The longest is not always correct, nor should it be assumed that it is more valid because it is long. Then, for the second activity (like a quiz or state test), students have a choice of five phrases. You will see that students are asked to locate the evidence and underline the phrases for the first activity. Cite the evidence by embedding a quote and referencing the source for a writing response.Locate the specific word, phrase, or sentence that answers the question/supports your response.Reread the passage go back to the text!.Instead, we want concise evidence directly from the passage. Too often, we as teachers get either incredibly general details or we get super long paragraphs in quotation marks. Substantiate your claim and move on!ĭirect textual evidence includes words, phrases, sentences, or even paragraphs from a passage. This use of evidence is good practice for the real world, where most people appreciate brevity. When we cite, we may only need one, two, or ten words to prove our point. We know this practice is not the best, so we need to teach our students to only use the detail, word, phrase, or sentence that is essential. We have all tried to extend our papers with evidence. Because of this requirement, I was tempted to use a longer sentence or even a full paragraph in a paper. I don’t know about you, but in college, I had a ton of professors who had a word or page limit. Essential: We only need to cite the evidence that is the most essential.As teachers, we can help our students become critical thinkers who know the facts and the actual research! Specificity is necessary when teaching our kids how to cite textual evidence! People are lazy and/or uninformed, and instead of doing the hard work of researching, we are content to know generalities. The textual evidence might still be relevant and related, yet it might not be specific enough to connect to the student’s response. Specific: Sometimes, the evidence is vague.Students need to practice rereading, skimming, and annotating, so they can locate the best and most relevant textual support. And the toughest part is the time it takes to find the best support. If there is better evidence, then students need to learn to choose the BEST evidence possible. Relevant: The evidence should directly support the answer to the question.Because we need to actually substantiate what we believe, we MUST teach our students how to cite textual evidence before pretty much any other standard!Ĭlick here to JOIN my email list for more reading comprehension ideas and to download “13 Effective Ways To Integrate Test Prep Into Your Classroom!” And really, this skill is key to pretty much any area of comprehension, analysis, and argument. Many, however, don’t understand the need for citing textual evidence. They might know an answer, because they understand the central idea or the main topic. Visible Learning.One of the capstones of most reading comprehension standards is to CITE TEXTUAL EVIDENCE! Every answer needs support! Unfortunately, most students struggle with citing evidence. PEEL Paragraph Structure - Poster and Worksheets Teaching Resource. Editing Checklist for Self- and Peer Editing. PEEL Anchor Chart and Paragraph Writing Tips. From Bringing Math Students Into the Formative Assessment Equation: Tools and Strategies. Corwin. (2015). Guidelines for Writing Learning Intentions (LI) and Success Criteria (SC). Retrieved from Įducation Services Australia. Learning Intentions and Success Criteria. Retrieved from Ĭatholic Education Office Melbourne. P.E.E.L paragraphs: useful tips and a good sample. Lesson 3 – Thesis Statement and PEEL Method /Writing. įeel free to use one of the planning scaffolds below.īarker, N. Like all writing, PEEL paragraph writing works best if it is first carefully planned. It is okay to be flexible with these two. Note: In some circumstances it may make more sense to switch Explain and Examples/Evidence. The link sentence can provide a transition to the next topic or paragraph The last sentence should reinforce your original point or link your writing to the next paragraph. Your explanation should interpret the evidence for the reader. This is where you show your understanding by explaining in more detail how and why your evidence supports your point. Evidence can include facts, statistics, research findings, quotes from a credible authority or a primary text. In the next one or two sentences, give evidence to expand upon and support the point you made. Support your point with evidence and examples. This is sometimes called a topic sentence. It introduces the topic you’re about to discuss and tells the reader what the paragraph is going to be about. Your first sentence must state your point.
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