Completing Writing Tasks Lesson 8

Identifying Evidence Across Texts Question Type

• Research Simulation Task

Resources to Differentiate

• Identifying Evidence Graphic Organizer, page 140 • Text a1, 910L, page 141 • Text a2, 920L, page 143 • Practice a, page 145 • Text b1, 1130L, page 147 • Text b2, 960L, page 149 • Practice b, page 151 • Text c1, 1180L, page 153 • Text c2, 1180L, page 155 • Practice c, page 157

1ST READ

Read the Texts

Introduce Provide context for the texts. Reading more than one text about a topic helps us deepen our knowledge. It also allows us to analyze how authors organize their writing and decide what to include. Good writers often consult multiple texts to build their arguments or provide detail. We will read two texts about a topic to prepare us for a research writing task. That task will require you to analyze the authors’ arguments. Read Have students read the directions for Texts a, Texts b, or Texts c. Use RED Routine 2: Scaffolded Reading to read the texts together.

Analyze the Question Type Discuss Read Question 3 aloud and discuss the question type. This is a research simulation task. You will write an essay, using multiple sources to gather evidence. Where will you look for evidence to include in your essay? Provide a sentence frame. I know I must look for evidence in both texts because ____. (the directions mention both texts and refer to “each author”) An argument essay presents claims and supports them with evidence. You will analyze the strength of two authors’ arguments in a pair of texts about the same topic.

Test-Taking Strategy 2ND READ 1. Read the passages. 2. Read the questions. 3. Reread the passages, underlining text that provides evidence related to the questions. 4. When answering essay questions, make an outline to plan your essay.

Apply the Question Strategy

In the second read, focus on Question 3 to deepen students’ understanding of the texts. Remind students that Question 3 asks them to complete a research simulation task that cites evidence and examples from the text. Reread the question. Model the Identifying Evidence Across Texts thinking strategy students might use to answer the question. Use the Graphic Organizer on page 140.

Resource Links 4 RDI Book 4: p. 136

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SAM Keyword: Multiple Texts

Model Texts a1 and a2: “Safer Slopes” and “Paintball and Other Dangerous Games” 1. Key Idea/Claim What claim can be made about snowboarding and paintball based on the two texts? (They are dangerous sports.) What is another claim that can be made about these two sports? (Special equipment can make them safer.) 2. Source 1 & Source 2 What two pieces of evidence support the first claim? (The first claim is supported in the first text by the statement that Coret “was paralyzed from the neck down” in a snowboarding accident. This claim is also supported in the second text about the dangers of paintball, when health experts note that many injuries can “result in serious or permanent eye damage.”) What two pieces of evidence support the second claim? (In the first text, Coret developed a cushioned landing pad that he believes “will lessen [the] chances” of other snowboarders “having an accident like his.” The second text explains that wearing protective gear, including eyewear, can reduce the number and seriousness of paintball injuries.)

Gradual Release Model • 1st Read: Whole- or SmallGroup Instruction • 2nd Read: Small-Group Instruction, Pairs, or Independent Practice • Questions 2 & 3: Pairs or Independent Practice

Guide students through Question 3 on their Practice Tests. First, let’s consider how Stephanie Warren demonstrates the dangers of extreme sports in “Safer Slopes.” Warren starts by describing Aaron Coret’s snowboarding accident. Have students brainstorm additional details and ideas. How else does Warren demonstrate dangers and safety measures? Have students work individually or in pairs to come up with ideas. Then ask students to share their responses. Provide a sentence frame. My idea is (similar to/different from) ____’s. Another way Warren demonstrates dangers and safety measures is ____. Record ideas on the board. Then have students brainstorm ideas about how Judy Monroe demonstrates the dangers and safety measures in “Paintball and Other Dangerous Games.” Provide a sentence frame and record ideas on the board.

