Examining the Modules:
Instructional Practices related to
Finding and Using Evidence
LT 2a. I can describe the impact of content-rich curriculum on
students’ college and career success.
LT 3b. I can analyze the role of specific practices and
scaffolding in helping all students cite and use evidence from
text.
“They Value Evidence”
“Students cite specific evidence when offering an oral or
written interpretation of a text. They use relevant evidence
when supporting their own points in writing and speaking,
making their reasoning clear to the reader or listener, and
they constructively evaluate others’ use of evidence.”
(CCLS, page 5)
(Some) CCLS Related to Evidence
R.1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
W.1 Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
W.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
SL.4 Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
RI.1 and RL.1: What is the progression from
grades 3 to 4? Grades 4 to 5?
Grade 3
Grade 4
Grade 5
Ask and
answer
questions to
demonstrate
understanding
of a text,
referring
explicitly to
the text as the
basis for the
answers.
Refer to
details and
examples in a
text when
explaining
what the text
says explicitly
and when
drawing
inferences
from the text.
Quote
accurately
from a text
when
explaining
what the text
says explicitly
and when
drawing
inferences
from the text.
Unit Overview: How are students being asked to
work with evidence?
Directions:
 Orient to the Unit 1 overview document
 Read the summary paragraph
 Read the mid-unit and end of unit assessment blurbs
Annotate the Unit 1 Overview:
 Where does work with evidence appear explicitly? Cite
evidence. 
 Where can you infer it is happening? Cite evidence. 
Unit Overview: How are students being asked to
work with evidence?
Directions:
 Stay with the same Unit 1 overview document
 Find the “Unit-at-a-Glance” calendared curriculum map
 First, read it on your own
 Then, talk with a partner: what do you notice?

Annotate the Unit-at-a-Glace calendared curriculum map:
-Where does work with evidence appear explicitly? Cite
evidenc.e 
-Where can you infer it is happening? Cite evidence. 
Unit Overview: How are students being asked to
work with evidence?
Directions:
 Stay with the same unit 1 overview document
 Stay on the “Unit-at-a-Glance” calendared curriculum map

Annotate the Unit-at-a-Glace calendared curriculum map:
-Where does work with evidence appear explicitly? Cite
evidence 
-Where can you infer it is happening? Cite evidence 
Note in particular the supporting targets and ongoing assessments.
Discussion


What strikes you?
What questions does this raise?
Headlines
As a table group, generate a synthesis statement about the
importance of using evidence and how that CC shift is
addressed in these curricular modules.
Transition

Thank you!

Please return to your grade-level break out group at 1pm.
Analyzing the Modules at the Lesson
Level : Instructional Practices and
Scaffolding Related to Gathering and
Using Evidence
LT 3b. I can analyze the role of specific practices and
scaffolding in helping all students cite and use evidence from
text.
The CCLS Shifts and how they live in the modules
The Shifts
What you will see in the Curriculum Modules
Text-based
Answers
(NYS CCLS Shift
4)
The modules emphasize working with evidence, including
students self-assessing, learning to ask strong text-dependent
strategic questions as they read, and doing research for a real
purpose.
Writing from
Sources
(NYS CCLS Shift
5)
The modules emphasize performance tasks that require
students to cite textual evidence, to revise their writing and
critique their peers’ writing, and share their writing with a real
audience.
14
5 Specific Evidence-based Practices
Directions: With your table, build a concept map showing the
relationship of the following evidence-based practices:
1. Guiding students to gather evidence in close reading through
text-dependent questions
2. Capturing evidence using recording forms
3. Using evidence in discussion
4. Using evidence in writing
5. Independent application of working with evidence in ondemand assessments
Your concept map can include symbols and additional cards if you wish.
Working with Evidence 3-column recording form
Preview the 3-column Evidence Practices Recording form
• Evidence-based practice
• Evidence/example in the lesson
• How it supports students
Scavenger Hunt for Evidence-Based Practices
•
Your table will receive one of the five practices.
Look for evidence of this practice in the lessons. You are welcome
to look through all the lessons, but begin with lessons 8, 9, and 11.
•
Share whole group – where did you see the practices embedded in
the lessons? What is your evidence? (Yes, evidence of evidence. )
•
Discussion:
How might you use these practices to build students’ capacity to cite
and use evidence from text?
1. Text-dependent questions
2. Recording forms
3. Discussion
4. Writing
5. On-demand assessments
What more do you need to know about these practices?
Transition

Thank you!

We will meet in grade-level groups each day.

Teachers and school-based coaches, please remain here.
Those who want to join the “systems” conversation café, return to
the whole group space.

Experiencing the Modules:
Instructional Practices and Scaffolding
Related to Gathering and Using
Evidence
LT 3b. I can analyze the role of specific practices and
scaffolding in helping all students cite and use evidence from
text.
Framing

Experiencing the modules: through the lens of a learner
 Consider one’s own experience as a “Common Core era” learner
 Based on one’s own experience, reflect on the implications for
students
Lesson 10 – A Continuation of Lesson 9 from
Yesterday
•
•
Working toward synthesis from previous lessons
Building toward the on-demand assessment in Lesson 11
Debrief
LT 3b. I can analyze the role of specific practices and scaffolding
in helping all students cite and use evidence from text.
Conversation Cafe
1. How do you connect these modules with your current classroom
practices?
2. What are strategies for procuring new and utilizing current
resources to implement CCLS?
3. How can your daily schedule be developed to support CCLS
implementation?
Transition

Thank you!

We will meet in grade-level groups again each day.

Now, please return to the whole group space

Sit with your research team. Be prepared to share:
 What you analyzed
 What you experienced
 Your key insights on your triad note catcher