Navigating Complex Text Lesson 2 Identifying Text Evidence Question Type Two-Part, Evidence-Based Selected Response Question Strategy & Standard Identifying Text 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. Resources to Differentiate Text Evidence Graphic Organizer, page 38 Text a, 990L, page 39 Practice a, page 41 Text b, 920L, page 43 Practice b, page 45 Text c, 1210L, page 47 Practice c, page 49 Test-Taking Strategy 1. Read the passage. 2. Read each question. 3. Reread the passage, marking text related to the question. 1ST READ Read the Text Introduce Provide context for the texts. The mission of science is to find out as much information about the world as possible. This knowledge is not always easy to obtain. Sometimes it comes from scientists using the latest technology, and sometimes students like yourselves may think of simple ways to conduct creative experiments in your own neighborhoods. Read Have students read the directions for Text a, Text b, or Text c. Use RED Routine 2: Scaffolded Reading to read the text together. Analyze the Question Type Discuss Read Question 1 aloud and discuss the question type. This is a selected response question with two parts, Part A and Part B. Part B is connected to Part A. The answer to Part B supports the answer to Part A. You must select the right answers for Part A and Part B to get the question correct. How are Parts A and B connected? Provide a sentence frame. The answer to supports the answer to Part A. (Part B) How can you tell? Provide a sentence frame. I know Part B is connected to Part A because. (the Part B question has the words support the answer to Part A ) 2ND READ Apply the Question Strategy In the second read, focus on Question 1 to deepen students understanding of the text. Explain that Question 1 asks students to identify key ideas. Key ideas tell what the entire text or a part of the text is mostly about. Identifying key ideas can help you remember what is important. There may be more than one key idea in a text. Reread the question and answer choices. Model the Identifying Text Evidence thinking strategy students might use to answer the question. Use the Graphic Organizer on page 38. Model Text a: Open Wide! Part A x A. This choice might be a true statement, but it is not supported by the passage. B. This choice is supported by the passage. Once scientists have obtained data, they have to analyze it with an eye for detail. C. This choice is one of the major ideas of the passage. The passage describes how scientists analyze teeth to find out more about fossilized animals. x D. This choice involves an idea that is not discussed in the passage. Guide students to circle Choices B and C on their Practice Tests. 34 4 RDI Book 4: p. 34
1. Part A Answer What is my answer to Part A? (Studying fossil remains often requires careful examination. This study can be aided greatly by the examination of the teeth.) 2. Evidence What text evidence supports my answer to Part A? ( One reason is that dental remains can help scientists identify the type of animal a group of bones came from. ) 3. Explanation Why is this evidence important? (The evidence shows how teeth can reveal a major piece of information about what the scientists are investigating.) Model Text b: Tracking Forest Animals Part A x A. This choice is clearly not true, since gathering data required much time, energy, and organization. B. This choice is correct. It states a key idea about Maia s data collection process. The text goes into great detail about the steps Maia took to organize, carry out, and complete her research. x C. This choice is incorrect. It does not describe what the text is mostly about. The text does not even refer to any data that was discarded. x D. This choice is incorrect. The text presents lots of evidence to show that Maia s data was very useful: she discovered a total of 13 mammal species in the three forests ; she won an award for her well-designed experiment and organized results. Guide students to circle Choice B on their Practice Tests. 1. Part A Answer What is my answer to Part A? (Maia had to show a lot of care to gather information.) 2. Evidence What evidence supports my answer to Part A? ( Maia had to stay organized and keep track of all these variables. She recorded her data in a table that showed the total number of small, medium, and large mammal species whose tracks she found in each area. ) 3. Explanation Why is this evidence important? (The evidence gives details that explain the ways Maia took care to gather information.) Model Text c: Uncovering a Hidden City Part A A. This choice is correct because the passage shows Parcak s dedication and thoroughness throughout. x B. This choice is incorrect because while Parcak has opinions about science and her work, these would not normally be considered strong statements. x C. This choice is incorrect because it is not supported by any evidence in the passage. D. This choice is correct. Parcak shows great affection and enthusiasm for her work. She exclaims, I could not believe my eyes... when she sees Gradual Release Model 1st Read: Whole-Group Instruction 2nd Read: Whole-Group Instruction Questions 2 & 3: Small-Group Instruction, Pairs, or Independent Practice 35
