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Around six years ago, when I was teaching second grade, I attended a conference and learned a “文本谈话者“教学基于文本证据技能的策略。詹琼斯领导我参加的会议，我觉得她惊人的知识，被她的吸引人的个性击中，并用这么多令人兴奋，新的资源，我第二天不再使用它们。
当我告诉你学生喜欢这个策略时，我的意思是我的学生被爱它。他们经常被问到（好的，不断），“女士艾米丽，我们今天要做文字讲话者吗？我们是吗？我们什么时候去做文字说话者？“它真棒。学生要引用文本证据？我要买它。这一策略为我提供了直接的程序，并为教学和一条帮助我的学生达到掌握的道路。这是一个很大的胜利，我想与您分享策略，或者一个版本/适应它，希望您有类似的经验。 I do want to say that this strategy is geared toward upper elementary; however, it can be adapted to lower grade levels by adjusting the procedure and providing students with an appropriately-leveled text.
TEKS Alignment
You’ll notice in her博客条目, Jen taught the Common Core State Standards, but this isn’t a problem. The strategy correlates with TEKS and is good practice for the STAAR test. Win-win! This strategy works for teaching and practicing the following TEKS, which I’ve turned into “I can” statements for grades three through five. You’ll notice there aren’t many differences between skills in the three grades.
逐渐释放责任
我建议使用逐渐释放责任文本谈话程序教学模型。目标是让学生独立引用文本证据，但这将花一些时间，指导和实践。为构建他们的理解和独立技能转移（应用程序），您可以遵循此过程：
- 模拟学生的程序。
- Work with students to practice the procedure as a class or in groups.
- Then have students practice the strategy collaboratively (in pairs, for example).
- 最后，任务学生自己练习策略。
The Text Talker Procedure
我倾向于使用与科学和社会研究单位相关的非小说文本。通常，这些将是水平的文章拉兹斯的孩子们,孩子们的时间,National Geographic Kids,教育学, etc. You could also use passages from reading comprehension workbooks. Any articles or passages will need to have correlating comprehension questions. But students can also self select from a choice of text options at their reading level.
提示＃1：I would start with shorter texts and articles that don’t have subheadings and move to longer texts with subheadings.
TIP #2:不要害怕使用“诠释的大”词，“分析”和“引用”，即使是年轻的学生也是如此。我的第二个年级家们自豪地说出这些“大”的话，这是一个增加的动机。
要开始，学生需要学习如何注释文本。他们必须了解他们正在注释，以便他们可以专门引用证据来自文本内的证据。更多的是进一步下降。作为一个例子，我已经使用了来自教育的二级级别文章。
步骤1:伊斯兰教纪元tate the Text
- 每行数字。
- 编号和括号每个段落。
- Circle each page number (if there aren’t page numbers, have students write them in).
- 框每个标题。
The text will look like this:
提示：When you’re first practicing, verify the number of lines and paragraphs to make sure students annotated correctly. They will get more and more accurate with practice.
Step 2: Read the Text and Label Each Paragraph
Students will need to read the text carefully and label each paragraph with one to three words to describe the paragraph’s overall topic or main idea. It is important to explain that this step will help them find answers to questions more quickly since they can reference their notes. After labeling the paragraphs, the text might look like this:
第3步：阅读问题并突出显示关键字
This is an important step. Students read the questions and highlight the main words in them. Then they go back to the text to highlight the same or similar keywords. After this step, the text might look like this:
Step 4: Answer the Questions Using Text Evidence and Citations
This is when students learn and practice how to reference the text directly.Here是一个免费的资源与一些句子启动器，学生可以用来构建他们的答案。
Using the Amelia Earhart example, the students could write or say their answers like this:
- 在第一个，第2款第12行，文本指出，阿梅利亚于1932年独自飞过大西洋。
- According to the text in paragraph two, line 14, page one, Amelia recieved the Distinguished Flying Cross from Congress.
- In paragraph four, lines 18 and 19, on page one, the author wrote that Amelia tried to “fly around the world along the equator.”
提示＃1：This将是一个伟大的施舍给每个学生reference at first, or you can make your own. Then, when students are more comfortable, it can become a classroom wall display for reference. Once students are working independently, it can be removed from display and/or only accessible to students who need it for reference.
TIP #2:我建议以非常简单的方式初步与白板练习这一步骤。只需让学生列出页码，行号，段落编号和短答案（不使用完整的句子）。学生喜欢它，他们可以在口服使用白板的完整句子中练习答案。在以书面形式练习他们之前，我总是在口头上练习事情的粉丝。
Tip #3:The texts will be much less complex for lower grade levels, so the answers will be simpler. Students can also practice orally and not in writing. Students in lower grades who need a challenge can practice writing complete sentences using the structures provided in addition to the oral practice.
Step 5: Complete the Text-Based Evidence Graph
作为奖励，jen创造了这个基于文本的证据图that’s $4.00 on Teachers’ Pay Teacher. But you can make your own very quickly and easily.
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这是如此简单，但我告诉你，这是坚实的黄金。为了工作，学生需要能够选择他们想要的任何颜色以及他们想要的任何方格。它们还应该能够为他们想要的任何设计或模式进行颜色。它必须达到100％。目标是让他们完全填写他们的图表。
对于每个答案，学生都在：
- 每个准确答案的一个广场
- One square for using quotation marks in their answer or for highlighting the evidence in the text
- One square for a correct page citation
- One square for a correct paragraph and line citation
Additional Resources
- 扫盲文章探索：基于文本的侦探和负责任的谈话
- Rockin Resources:How to Teach Text Evidence
- Teachers Pay Teachers Article:How to Teach Text Evidence: A Step-by-Step Guide and Lesson Plan
- 40 Ways to Read Like a Detective: Supporting Text-Centered Instruction
- Teaching Kids to Go Back in the Text When Answering Comprehension Questions
Have any strategies to share? Would you like to read about more TEKS-aligned strategies? Leave a comment! If you’d like additional resources for this strategy, feel free toemail me. I’d love to hear from you.