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Completing Writing Tasks Lesson 8

Identifying Evidence Across Texts

Continued

Model Texts b1 and b2: “The Dying Rooms” and “From China to Houston and Back” 1. Key Idea/Claim What is one claim that can be made based on the first text? (Chinese girls are mistreated in orphanages.) What is another claim that can be made based on the second text? (Adoptees from Chinese orphanages have a better life than children left in those orphanages.) 2. Source 1 & Source 2 What two pieces of evidence from the text support the first claim? (The first text states that Mei Ming spent two weeks abandoned in the “dying room” of an orphanage. It also states, “The documentary charges that millions of babies are abandoned and left to die every year as a direct result of government policy.”) What two pieces of evidence support the second claim? (The second text states, “My second lucky break came in May 1994, when I was officially adopted and moved to Houston.” It also states, “Even though I’m not growing up with my birth family, I have a great adoptive family who love me as much as any other family could.”) Guide students through Question 3 on their Practice Tests. First, let’s consider how Karen N. Peart discusses situations for Chinese children in “The Dying Rooms.” Peart starts by sharing the story of Mei Ming, who was featured in a documentary. Have students brainstorm additional details and ideas. How else does Peart discuss situations in China and possible responses? Have students work individually or in pairs to come up with ideas. Then ask students to share their responses. Provide a sentence frame. My idea is (similar to/different from) ____’s. Another way Peart discuss situations in China and possible responses is ____. Record ideas on the board. Then have students brainstorm ideas about how Anna DeSanctis discusses situations in China and possible responses in “From China to Houston and Back.” Provide a sentence frame and record ideas on the board.

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Model Texts c1 and c2: “The High Price of Cheap Fashion” and “The Triangle Factory Fire” 1. Key Idea/Claim What is one claim that can be made based on the texts? (American clothing companies should spend more money to make sure workers are safe and paid a fair wage.) What is another claim that can be made based on the texts? (Laws that protect worker safety are important.) 2. Source 1 & Source 2 What two pieces of evidence from the text support the first claim? (A factory building in Bangladesh collapsed, killing more than 1,100 workers and injuring 2,500 more. Many of those factory workers toil in “sweatshops” under unsafe or difficult conditions for little pay, at least by Western standards.) What two pieces of evidence from the text support the second claim? (It was one of the deadliest workplace disasters in American history, killing 146 people, most of them young immigrant women and children, in a New York City clothing factory. The horror made the nation more conscious than ever that girls as young as 14 were working for meager wages and that many workplaces lacked even commonsense safety measures, like sufficient exits and sprinkler systems.) Guide students through Question 3 on their Practice Tests. First, let’s consider how Patricia Smith describes textile factories in “The High Price of Cheap Fashion.” Smith discusses the April 2013 factory collapse in Bangladesh. Have students brainstorm additional details and ideas. How else does Smith describe factories and the risks for workers? Have students work individually or as partners to come up with ideas. Then ask students to share their responses. Provide a sentence frame. My idea is (similar to/different from) ____’s. Another way Smith describes factories and the risks for workers is ____. Record ideas on the board. Then have students brainstorm ideas about how Joseph Berger describes factories and the risks for workers in “The Triangle Factory Fire.” Provide a sentence frame and record ideas on the board. 3RD READ

Practice the Task

Have students read the questions. Have them reread the texts and gather evidence to answer Questions 1, 2, and 3. For Question 3, direct students to write their essays on the computer or on paper. Remind students that they may want to refer to the Graphic Organizer on page 140. When students finish, encourage them to share their work with the group.

Analyze Responses Check Progress Refer to Item Analysis, pages 212–216.

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Assessment Strategy Lesson 8

Graphic Organizer Question Strategy: Identifying Evidence Across Texts When gathering evidence from multiple sources, you should keep track of which sources support your ideas. Sometimes texts may provide different evidence for an idea, sometimes only one text might provide evidence. Use the graphic organizer to gather text evidence that supports key ideas or claims:

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Key Idea/Claim

Source 1

“What point will you make?”

“What evidence supports this?”

“What evidence supports this?”

“What point will you make?”

“What evidence supports this?”

“What evidence supports this?”

Use with pages 136–139.

140

Source 2

READ 180 Assessment Strategies and Practice

Resource Links 4 RDI Book 4: p. 140 SAM Keyword: Multiple Texts

READ 180 Practice Test

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Assessment Text

Directions: Read the following texts. Then complete the research simulation task.

Safer Slopes A new cushioned pad protects snowboarders from crash landings. by Stephanie Warren

Eight years ago, 20-year-old Aaron Coret was snowboarding down a mountain in British Columbia, Canada. He sped toward a jump to perform a trick he’d done several times before. But this time, something went wrong. As Coret flew off the 15-meter (50-foot) snow ramp, he lost control. He landed on his back. He was paralyzed from the neck down. While recovering after the accident, Coret had an idea for protecting snowboarders, at least while they’re practicing. If the boarders had a cushioned pad to land on, they could practice tricks without getting hurt as he did. Coret got the help of Stephen Sien, his best friend and a fellow engineering student at the University of British Columbia. Together they turned Coret’s quest for safer snowboarding into a reality.

Softer Landing Snowboarders use gravity to gain the speed they need to do amazing airborne twists and flips. This invisible force pulls a snowboarder down a mountainside. The boarder zooms faster and faster down the slope, gathering momentum. Faster, heavier objects gain momentum more quickly. By the time the snowboarder nears a jump, he or she has enough momentum to overpower gravity and go flying through the air! But boaders need to get the jump just right. Otherwise, gravity can send them crashing to the ground.

“Safer Slopes” by Stephanie Warren from SuperScience magazine, November/December 2013. Copyright © 2013 by Scholastic Inc. All rights reserved.

Lesson 8: Text a1

To help snowboarders land unharmed, Coret and Sien created the Katal Landing Pad. When a boarder lands on the pad, it absorbs the impact. (Continued on next page) Resource Links 4 RDI Book 4: p. 141 SAM Keyword: Multiple Texts

Use with pages 136–139.

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Assessment Text

“Safer Slopes” by Stephanie Warren from SuperScience magazine, November/December 2013. Copyright © 2013 by Scholastic Inc. All rights reserved.

“It’s like falling on a pillow!” says Sien.

Mimicking the Mountain The landing pad allows snowboarders to practice stunts safely. Then when they try the trick on actual snow, they’ll have a better chance of landing it. Coret and Sien knew that to make the landing realistic the pad had to feel like it was part of the mountainside. First, the team had to get the landing pad’s shape just right. When snowboarders fly off a jump, they move along a curved trajectory as gravity pulls them downward. Coret and Sien gave the landing pad a downward angle that mimics a mountain’s slope. Next, the landing pad needed a surface that was slick like snow. A rough surface would create friction between the snowboard and the pad. This slowing force could make the boarder fall. So Coret and Sien made the landing pad out of a slippery type of plastic called vinyl. Finally, the landing pad had to cushion a snowboarder when he or she landed. But it couldn’t be so soft that the boarder sank into the padding. Coret and Sien designed the landing pad with two air-filled chambers. The top one is sealed. It’s firm enough for a boarder to stay upright after landing. The bottom chamber has valves that release air on impact. “It’s like a bouncy castle with a hole in it,” explains Sien. That provides enough give to protect the boarder’s body.

Love of the Sport All kinds of snowboarders, from beginners to Olympians, now use the landing pad to perfect tricks. Coret believes his invention will lessen their chances of having an accident like his. “If I’d had the landing pad, I’m absolutely sure it wouldn’t have happened,” he says. Even though Coret’s injury keeps him from snowboarding, creating the Katal Landing Pad has given him a way to stay involved in the sport he loves. “I’m still pursuing my passion,” he says, “just in a different way.” Use with pages 136–139.

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Resource Links 4 RDI Book 4: p. 142 SAM Keyword: Multiple Texts

READ 180 Practice Test

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Assessment Text

Paintball and Other Dangerous Games Know the rules and how to prevent injury before playing paintball or other dangerous games. by Judy Monroe

It all happened in a flash. Matt Dillman, 15, had just played an exciting game of paintball with a friend. As he was relaxing on the porch of his sister’s farm near Witchita, Kansas, his friend came around the corner of the porch and shot Matt with a small, round capsule of dye. The capsule exploded in Matt’s right eye, and the small bit of dye tore into his eye, causing it to bleed. After more than a year of constant pain and eye problems, Matt had his eye removed in June 2000.

Injuries on the Rise Matt isn’t the only one who has suffered injury as a result of paintball. According to health experts, many of these injuries result in serious or permanent eye damage. Less serious injuries arise, too. Ben remembers when he hit a friend in the cheek with a capsule of paint. “His cheek swelled up like crazy. It turned bright red and later bruised.”

Paint Guns Are Not Toys Played outside, often in a wooded area, paintball is like a combination of tag and hide-and-seek. Teams use air guns that shoot little, nontoxic, paint-filled balls to mark team members on the opposite team. The goal in the game is to capture a flag or rescue a team member. Teams win when they complete a mission or mark everyone on the opposite team. Players aim directly at an opponent. The game can involve real pain; the guns are powered by carbon dioxide canisters and can shoot the capsules at speeds of more than 200 mph. Often participants get bruised.