Navigating Complex Text Lesson 2 Identifying Text Evidence Continued the satellite photos, and she says, It is a very exciting time to be an archaeologist. Guide students to circle Choices A and D. 1. Part A Answer What is my answer to Part A? (Parcak is very determined. She loves her work.) 2. Evidence What evidence supports my answer to Part A? ( Parcak will return to Egypt to dig at one of the archaeological sites she found using the satellite imagery. ) 3. Explanation Why is this evidence important? (It shows Parcak s dedication and efforts to follow through on her research plans.) Analyze Responses Guide students through the answer choices for Question 1 Part B. Model your thinking as you read each response and analyze whether it can be supported with evidence from the text. Analyze Text a: Open Wide! Part B x A. This choice discusses teeth, but it does not link scientific research and teeth together closely enough. x B. This choice describes the substance teeth are made of, but it does not explain anything about using teeth in scientific research. C. This choice explains how studying teeth can help scientists in their research. x D. This choice is indirectly related to teeth but it does not explain how teeth and scientific work are related to each other. Guide students to circle Choice C on their Practice Tests. Analyze Text b: Tracking Forest Animals Part B x A. This choice may demonstrate that Maia is observant, but it does not demonstrate great care. B. This choice shows that Maia put considerable effort into her research. C. This choice gives an example of a part of Maia s project that would have required a tremendous amount of research. x D. This choice does not reflect on data collection, but on what came afterward. Guide students to circle Choices B and C on their Practice Tests. 36
Analyze Text c: Uncovering a Hidden City Part B x A. This choice is incorrect because although it may show her desire to teach, it does not necessarily illustrate Parcak s determination or love of her work. B. This choice is correct because it shows determination in that Parcak wants to return to complete a project. x C. While this choice may indicate something about Parcak s personality, it does not necessarily indicate that she is determined or that she loves her work. x D. This choice is incorrect because while it describes Parcak s work, it does not necessarily tell readers how she feels about her work. Guide students to circle Choice B on their Practice Tests. 3RD READ Practice the Task Have students read the remaining questions. Have them reread the texts and gather evidence to answer Questions 2 and 3. Remind students that they may want to refer to the Graphic Organizer on page 38. When students finish, encourage them to share their work with the group. Check Progress Refer to Item Analysis, pages 191 193. 37
Name READ 180 Practice Test Assessment Strategy Lesson 2 Graphic Organizer Question Strategy: Identifying Text Evidence As you reread the text, look for words, phrases, or sentences that support your answer to Part A. This is called text evidence. Use the graphic organizer to help identify text evidence: What is my answer to Part A? Part A Answer Evidence What text evidence supports my answer to Part A? Why is this evidence important? Explanation 38 Use with pages 34 37. 4 RDI Book 4: p. 38
Name READ 180 Practice Test Assessment Text Lesson 2: Text a Directions: Read the following text. Then answer questions 1 through 3. Open Wide! What s in a tooth? Teeth contain mouthfuls of information about an animal. by Natalie Smith Teeth they help us chew our food and speak clearly, and they give us our dazzling smiles. Some animals use their teeth for other functions, such as fighting enemies or cutting down plants to build homes. But for scientists, teeth have another benefit: they tell secrets! A peek inside an animal s mouth can tell researchers everything from what the animal eats to how old it is. Tough Teeth When scientists dig for fossils of ancient animals, they often look for dental remains. Teeth last much longer than other bones, which can break down over time. Bones are porous, or have many tiny holes, while teeth are solid, explains Robert Feranec, a fossil expert at the New York State Museum in Albany, New York. This means that as bones become fossils, they can wear away more quickly than teeth. Teeth also have an added layer of protection: a hard, white covering called enamel. Enamel is what helps keep teeth from chipping when you bite down on a nut or a crunchy chip. The substance is so hard that it can last for millions of years! Dental Records Open Wide! by Natalie Smith from SuperScience magazine, February 2010. Copyright 2010 by Scholastic Inc. All rights reserved. Why can finding an ancient tooth be so exciting for a scientist? One reason is that dental remains can help scientists identify the type of (Continued on next page) 4 RDI Book 4: p. 39 Use with pages 34 37. 39
Name READ 180 Practice Test Assessment Text Open Wide! by Natalie Smith from SuperScience magazine, February 2010. Copyright 2010 by Scholastic Inc. All rights reserved. animal a group of bones came from. Each animal species has a unique set of teeth. They vary by number, size, shape, and organization. A crocodile, for example, has many sharp, pointed teeth that are spaced apart. A horse has large, flat teeth that are close together. These differences give scientists clues to an animal s diet. Teeth come in different shapes in order to perform different jobs. A carnivore s teeth are usually shaped into slicing blades, says Feranec. Herbivores generally have square-shaped teeth that allow them to grind up plants or fruits. Omnivores, which eat both plants and meat, typically have both sharp and flat teeth. Patterns on teeth can also hold information. When an animal chews its food, very small wear patterns develop on a tooth s surface. Animals that eat grass will have lots of scratches on their teeth, says Feranec. Animals that eat fruits or nuts or graze on leaves