6th grade practice citing textual evidence worksheet

Supporting excerpts from the book can be written on the board, an overhead, or chart paper. Have students share their favorite piece of evidence to their classmates.

When all students have completed the activity, come together as a group to share their findings.

Circulate around the classroom making sure that students are recording appropriate citations and page numbers.

Have students work in pairs or as an individual to complete the challenge.

If needed, complete the first statement together.

Next, give each student a copy of the Citation Hunt Printout that will be used for the text that they read.

Distribute and explain the Citation Hunt Catching Fire Example Printout and answer any questions that students may have.

Inform the class that you are challenging them to a citation competition.

Mae Tuck, her husband, and her two sons have looked exactly the same for the last 87 years.

Rifka has to overcome the hatred of Russian soldiers, as well as, typhus and ringworm.

( Al Capone Does My Shirts by Gennifer Choldenko)

Moose Flanagan and his family move to Alcatraz Island.

A McDonald’s Big Mac® has 550 calories.

China is the largest nation in the world.

Display to the class three or more of the claims below and ask the students why they need support and where they might find it.

Explain to the class that an early step in the citation process is finding support for a specific claim.

Ask the students : 'What is the purpose of a citation?' (to avoid plagiarism, to assign proper authority to a statement) and 'When is the use of a citation appropriate?'

Begin the session with a class discussion about citations and importance of usage.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.ġ1. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.Ĩ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ħ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.ģ. Among these texts are fiction and nonfiction, classic and contemporary works.Ģ.

Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.

6th grade practice citing textual evidence worksheet