writing product.