will have microscopic holes. The Root of It All By studying teeth, scientists can learn more about how an animal lived than just what made up its dinner. An ancient animal s diet gives clues about what its habitat was like. If an animal munched on parts of a tree, for example, it might have lived in a forest. Since teeth grow and wear down at a steady rate over time, they can also reveal an animal s age and growth history. Tooth enamel forms in daily layers, with distinct lines that can be counted, like tree rings, says Peter Ungar. He is an anthropologist who studies the teeth of modern-day and ancient animals. Therefore, we know how long a tooth takes to form, he says. With these observations, scientists can figure out at what age an animal died. Each of these clues can be fit together to tell scientists an animal s story. If, thousands of years from now, a scientist were to find one of your teeth, what kind of story would it tell about you? 40 Use with pages 34 37. 4 RDI Book 4: p. 40
Name READ 180 Practice Test Assessment Lesson 2: Text a Identifying Text Evidence Directions: Use Open Wide! to answer the questions. 1. This question has two parts. First, answer Part A. Then, answer Part B. Part A: What does the passage suggest about looking at fossilized animal remains? Circle the two that apply. A) It can be very misleading. B) It often requires careful work. C) It is sometimes aided greatly by the examination of the teeth. D) It requires a sophisticated background to do correctly. Part B: Which statement from the passage best supports the answers to Part A? A) Teeth last much longer than other bones, which can break down over time. B) The substance is so hard that it can last for millions of years! C)... dental remains can help scientists identify the type of animal a group of bones came from. D) An ancient animal s diet gives clues about what its habitat was like. 2. This question has two parts. First, answer Part A. Then, answer Part B. Part A: In the second paragraph of the section The Root of It All, what is the meaning of the word distinct? Circle the best answer. A) predictable B) complex C) noticeable D) ancient (Continued on next page) 4 RDI Book 4: p. 41 Use with pages 39 40. 41
Name READ 180 Practice Test Assessment Part B: Which phrase from the passage provides the best evidence for the answer to Part A? A) the teeth of modern-day and ancient animals B) tooth enamel forms in daily layers C) we know how long a tooth takes to form D) teeth grow and wear down at a steady rate 3. This question has two parts. First, answer Part A. Then, answer Part B. Part A: What is the function of the section Dental Records in the passage? Circle the two that apply. A) It explains what parts of the teeth scientists study. B) It shows that teeth can help identify types of animals. C) It informs the reader about different kinds of animal teeth. D) It demonstrates how teeth can reflect an animal s diet. Part B: Which statement from the passage best supports the answers to Part A? A) A crocodile, for example, has many sharp, pointed teeth that are spaced apart. B) Teeth come in different shapes in order to perform different jobs. C) An ancient animal s diet gives clues about what its habitat was like. D) When an animal chews its food, very small wear patterns develop on a tooth s surface. 42 Use with pages 39 40. 4 RDI Book 4: p. 42
Lesson 2: Text a Graphic Organizer Part A Answer What is my answer to Part A? It often requires careful examination. It can be aided greatly by the examination of the teeth. Evidence What text evidence supports my answer to Part A? One reason is that dental remains can help scientists identify the type of animal a group of bones came from. Explanation Why is this evidence important? The evidence shows that studying teeth can establish important identifications of the remains the scientists are investigating. Lesson 2: Text a Practice: Identifying Text Evidence 1. Two-Part, Evidence-Based Selected Response Part A: B and C Choices B and C are correct because they go into detail about the work involved in scientific research. Choices A and D are incorrect because they make references to ideas and concepts that are outside the scope of the passage. Part B: C Choice C is correct because it makes a direct link between the study of teeth and the results of that study for scientific research. Choices A, B, and D are incorrect because they address the nature of the research but they do not indicate the author s attitude toward it. 2. Two-Part, Evidence-Based Selected Response Part A: C Choice C is correct because it indicates that a scientist could count the rings, which means they must be separate, or distinct. Choice A is not relevant. Choices B and D are incorrect because, while the words could be used to describe the rings, they do not apply in this passage. Part B: B Choice B is correct because if the rings can be counted, they must be visible, or noticeable. Choices A, C, and D are incorrect because they do not directly contribute to an understanding of the word s meaning. 3. Two-Part, Evidence-Based Selected Response Part A: B and D Choices B and D are correct because they are supported by the information the section gives about types of animals, their diets, and how the diets are reflected in teeth. Choices A and C address information given elsewhere in the passage but are not relevant to the function of the section. Part B: D Choice D is correct because it indicates a clear relationship between a tooth s appearance and food consumption. Choices A, B, and C are incorrect because they do not reflect the function of the section. 191