1. Taking the guess work out of answering questions:
Using Textual Evidence.

2. Textual Evidence is another way of saying “evidence from the text
Textual Evidence is another way of saying “evidence from the text.” This may be done by:
Direct Quotes
Paraphrasing
Summarizing
Remember, quotes doesn’t mean dialogue. You can use any part of the text as quotes in your own writing not just the parts that are already in quotation marks.

3. Textual Evidence Example
On the first page of Seventh Grade” I learn Victor is Latino or Mexican descent. Even though Gary Soto never actually explained Victor’s ethnicity, here are some pieces of textual evidence that would lead me to infer (guess) that about him: We would call those two pieces of text “textual evidence” because they are EVIDENCE from the TEXT that PROVES my response.
“He already spoke Spanish and English…” (32).
“There were rivers in France, and huge churches, and fair-skinned people everywhere, the way there were brown people all around Victor” (32).

6. Sentence Starters for incorporating textual evidence.

7. R A C E “Cross the Line” - Use Your RACE Strategy
“Cross the Line” - Use Your RACE Strategy
You’re not DONE until you finish the RACE. R
Rephrase the question. A
Answer accurately all parts of the question. C
Cite textual evidence to support your answer. E
Extend and Elaborate your understanding.
-Explain the evidence
-Draw a conclusion
-Make a connection
-Evaluate the argument (if necessary)

8. Using Textual Evidence Effectively
According to the short story, Victor hopes that Teresa is going to be in the same class this year because he likes her. I know this because on page 32 he says “Teresa is going to be my girl this year, he promised himself as he left the gym full of students in their new fall clothes. She was cute” This demonstrates Victor’s desire to get to know Teresa better.

9. Brief Constructed Response Rubric
Response Quality
Point Value
Criteria
Exceeds Expectations 4
The student demonstrates a thorough understanding of all concepts.
-Integrates relevant and accurate disciplinary content with thorough explanations/calculations/arguments (citing text evidence) that demonstrate in-depth understanding.
SPECIFIC EXAMPLES AND/OR ELABORATION
Meets Expectations 3
The student demonstrates a basic understanding of all concepts.
-Accurately presents disciplinary content relevant to the question with sufficient explanations/calculations/arguments (citing text evidence) that demonstrate understanding.
DETAILS
Approaches Expectations 2
The student demonstrates a partial understanding of all concepts.
-Briefly notes disciplinary content relevant to the question; shows basic understanding of content;
minor errors in explanations/calculations/arguments (citing little text evidence)
ANSWER ONLY
Minimal Response 1
The student demonstrates no understanding of all concepts.
-Attempts to include disciplinary content but understanding is weak; substantial and multiple errors and/or inaccuracies in the explanations/calculations/arguments (citing no text evidence)
WRONG ANSWER
No Response

10. Read this article titled "This Tongue Gets a Grip
Read this article titled "This Tongue Gets a Grip." Then answer the question below. BCR: What other title would help a reader understand an important idea in this article?
This response demonstrates an understanding of the complexities of the text. The student suggests a title, “The Chameleons Tongue-Now You See it, Now You Don’t,” and effectively uses text-relevant information to explain how this title helps a reader understand an important idea, “…emphasize the speed of the chameleons tongues.” The student extends understanding by comparing the meaning of the new title to the meaning of the original title, “…just like the stickiness…the speed of it is also an important factor.”

11. Explain how the speaker in "Grandmother" feels about Grandmother Asdzan Alts' iisi.
Annotation: The reader responds that the grandmother "made a strong impression" and that she "was such an unforgettable person." Next, the reader offers text support that "not easily forgotten" and "marks of honor" show the grandmother's strength and then continues to explain that "marks of honor" are most likely good" and would need to be earned. The reader concludes that "A person must be honorable to make a good impression" and that "the speaker believes this because of the words...used to describe the grandmother." The reader does answer the question and does offer relevant text support. To improve this response the reader needs to clarify the idea that an honorable person makes a good impression by showing how the grandmother had earned her "marks of honor" and how this created a lasting impression within her family.

12. Adopt, Don’t Shop
BCR: What is the author’s purpose for writing the passage?
Around 2.7 million adoptable dogs and cats are euthanized each year in the United States simply because too few people are willing to adopt from shelters. The number of euthanized animals could be reduced dramatically if more people adopted pets instead of buying them. By adopting from a private humane society or animal shelter and rescue groups, you'll help save the lives of two animals—the pet you adopt and a homeless animal somewhere who can be rescued because of space you helped free up. Furthermore, adopting a pet from an animal shelter or rescue group is much less expensive than buying a pet at a pet store. In addition, animals from many shelters are already spayed or neutered and vaccinated, which makes the shelter's fee a real bargain. By adopting instead of buying a pet, you can also be certain you aren't supporting cruel puppy mills with your money. Puppy mills will continue to operate until people stop purchasing from them. Instead of buying a pet, visit your local shelter or contact a local rescue group, where you will likely to find dozens of healthy, well-socialized puppies, kittens, and adult pets—including purebreds—just waiting for that special home—yours.