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in CMS


Students form and express opinions,

derive supporting reasons, and draw
conclusions from a variety of sources.
Students then apply their thoughts and
findings to a written piece or discussion.

What is text?
1.the original words and form of a written or
printed work
2.the main body of printed or written matter
on a page
3.a source of information or authority
5.something considered as an object to be
examined, explicated, or deconstructed
6.frame of reference

2012 Merriam-Webster, Incorporated

What are some examples of texts?

6 Shifts from

Common Core

Shift 4
Text-Based Answers

Text-Based Answers
Students have rich and rigorous conversations
which are dependent on a common text.
Teachers insist that classroom experiences
stay deeply connected to the text on the page
Teachers ensure students develop habits for
making evidentiary arguments both in
conversation, as well as in writing to assess
comprehension of a text.

Student Actions

Rich and rigorous conversations

which are dependent on a
common text
Make evidentiary arguments both
in conversation, as well as in

Teacher Actions

Insist that classroom experiences

stay deeply connected to the text
Use evidentiary arguments to
assess comprehension of a text

Viewing Guide Directions


person in the group

should choose a different
question to answer while you
watch the video.
Discuss your question and
answer with others in your

Key Points

is the importance of
cultivating students close reading
of a text?
How can we get students to go
beyond making the easy
connection with the text they are
reading to a deeper connection?
What are questions worth asking?

(retrieved August 23, 2011) features the following

B. King, New York State Commissioner of

David Coleman, contributing author to the Common
Kate Gerson, Sr. Fellow with the Regents Research


your responses with

your group.
What else did you find to be
valuable or important?
Using the Anchor Standards for
Reading, determine which ones
apply to Shift 4 and why?

What does this
mean for me in
my role?

Enjoy a

Example Tasks

Math: 4th Grade Close to

1,000 game:
Day 1: Students play game. Discuss strategies as they work.
Day 2: 1) While students are playing call "STOP".
2) Students record the 6 cards in front of them & the number
their chip is on.
3) Students write what their next move will be & explain (on
paper) why they think that is their next best move.
4) Students share their writing with a partner.
5) Encourage partners to listen carefully and ask for
6) Select 1-2 partners & ask them to read practices 3 & 6

8) Ask group to listen for evidence that partners 'constructed a

viable argument' & 'attended to precision while doing so'.
9) Have students share connections between their work & the
2 practices highlighted.

Math: 3rd Grade: Franik's

Marbles SAB 55
After students have completed the work
on pages 54-55 ask, "Is it possible to start
with more marbles than your partner on
the first day, but end up with less on the
10th day? How?"
Then ask students to make their case
using examples or evidence from the work
they've been doing this week. Have
students write these in their journals.

Third Grade Argumentation

Sample Social Studies
Your class has been given the job of deciding
what to do with one large piece of land that is
the same size as your schools playground.
Where is the best place you would put the land
(in a city, suburb, or rural community)? Explain
why you would put the land in that community,
and what you would do with the land. Support
your claim with evidence from the texts and/or

SS Textbook: Unit 2 Lesson 3 pages 55-60

Readers from Harcourt: We Live in Communities, Sister Cities, Communities
of the Future

City, Suburb, & Rural Communities on Discovery Education

Work Session

the argumentation
task you created.
Make any necessary
changes or modifications.
Create sample student

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