SALTA 4th grade

Example Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Nouns: Textual Evidence Learning Progressions: 1. Determine the major themes, plot, characters, and setting of the text. 2. Make inferences about the text 3. Create a logical claim based on the text. 4. Use evidence to support an analysis of what the text explicitly says. 5. Use evidence to support inferences drawn from the text. 6. Use formal reasoning to explain how the evidence supports your claim. 7. Use MLA format for citations. Analysis of explicit text Analysis of inferences Verbs: Cite Support Draw from

Learning Intentions

Learning Intentions communicate, in student friendly language, the learning that will take place in the lesson. Learning Intentions should be revisited and referred to often over the course of the lesson and contribute to student success. “When students do not know what they are expected to learn, the chance that they actually learn is reduced” (Fisher, Frey, 2019). Evidence indicates when students know what they are supposed to be learning they are three times more likely to learn it (Hattie, 2012). Well articulated rubrics and exemplars are used to provide expectations for learning and clarify success criteria. Teachers invite students to explain what they learned and compare with the learning intention stated at the beginning of the lesson (Teacher Clarity Playbook, pg. 21).

Example Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Nouns: Textual Evidence

Verbs: Cite Support Draw from

Analysis of explicit text Analysis of inferences