• Define Define what an evidence-based claim is

• Identify Identify how an evidence-based claim (EBC) is aligned to the Common Core standards

• ExplainExplain the structure and features of making evidence-based claims

• ReflectReflect on current practices

• Apply Apply knowledge of an EBC to an upcoming lesson

Claim: A clearly stated inference that arises from

close reading of a text. It should be clear, demonstrate an understanding of the topic, and reference evidence from the text.

Evidence Should: Use relevant and strong details from the

text(s) to support the claim

Details Might Come From: Illustrations, direct quotations, statistics/data,

lab results, observations, political cartoons, etc.

When and how do you currently ask students to develop and support claims?

R1: 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.

Literacy Anchor Standards: Literacy Anchor Standards: ReadingReading

p.73 of CCSSp.73 of CCSS

How can students work toward this standard?annotate text, respond to text

dependent questions that help unlock meaning, record the main idea/gist of each

paragraph, determine the author’s main points and supporting evidence, connect to other

text(s) and lessons.

R8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence

Literacy Anchor Standards: Literacy Anchor Standards: ReadingReading

p.73 of CCSSp.73 of CCSS

How can students work toward this standard?After closely reading and analyzing,

students might use a graphic organizer to help guide them in determining the argument and

claims the author is making as well as the supporting evidence used. Students should

determine credibility and relevance using an evaluative process that asks them to consider

the author, date of publication, possible bias(es), publisher, and author’s credentials.

Grades 9-10 Grades 11-12

R1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

R1:Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Reading Standards for Literacy in Science and Technical Subjects 6-12

Grades 9-10 Grades 11-12

R1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

R1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

Reading Standards for Literacy in History/Social Studies 6-12

W1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Literacy Anchor Literacy Anchor Standards: WritingStandards: Writing

p.76 of CCSSp.76 of CCSS

How can students work toward these standards?

•Analyze a text (print, media, image), noting relevant and important details, and forming a

claim based on those observations and/or engage in inquiry about a topic and forming

claim(s) based on the data.•Report findings (essay, I-search, presentation,

debate)

W7: Draw evidence informational texts to support analysis, reflection, and research.

Print text Print text Essays Biographies Newspaper articles Journal articles Books

Visual and/or mixed text:Visual and/or mixed text: Graphs Data tables Illustrations Political cartoons Paintings, photographs,

images

Videos*Videos* Documentaries Films Lectures (i.e. Ted

Talks)

Audio*Audio* Speeches Song lyrics Podcasts

*a transcript of the whole text, or section of text, is recommended for closer study

Gathering textual details

Expressing in-depth claims using evidence (discussion & writing)

Organizing details to findtrends and patterns

How is this approach to forming EBCs different?

What kinds of topics do you already teach? Which lend themselves to students making an evidence-based claim?

How will students express this claim?▪ Speaking: Discussion/debate/presentation▪ Writing: paragraph/essay/editorial/newspaper

article/research/ presentation/project▪ Combination of above

What will the criteria be and how will you know students have met the criteria?

LOTEAfter analyzing a text (video/documentary/article/first-person narrative), develop a claim about the importance of _________ (tradition) on the culture.

PEDevelop a claim about how the media’s influence has either negatively or positively x (choose a sport) today.

Home and CareersAfter reading/researching about the statistics pertaining to the career path you are interested in, make a claim about pursuing (or not pursuing) this career path (or, one career path over another).

BusinessAfter studying the biography (or excerpts from) on Steve Jobs, make a claim about which factors had the biggest impact on his success as a leader at Apple.

Art/MusicAfter studying several informational texts (videos, articles, books) about major artistic movements (in either music or art), analyze a painting/image/photograph/lyrics/composition and develop a claim about the most likely time period the image/song/composition was created during. Be sure to use information from at least one informational text as well as specific references to the image under review to support your claim.

ScienceAnalyze the results of a lab and develop a scientific claim about what the evidence suggests using observations, references to scientific principles, and results of the lab to support your claim.After reading a current event article from Popular Science (or ___________) make a claim about the impact of x on y.

Refer to handout with the performance tasks from Appendix B that are specifically related to History/Social Studies & Science, Mathematics, and Technical Subjects

The full list of sample texts and performance tasks in Appendix B of the CCSS can be accessed at www.engageny.org (Click on “Common Core Curriculum and Assessments,” then “Common Core Learning Standards, for ELA” then Appendix B)

On chart paper

Department Name1. Brainstorm 2

topics you will be teaching 4th quarter.

2. Determine 2 separate texts students might use with each topic.

3. Describe a possible task for each topic/text that require students to develop and support an evidence-based claim.

For questions or further support regarding reading and writing in the content areas, feel free to contact your teacher leader or the BOCES literacy coach at jwojtowi@monroe2boces.org