Once we find the correct paragraph of the text and identify the necessary words, I model how to underline the proof in the right color. That’s why choosing a straightforward article is important to keep our focus on the skill. Then, we continue making adjustments until we find evidence and details that support the answer. Analyzing Poetry: ‘Hope’ is the thing with feathers' by Emily Dickinson. Sometimes, I would purposely choose incorrect information to help students fully understand the question. Text Dependent Questions for Independent Reading. To find the correct information, we scan back through the article and think out loud to demonstrate our thought process.Īfter identifying the correct information, we carefully read and reread the question to ensure we’ve found exactly what it asks. When we share our answers or discuss the text with others, we want to show that our answers are trustworthy by finding evidence in the article. It’s important we learn this skill because we need to back up our answers with evidence from the text. In Step 2, we will underline answers in the reading using a specific color. I make sure to explain the words “proof,” “details,” and “support” so that students fully understand their meanings. These terms are crucial because they’re used interchangeably on state tests.ĭuring our discussion of important vocabulary, we also explain the term “text evidence”, which refers to the answers we’re looking for. Displaying all worksheets related to - 6th Grade Text Evidence. They will reread the text, find required text evidence, and underline/highlight/or record it. They will then read to see what evidence they are looking for. It’s also important to mention that the article I’m showing them can be called an article, a passage, a reading, a selection, an excerpt, or simply the text. To complete the text evidence printables, the students will read a grade level text (mix of fiction and nonfiction). This is a great opportunity to ensure that students understand what we mean by “text.” Make sure students understand it doesn’t just refer to a text message on a cell phone.ĭuring our discussion, we clarify that “text” refers to any written words with meaning. We read the directions together, and the first instruction was to read the text. As we read the passage together, I emphasize the importance of reading the entire passage before making any marks on it. My students and I are the better for it.I like to begin each lesson by projecting a passage onto the whiteboard at the front of the room. They can also tweak the questions on this site to do away with cheating. Maybe those complaining about cheaters can use some of these strategies. I also underline some of the words and phrases and ask them to find words or phrases which mean the same and can replace them in the passage – that’s another important component of questions asked on reading comprehension passages in my part of the world, Ghana. Thus, my students cannot find answers and it makes them do the hard work of comprehending the passages. Since comprehension questions in our part of the world are not mcqs – they are usuallyquestions which require short answers – I usually dowload the passages and prepare my own questions, with maybe one or two mcqs from your question bank thrown in. They’re learning so much and it’s stirring their curiosity to do their digging about the topics they most enjoy. I have particularly found the nondiction passages wonderful – the ones which appear in their reading books are often bland and not engaging – and so do my students. I love the stories and so do my students.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |