1. Standard:
I can cite several pieces of textual evidence to support the analysis of a text explicitly as well as inferences drawn from the text.

2. Explicit Textual Evidence Explicit = direct Textual = from the text
When we have ideas about what we read, we need to cite explicit textual evidence to support our ideas.
Explicit Textual Evidence
Explicit = direct
Textual = from the text
Evidence = support
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).

5. Sentence Starters for incorporating textual evidence.

6. 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)

7. 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.

8. 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.”

9. 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.

11. 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.
Stop the slideshow here and allow kids to write his or her own BCR using the attached question.

12. The authors purpose for “Adopt, Don’t Shop, was to convince people to adopt a pet from a shelter or recuse group instead of buying from a pet store. The author states, “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 author uses this statistics to not only grab your attention but to also make you feel an emotion, sympathy for the animals in shelters that are put to death. It also shows the severity of the issue she is supporting. In addition, the passage argues adopting is less expensive, as animals are typically already spayed or neutered and that by adopting, people can help put a stop to “cruel” puppy mills. These details demonstrate there are multiple benefits to adopting besides saving lives. The author’s arguments are quite persuasive and would make any reader think twice about buying a pet over adopting a pet.
Student Sample
Here, the writer answers the question with an idea about the text.
Here, the writer includes a direct quote from the text as evidence.
Here, the writer comments on how the quoted text that was cited as evidence helped form the idea that was stated to answer the question.
Here, the writer paraphrases from the text to give a second piece of evidence.
Here, the writer comments on how the paraphrased text helped form the idea that was stated to answer the question.