Selecting Accurate Quotations as Evidence

AskWhich answer proves its idea with the author’s exact words? Why is Answer A a retell rather than evidence? Take a quick show of fingers for A or B, then have partners explain their choice. Connect the prediction to the problem: a whole-story retell may be true, but it does not show the reader exactly where the proof is.

IntroduceExplain that a quotation is the author’s exact words inside quotation marks. Evidence is not every event in the story. It is the smallest, strongest line that supports an answer.

ModelRead line 3 aloud and answer, “What did Mara do after school?” Think aloud: “First, I name the action in the question: what did she do? Line 3 directly tells me. I will copy only that sentence, letter for letter, including the period inside the quotation marks. I do not need to retell Friday, Mr. Chen, and Monday.” Write: The text says, “After school, she used her babysitting money to buy clear tape and a new cover” (line 3).

ConfrontReturn to the opening prediction. Say: “Some readers may choose line 2 because Mara looks down. That could suggest embarrassment, but it does not prove she is sorry as strongly as the note does.” Model the inference response: “I can infer that Mara feels sorry for damaging the book. The unsigned note says, ‘I am sorry I damaged this book’ (line 5). This shows that Mara admits the damage and apologizes, even though she is not ready to put her name on the note.”

EmphasizeThe quotation is like a receipt. A receipt shows exactly what was purchased; a quotation shows exactly where an idea came from. The explanation must tell how that exact line supports the answer.

Check for understandingProject this claim: “Mara tries to repair her mistake.” Students hold up one finger for line 3, two for line 4, or three for line 5 as the strongest evidence. Listen for students who can defend line 5 as possible evidence but identify line 3 or 4 as more direct evidence of repairing. Clarify that more than one line can connect, but writers select the strongest line and explain it.

Ask“Would copying ‘On Friday, Mara caught her library book on the corner of her desk’ answer the Monday question?” Have students respond with thumbs down and explain that it is accurate copying but irrelevant evidence. Stress that a quotation must be both exact and matched to the claim.

ScaffoldKeep the numbered passage visible. Students may underline the words in the question, then circle the matching words or actions in the text before copying. Provide the sentence frame from the organizer for students who need a defined starting point.

StudentsIn pairs, complete two organizer rows, then each student writes both final responses independently.

CirculateAsk students who begin retelling, “Which one line is your proof? Put a box around it.” Ask students with an inference, “What does that line make you think, and why?” Confer briefly with students who omit quotation marks or copy only part of a sentence inaccurately.

SupportOffer a reduced-choice evidence strip for students who need it: line 3, line 4, and line 5. They choose a line, copy it, then complete “This makes me infer that Mara because .”

ExtensionStudents choose a second possible quotation for the inference question and write two sentences comparing the evidence: “Line __ is stronger than line __ because .” They may explain why line 2 suggests embarrassment but line 5 more directly supports remorse.

Turn and talkPartners exchange one inference response. Each reader uses the checklist to identify the quotation and says, “Your quote proves your inference because ,” or “Try a stronger line: .”