“Paintball and Other Dangerous Games” by Judy Monroe from Current Health magazine, September 2001. Copyright © 2001 by Scholastic Inc. All rights reserved.

Lesson 8: Text a2

(Continued on next page) Resource Links 4 RDI Book 4: p. 143 SAM Keyword: Multiple Texts

Use with pages 136–139.

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“Paintball and Other Dangerous Games” by Judy Monroe from Current Health magazine, September 2001. Copyright © 2001 by Scholastic Inc. All rights reserved.

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Assessment Text

Fewer injuries occur during organized games. Organized games of paintball take place on regulated fields and require players to follow strict rules. These include no head shots, for example, and require full protective gear. But when paint guns, also called markers, move into backyards and empty playgrounds, the games are usually unregulated and injuries occur. These unregulated games cause thousands of injuries a year, but so do other “extreme sports,” such as rock climbing, skateboarding, snowboarding, and mountain biking.

Cutting Risks Here are some basic safety rules that apply to all these sports: • Wear safety gear that fits you. Many extreme sports require a safety helmet. Be sure the helmet doesn’t block vision or hearing. Other sports may require sports glasses, goggles, or other protective eye gear; snug-fitting elbow and knee pads; wrist guards; or slip-resistant shoes. • Be sure your equipment works well and is safe. Know how your equipment works and keep it clean and in top shape. • Follow the rules. In organized paintball games, players must wear protective eyewear. If your eye-glasses get foggy as you play, don’t take them off on the playing field. Instead, move away from the playing area and then remove and dry off your glasses. • Check out the path, run, or course ahead of time. Good mountain bike racers, for example, pre-ride the course they plan to compete on. • Carry basic safety equipment. Put together these items: identification, a first-aid kit, and sunscreen. You may also need a small tool kit, patch kit, a water bottle, and insect repellent. Owen Sanders, an extreme sports enthusiast, says: “Take it easy starting out. Know your limitations and pay attention to the little voice inside that says you may be pushing it. Progress at your own speed and have fun—safely.”

Use with pages 136–139.

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Resource Links 4 RDI Book 4: p. 144 SAM Keyword: Multiple Texts

READ 180 Practice Test

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Assessment Lesson 8: Texts a1 and a2

Identifying Evidence Across Texts Directions: Use “Safer Slopes” and “Paintball and Other Dangerous Games” to answer the questions. 1. This question has two parts. First, answer Part A. Then, answer Part B. Part A: What made Aaron Coret want to create a new landing pad? A) He wanted to try new snowboarding tricks. B) He had always wanted to be an inventor.

D) He wanted to make a pad feel like part of the mountain.

Part B: Which piece of evidence from the text best supports the answer to Part A? A) “While recovering after the accident, Coret had an idea for protecting snowboarders, at least while they’re practicing.” B) “Snowboarders use gravity to gain the speed they need to do amazing airborne twists and flips.” C) “Coret and Sien knew that to make the landing realistic the pad had to feel like it was part of the mountainside.”

TM ® & © Scholastic Inc. All Rights Reserved.

C) He wanted to prevent other snowboarders from having accidents like the one he experienced.

D) “Coret and Sien designed the landing pad with two air-filled chambers.”

(Continued on next page) Resource Links 4 RDI Book 4: p. 145 SAM Keyword: Multiple Texts

Use with pages 141–144.

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Assessment

2. This question has two parts. First, answer Part A. Then, answer Part B. Part A: Below are three claims that could be made based on “Paintball and Other Dangerous Games.” Underline the claim that is best supported by evidence from the article. A) Sports like paintball are not worth the risk of injury. B) Wearing safety gear and following the rules can make extreme sports safer. C) Players don’t need to worry about injuries because they are rare.

TM ® & © Scholastic Inc. All Rights Reserved.

Part B: Which piece of evidence from the text best supports the answer to Part A? A) “The game can involve real pain; the guns are powered by carbon dioxide canisters and can shoot the capsules at speeds of more than 200 mph.” B) “These unregulated games cause thousands of injuries a year, but so do other ‘extreme sports,’ such as rock-climbing, skateboarding, snowboarding, and mountain biking.” C) “Wear safety gear that fits you. Many extreme sports require a safety helmet.” D) “Owen Sanders, an extreme sports enthusiast, says: ‘Take it easy starting out.’”

