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1. The data: The student was struggling to find relevant supporting evidence.

2. Skill/Power Goal: I can find details in a text to support my comprehension.

3. Activity: Complete main idea graphic organizer using I do, you do, we do.

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1. The data shows student is able to idenitify evidence comparing informational historical text to historical fiction on the same event.

2. Goal: Student will be able to utilize text evidence in a written response

3. Student will complete a writing prompt on the events of 9/11 using the text evidence from both texts to demonstrate understanding.

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RACE

R-restate the question and then it into a statement

A- answer all parts of the questions

C-cite evidence using text specific details and examples

E- example the evidence that support your answer using characters, setting and plot

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Read a short story with the student and fill out a graphic organizer identifying different plot points from introduction to conclusion, and identifying supporting details.

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Write on the board: “The classroom was a zoo.”

Ask: What does this mean? Is it literal or figurative?

Let students share quick ideas.

Show a short passage (from a class novel, poem, or even a song lyric). Example:
“The wind whispered through the trees.”

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2. I can identify the main idea of the story I am reading.

3. Read a few short passages aloud and work to identify the main idea of each passage together, as an exit ticket or to wrap up the lesson have the student identify the main idea of a new passage on their own.

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Venn diagram comparing fictional and historical facts based on the 9/11 article given to the student

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Central idea is the skill.

Students will be able to identify the central idea in various sentences. They will highlight the central idea and be able see the correct answer immediately with teacher guidance.