Asking+for+Evidence

==Explain to students that there are many reasonable answers to an interpretive question but that does not mean that all answers are equally valid. By asking students to support their ideas with evidence from the story, Dr. Bush teaches them that textual support is what makes an answer valid, and she encourages them to weigh different answers.==

Follow-up questions to ask for evidence:

 * ==What in the story makes you think that? ==
 * ==Where does that happen in the story? ==
 * ==Can you read that part of the story for us? ==

Follow-up questions to ask students to explain evidence:

 * ==Why does that part of the story make you think that? ==
 * ==How does this passage support your answer? ==
 * ==What words or phrases in that passage support your answer? ==

 READ:

 * =="Why Evidence Is Important," Starting Off Strong Leader's Guide, page 20 ==
 * ==Lesson 2, Starting Off Strong Leader's Guide, pages 21-33 (K-1: see pdf for modifications) ==

Student texts:

 * ==Series 4-5: "How the Peasants Bought Wisdom," pages 12-15 ==

INSTRUCTIONS:

 * 1) ==Explain that the focus for this class session is on finding and explaining evidence to support their answers. Dr. Bush will let students know that she will be asking them to go back to the text to find their evidence. ==


 * 1) ==Dr. Bush will lead Lesson 2 with the students. ==