3. “Safer Slopes” and “Paintball and Other Dangerous Games” both support the claim that people who enjoy these sports can make them safer. Consider how each author demonstrates dangers and safety measures. Write an essay that analyzes the strength of the arguments related to sports safety. Use text evidence to support your ideas.

Use with pages 141–144.

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Resource Links 4 RDI Book 4: p. 146 SAM Keyword: Multiple Texts

Assessment Strategies and Practice

Item Analysis

Continued

Lesson 8: Texts a1 and a2 Graphic Organizer Key Idea/ Claim

212

Source 1

Lesson 8: Texts a1 and a2 Practice: Identifying Evidence Across Texts Source 2

“What point “What will you evidence make?” supports this?” Snowboarding

“What evidence supports this?”

and paintball are dangerous sports, and participants should take care.

Paintballers suffer many injuries, including permanent eye damage. Matt Dillman “had his eye removed.”

Snowboarder Aaron Coret was “paralyzed from the neck down” when he lost control and crashed landed.

“What point “What will you evidence make?” supports this?” Special

“What evidence supports this?”

equipment can make these sports safer.

Safety gear such as helmets and protective eyewear can prevent many types of paintball injuries. Extreme sports participants should also “follow the rules.”

Coret designed a landing pad that “allows snowboarders to practice stunts safely.”

READ 180 Assessment Strategies and Practice

1. Two-Part, Evidence-Based Selected Response Part A: C Choice C is correct because it accurately describes Coret’s motivation for creating the Katal Landing Pad. Choice A is incorrect because Coret’s accident prevents him from trying new snowboarding tricks. Choice B is incorrect because that idea is not supported by evidence in the passage. Choice D is incorrect because that refers to a detail that explains one factor Coret considered in designing the pad, but not why he wanted to design it.

Part B: A Choice A is correct because it explicitly states Coret’s motivation for creating the landing pad. Choice B is incorrect because it explains how snowboarding tricks are dangerous but does not relate to Coret’s motivations. Choices C and D are incorrect because they discuss details about the landing pad that Coret and Sien considered after deciding to work on it.

2. Two-Part, Evidence-Based Selected Response Part A: B Choice B is correct because it is a key idea presented by the text. Choices A and C are relevant inferences, but they are not supported by specific evidence in the text.

Part B: C Choice C is correct because it provides an example of how safety gear can make extreme sports safer. Choices A and B are incorrect because they provide details about the dangers of extreme sports but do not support the idea that participants can reduce the risks. Choice D is incorrect because it provides a tip for extreme sports that is less relevant to the key idea.

3. Research Simulation Task 4-point Scoring Rubric 4 The response provides an accurate analysis of the authors’ arguments, and it includes at least two convincing pieces of evidence from each text. 3 The response provides a mostly accurate analysis of the authors’ arguments, and it includes at least one piece of evidence from each of the texts. 2 The response provides a generally accurate analysis of the authors’ arguments, and it includes one piece of evidence from each text, or two pieces of evidence from one text and none from the other. 1 The response provides a minimally accurate analysis of the authors’ arguments, and it includes one or no pieces of evidence from the text.

Lesson 8: Texts b1 and b2 Graphic Organizer Key Idea/ Claim

Source 2

“What point “What will you evidence make?” supports Chinese girls are this?”

“What evidence supports this?”

mistreated in orphanages.

“My second lucky break came in May 1994, when I was officially adopted and moved to Houston.”

0 Incorrect or blank

Key Ideas to Look For: • Athletes can stay safe using safety equipment and following rules. • Stephanie Warren uses Aaron Coret’s story to demonstrate the risks of snowboarding and how it can be made safer. • The landing pad allows snowboarders to practice stunts safely. • Judy Monroe uses Matt Dillman’s story to illustrate the dangers of paintball. • Organized games of paintball take place on regulated fields and require players to follow strict rules. These include no head shots, for example, and require full protective gear. • Monroe cites “health experts” and an “extreme sports enthusiast.” • A list of basic safety rules in “Paintball and Other Dangerous Games” provides several suggestions such as using safety equipment, maintaining that equipment, and following all rules.

Source 1

Mei Ming spent two weeks abandoned in the “dying room” of an orphanage.

“What point “What will you evidence make?” supports Adoptees have a this?”

“What evidence supports this?”

better life than children in orphanages.

“Even though I’m not growing up with my birth family, I have a great adoptive family who love me as much as any other family could.”

“The documentary charges that millions of babies are abandoned and left to die every year as a direct result of government policy.”

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