Passage
At the beginning of the lesson, the class studied school garden and discussed how strong readers use evidence. In the passage, the teacher asked the class to notice patterns instead of choosing the first answer they saw. The group connected that detail to main idea and key details before writing a complete response. Later that morning, the class studied school garden and discussed how strong readers use evidence. In the passage, a partner found a useful clue and explained how it connected to the question. The group connected that detail to main idea and key details before writing a complete response. When the group looked closer, the class studied school garden and discussed how strong readers use evidence. In the passage, the class used a chart to sort important facts from interesting but smaller details. The group connected that detail to main idea and key details before writing a complete response. After the first discussion, the class studied school garden and discussed how strong readers use evidence. In the passage, one student reread the paragraph and found words that helped explain the topic. The group connected that detail to main idea and key details before writing a complete response. Before writing an answer, the class studied school garden and discussed how strong readers use evidence. In the passage, the group wrote a short response that included an answer, evidence, and a quick explanation. The group connected that detail to main idea and key details before writing a complete response.