To cite or not to cite, that IS the question some students have as they attempt to answer written response questions. Some students also have difficulty understanding how to cite textual evidence or what should be included when they cite from the text.
Each year I explain the citing textual evidence process by sharing a scenario or story to help them make the connection. One of my favorite scenarios is to use a dialogue that involves them asking their parents’ permission to go to the movies with their friends, attend a peer’s house party, or go out on their first date. I continue by sharing with them that this process of asking permission involves a lot of discussion and/or debating. And, oftentimes, during this discussion/debate they must present evidence or arguments as to why they should attend a particular event or activity. At this point, most students have made some connection as to why it is important to present evidence to support a statement.
Once I’ve shared this or another scenario, I ease my students into understanding how the R.A.C.E.S. acronym for citing text evidence can be used to support a statement or written response questions. Labeling the citing text evidence process allows students to see the connection between the steps when answering evidence-based questions.
This Citing Text Evidence resource is a scaffold activity that will guide students through the citing text evidence process. It will give the students support on what should be included in the citing text evidence process.
The template or checklist provides support to ensure that the student includes each section of the task that consists of citing textual evidence.
Take a peek…click on the resource above.
Happy Learning! Happy Teaching! Happy Learning!
Literacy Art by Iris©