Gathering Evidence in Non-Fiction Texts By Using Readers Marks

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SWBAT will draw evidence from informational texts to support the claims and reasons about their research topic.

Big Idea

Mark it Up!

Lesson Opener

5 minutes

In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.

Connect: I will say,”Yesterday we researched social studies and science topics on the internet. Today you are going to research one of those topics using informational texts.”

Teach: I will say, “In order to build upon our research skills, we are going to practice gathering information from print sources. I noticed that the last time you annotated on the text you were just underlining, but not interacting with the text. I am going to practice the skill of gathering different kinds of evidence about my topic and the strategy of annotating on the text. The process I will use is as follows:

1)      Review my claim and reasons

2)      Annotate the text by using Readers Marks (which is used throughout the school)

3)      Use my readers marks to determine the best evidence for my claim and reasons .”

I will model for the class how I take my claim and reasons for my topic before I read the informational text. I will stop and jot by using a variety of the readers marks on the list. I want student to independently use the ones that make the most sense to them, therefore I will let them choose off the list.

I will then read over my readers marks and determine what evidence I will write down for my claim and reasons.

Active Engagement

30 minutes

Active Engagement: I will pass out the informational text I have based upon students choices from the day before (ones I pulled from my class are attached as a resource). I will have found informational texts either from the internet or books based on what my students wrote on the previous days exit ticket.  “Now you are going to read a text with your questions in mind.”

I will conduct this active engagement in one of three ways:

1)      If students have a common interest with another student, I will have them read the text together and annotate together (my class is not ready for this from trying this out from the last time we gathered evidence from print sources).

2)      I will have students read individually and complete their annotations individually

3)      I will have students read individually and then compare annotations with a partner.

  • I choose this one for my students because their reading stamina is low. I had them read for five minutes, then stop and talk for five minutes. We repeated this 5 times in the half hour we read.

I will check for understanding by looking over the shoulder of every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard). I will ensure that students are finding evidence that relates to their question. I will confer with them as they read.

Closing of Active Engagement: I will say, “Remember, writers practice the skill of gathering evidence about their topic and the strategy of using readers marks to annotate the text to determine the best evidence for my essay.”

Indepednent Practice

10 minutes

Independent Practice: Students will be directed them to gather all of their evidence and put it in the “brackets” part of boxes, bullets and brackets. I will show them how I place my evidence in the brackets and cite the author and title of the article/book in which I found the information. I will show them how I think through the best piece of evidence for my reason.


For today students will turn in their boxes, bullets and brackets on their way out of the door.