Amy teaches her students to use the RACE method to write a paragraph to cite evidence from the text. Amy first models for her students each part of the RACE protocol using a focus question. Students work together to find evidence within the text to support their answer to the focus question. Students share out their evidence and Amy projects it using the document camera. After whole-class practice, students try the strategy independently.
For my first short term learning cycle, I am using the RACE strategy to teach my students to answer a question completely while citing evidence. I really like this link and the simple way this 4th-grade teacher explained the RACE strategy. My students are unfamiliar with this strategy so I chose not to formally pre-test them. I have seen several of their written responses since the beginning of this unit and determined that my students do not know how to use this strategy.
First, I will present the goal: 100 % of my sixth graders will be proficient at using the RACE strategy by the end of this 2 week cycle as evidenced by their written responses. Then, we will set the stage by outlining exactly what it is that I will do as the teacher and they will do as the student. Next, we will discuss strategies that have worked for them in the past, and make our learning plan. We will revisit the plan often over the next week!
Now it is time to learn the strategy. will share it with them and have them write it in their reading notebooks.
Rephrase the question
Answer the question
Cite specific evidence from the text
Explain how your evidence helps answer the question
To close a lesson, Amy asks her students to complete a quick write about what they think is the most important idea (the main idea) from their reading and to use evidence from the text to support their thinking. Students willl have discussed this question with peers prior to beginning their quick write and then have five minutes to construct their text-dependent response.
Regan and her class sing a song about the structure that they will follow as they draft a paragraph based on textual evidence. Students then apply this song as they compose a paragraph about an article they read as a class. Singing helps students to engage with and internalize the rubric, as well as addresses the needs of multiple learning types.