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The teacher might have asked the student to read their section of writing and asked if they feel if something is missing or could add more depth to their writing.

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'I like how you....now let's try the skill of citing evidence. Watch as I model how...'

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The teacher could have said, "Great start. It looks like the next step is adding evidence. do you need me to meet with you one-on-one."

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The teacher could have said, "Great start. It looks like the next step is adding evidence. do you need me to meet with you one-on-one."

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"I see you wrote _______ what evidence do you have to show that?"  Listen and help write one response together if needed.

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"I see you wrote _______ what evidence do you have to show that?"  Listen and help write one response together if needed.

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The teacher could have said "I would like for you to cite evidence, let's take a look at your sources and how you might move forward..."

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The teacher could have said "I would like for you to cite evidence, let's take a look at your sources and how you might move forward..."

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I notice you don't have any cited evidence. Remember that evidence is like words from other authors or texts. Where did you get ideas for this statement you wrote? Find that part and I will come back to check on you.

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I notice you don't have any cited evidence. Remember that evidence is like words from other authors or texts. Where did you get ideas for this statement you wrote? Find that part and I will come back to check on you.

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The teacher may have showed the student examples of citing evidence with in the article.

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The teacher may have showed the student examples of citing evidence with in the article.

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"That's very interesting, can you show me where you found that information?"

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"That's very interesting, can you show me where you found that information?"

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Teacher could have provided more specific examples of where student needed citations

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Teacher could have provided more specific examples of where student needed citations

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"Is there something in the text that made you think that?"

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You have a strong point, how can the reader know their is evidence to support your point?

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You have a strong point, how can the reader know their is evidence to support your point?

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"Your writing is good. To add power to your argument, let's try adding some evidence to prove your point."

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"Your writing is good. To add power to your argument, let's try adding some evidence to prove your point."

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can you please show me your evidence?  we are giving evidence b/c...and some examples from the m.lesson

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can you please show me your evidence?  we are giving evidence b/c...and some examples from the m.lesson

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It sounds like this is a persuasive piece. The teacher could have a verbal pursausioin discussion to help the student understand why it's important to back up his work with evidence. For example "I see you said apples are the best fruit. I think oranges are. Why do you think apples are the best?"

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the teacher could have checked for understanding of the assignment then retaught in-the-moment

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the teacher could have checked for understanding of the assignment then retaught in-the-moment

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I see that you didn't cite evidence, is there a part of citing evidence that feels confusing to you or that we can think through together?

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I see that you didn't cite evidence, is there a part of citing evidence that feels confusing to you or that we can think through together?

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The teacher could have used positive words letting the student know that they are capable and then provide the next step to move forward with the assignment. The student may have needed more chunking.

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Ask for the student to show  where they got the their info from

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Teacher could have led with a conversation that starts with a question.  Ex. "Hey Jose, can we talk through your writing for a minute?  Can you tell me what your bid idea is?  Great, strong idea!  Now can you tell me what evidence you have to support this?"

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Teacher could have led with a conversation that starts with a question.  Ex. "Hey Jose, can we talk through your writing for a minute?  Can you tell me what your bid idea is?  Great, strong idea!  Now can you tell me what evidence you have to support this?"

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Once they tell you, because often times that is easier, you respond with something like - YES!  Great details that give more evidence for others to make the mental model in their minds.  Now, write it and I'll be back to see how the movie plays out when I read it!"

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be more specific and have direction.

start of with " hey i am having trouble understanding the how and why, can you help me out :)

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Teacher might have said, i know you can do it

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I notices that you are well on your way to your argument. Remember to cite your sources.

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Teacher might have provided positive reinforcement and specific expectations or provided an example of how to proceed.