+ Linda Henderson, Issaquah SD and Jennifer Etter, Shoreline SD Washington State Educational Service Districts Reading, writing and speaking grounded in EVIDENCE from Text

+ A Study of the ELA Standards that illustrate the role of evidence

+ Essential Question What role does evidence play across the grade bands and how is it integrated into reading, writing, speaking & listening ?

+ Defining Evidence Read and annotate your article, indicating words and phrases that help define what we mean by “evidence.” Metacognitive Markers ? = raises a question ! = an ah-ha * = an important point Underline to signal key ideas When you have finished share your notes with those at your table, paying special attention to commonalities.

+ Evidence Definition Facts/Characteristics Examples Nonexamples Evidence

+ Essential Question What strategies can we implement to help students become more effective at using text- based evidence in their reading, writing, speaking and listening ?

+ Video: A Protocol for Citing Evidence from Informational and Literary Texts

+ Turn and talk: How did the teacher structure the lesson? What supports were given throughout the lesson? What was the role of feedback in the classroom protocol? How did the lesson help students strengthen their arguments? How would you augment this lesson to work at your grade level? What might need to occur before this for students to be successful?

+ Cell Phones in the Classroom – Where do you stand?

+ Close Reading – Should cell phones be allowed in schools? 1. Read the 2 articles 2. Choose a graphic organizer to collect evidence for both sides as you read. OR Use pencil to text: circle the pro evidence for cell phone use and underline the con evidence against cell phone use

+ Elaborative Techniques F = Fact or Statistic E = Example Q = Quotation A = Anecdote R = Reason S = Sensory detail V = Visual Evaluate your evidence for the type of elaboration it is. Code each using the letters above. Which do you find most convincing? Why? Would a different audience feel differently?

+ Where do you stand?  Be ready to rate where you stand: 1.Strongly Agree – Cell phones should be allowed in the classroom 2.Agree – Cell phones should be allowed in the classroom 3.??? – No opinion on cell phones in the classroom 4.Disagree – Cell phones should not be allowed in the classroom 5.Strongly Disagree – Cell phones should not be allowed in the classroom

+ Where do you stand? Find your position. Share with any others there why you feel the way you do. Back up your opinion with evidence from the text(s). Be willing to listen to the opinions of others. Its OK to change your position.

+ Fishbowl Discuss: Should cell phones be allowed in schools? Use evidence from the articles to support your claim(s).