Activity #1 – Providing Feedback on Evidence Summaries
Now that you understand the ACE team’s process for reviewing and providing feedback on evidence summaries, you
have the chance to provide the same feedback on two hypothetical evidence summaries. As you annotate these
evidence summaries, please mark your feedback in green italics.
EC Summary #1 – Grade 9 Biology (Texas)
The evidence summary below was written for a Grade 9 biology lesson on genetics. Review the evidence statements
below and annotate feedback for the observer; also write a 2-3 sentence summary of strengths and weaknesses for
this summary.
Essential Content - Rating 3

All lesson activities were aligned to the posted lesson objective and ninth grade TEKS for Biology.
o SWBAT be able to identify and explain the five types of mutations.
o TEKS: 112.34 (C) (7) (F) The student knows evolutionary theory is a scientific explanation for the
unity and diversity of life. The student is expected to: analyze and evaluate the effects of other
evolutionary mechanism, including genetic drift, gene flow, mutation, and recombination.

The white board activity on identifying the types of mutations was a challenge for some students. Students
had to compare the projected DNA examples on the screen and determine the type of mutations for each.
Summary
In the space below, discuss a) what this evidence summary does well, and b) the key revisions necessary to help this
evidence summary fully meet our criteria for strong feedback.
EC Summary #2 – Grade 5 ELA (Louisiana)
The evidence summary below was written for a Grade 5 ELA lesson. Review the evidence statements below and
annotate feedback for the observer; also write a 2-3 sentence summary of strengths and weaknesses for this
summary.
Essential Content - Rating 3

Students are actively working with a text, “Johnny’s Race” that is a Lexile of 950 which is on the upper
portion of the “stretch Lexile band” for the grade band 4th-5th.

Students whole group discussion, group reading time, and guided notes (“Story Building Blocks” and
“Compare Chart”) all aligned to the lesson objective of drawing specific details from the text which could
then be used to help the reader make comparisons (and contrasts) between characters in the text.

Students did not make direct comparisons (and contrasts) between characters in the text during this class
period; they did however make comparisons between the character in the text and their lives.

Teacher has students find text within the story to support their answers as noted at 10:19 when Michael
responds to the question “why” and the Teacher stops him, tells the class to find evidence within the text to
support their answers, and then re-grounds the discussion in evidence from the text.
Summary
In the space below, discuss a) what this evidence summary does well, and b) the key revisions necessary to help this
evidence summary fully meet our criteria for strong feedback.