Finish in tomorrow’s lessonOpen the teacher’s exact next move
Choose a class and date, confirm the curriculum-map skill, then see Support, Push to Proficiency, Extend, and Verify beside the students.
Ms. Jordan’s workspace · Instructional priorities
Who to Teach
Teacher view
Showing California · Grade 6 · ELA. Each selection loads a different fictional evidence snapshot, regrouping students and refreshing recommendations for the sample target. Standard source
The dial shows the share of assessed learners in Extend (mastered), not an average test score. Red: below 50%; yellow: 50–79%; green: 80% or more. If fewer than 80% of the class have evidence, the class signal stays gray. These display cues suggest a lesson response; teachers review the underlying evidence and decide the next move.
WHO TO FOCUS ON
Push to Proficiency · Near Mastery
10learners
TEACH THIS
Practice the selected target and explain the reasoning behind each answer.
Open group lesson · 15 minutes
YOUR NEXT TEACHING MOVE
Tier 1 · Small-group lesson
Use two questions from today’s lesson: work through one together, then check what each student can do alone.
15 min · 3–6 learners · Low prep
TEACHING ROUTINERank the strongest evidence
1
GET READY
Before class: Pull two plausible and one strong evidence example from the current text.
2
GRAB THESE
Materials: Current text and 2–3 evidence options written on the board.
Alternate teaching activitiesTwo options each for partner practice, movement, and learning games.Show activitiesHide activities
Partner practice · 4 minutes
Run it: 1 minute think/write, 2 minutes alternating explainer and evidence-checker roles, 1 minute revise individually. Use the guided-practice task; save the independent check for later.
Option 1 · Think, pair, share
Each learner answers a task on Cite evidence to support a text inference first. Partners explain their reasoning, compare evidence, and revise their own work.
Option 2 · Coach and switch
One learner solves a fresh task on Cite evidence to support a text inference; the partner asks “What supports that step?” without giving the answer. Switch roles with a parallel task. Finish with an individual check.
Both learners record an answer. Partner help is separate from independent evidence.
Movement · 4 minutes
Run it: Present two responses to the guided-practice question. Learners choose, give one supporting detail, hear a competing explanation, and revise. Offer the same choices at a desk.
Option 1 · Choose and justify
Place two possible answers to a task on Cite evidence to support a text inference in different parts of the room. Learners choose, explain with evidence, and reconsider after discussion.
Option 2 · Gallery comparison
Post two worked examples on Cite evidence to support a text inference. Learners visit each, identify the step that works or needs revision, then return to complete a new task independently.
Offer seated response cards or bring the examples to the learner. Movement speed earns no points.
Gamification · 4 minutes
Run it: Use the modeled task and guided-practice question for practice rounds. Reward accurate reasoning and thoughtful revision. Give feedback after each round; everyone attempts the independent task afterward.
Option 1 · Explain and level up
Use three short tasks on Cite evidence to support a text inference. Earn one private point for an accurate answer and one for its reasoning. Revise after feedback, then try a fresh item alone.
Option 2 · Find and fix
Show two plausible solutions on Cite evidence to support a text inference, including one error. Learners find the error, explain why it matters, and repair it. Work toward a shared class goal, then check each learner independently.
Use paper tallies; no public rankings. Record learning evidence separately from game points.
1
Quick diagnostic · 2 min
Teacher: Ask each learner to attempt the key step in Cite evidence to support a text inference and explain the choice. Identify the shared missed step before teaching; do not assume a misconception from the score alone.
Learners: Give one brief response independently and explain your reasoning.
Look for: Confirm the specific gap this group will practice. If their needs differ, adjust the targeted task.
2
Targeted model + guided practice · 8 min
Teacher: Teach the missed step explicitly. Present two or three plausible pieces of evidence from the current text. Ask which one most directly proves the target claim and why the others are weaker. Keep the work anchored to: Cite evidence to support a text inference. Guide one attempt, give immediate feedback, and fade optional prompts while retaining required accommodations.
Learners: Discuss the modeled example with a partner, explain the key step, and compare reasoning before working alone.
Look for: Each learner explains and practices the repaired step; use individual responses during guided practice.
3
Independent progress check · 5 min
Teacher: Give a fresh task on the same target without the worked answer or partner help. Collect each response; preserve required accommodations. Record the support and the next check date.
Learners: Rank the evidence from strongest to weakest, defend the top choice, then revise the claim if needed. Complete a parallel case independently. Target: Cite evidence to support a text inference.
Look for: Give a new claim and two evidence choices. Each learner selects one and writes one sentence explaining why it is stronger. Check the selected target: Cite evidence to support a text inference.
Then: If students choose strong evidence but cannot explain why, target reasoning language; if they choose irrelevant evidence, reteach relevance to the claim. Scaffold fading: Move from teacher-provided options to student-selected evidence.
DIFFERENTIATE
Support · Foundational
8learners
TEACH THIS
Model the missed step, then fade the scaffold for an independent check.
Open group lesson · 15 minutes
YOUR NEXT TEACHING MOVE
Tier 2 option · Targeted small-group lesson
Teach the part students missed, then let each student try a similar question alone.
15 min · 3–6 learners · Low prep
TEACHING ROUTINEModel the evidence decision
1
GET READY
Before class: Select one model item and one parallel item.
2
GRAB THESE
Materials: Current text or passage, board or paper, pencil.
Alternate teaching activitiesTwo options each for partner practice, movement, and learning games.Show activitiesHide activities
Partner practice · 4 minutes
Run it: 1 minute think/write, 2 minutes alternating explainer and evidence-checker roles, 1 minute revise individually. Use the guided-practice task; save the independent check for later.
Option 1 · Think, pair, share
Each learner answers a task on Cite evidence to support a text inference first. Partners explain their reasoning, compare evidence, and revise their own work.
Option 2 · Coach and switch
One learner solves a fresh task on Cite evidence to support a text inference; the partner asks “What supports that step?” without giving the answer. Switch roles with a parallel task. Finish with an individual check.
Both learners record an answer. Partner help is separate from independent evidence.
Movement · 4 minutes
Run it: Present two responses to the guided-practice question. Learners choose, give one supporting detail, hear a competing explanation, and revise. Offer the same choices at a desk.
Option 1 · Choose and justify
Place two possible answers to a task on Cite evidence to support a text inference in different parts of the room. Learners choose, explain with evidence, and reconsider after discussion.
Option 2 · Gallery comparison
Post two worked examples on Cite evidence to support a text inference. Learners visit each, identify the step that works or needs revision, then return to complete a new task independently.
Offer seated response cards or bring the examples to the learner. Movement speed earns no points.
Gamification · 4 minutes
Run it: Use the modeled task and guided-practice question for practice rounds. Reward accurate reasoning and thoughtful revision. Give feedback after each round; everyone attempts the independent task afterward.
Option 1 · Explain and level up
Use three short tasks on Cite evidence to support a text inference. Earn one private point for an accurate answer and one for its reasoning. Revise after feedback, then try a fresh item alone.
Option 2 · Find and fix
Show two plausible solutions on Cite evidence to support a text inference, including one error. Learners find the error, explain why it matters, and repair it. Work toward a shared class goal, then check each learner independently.
Use paper tallies; no public rankings. Record learning evidence separately from game points.
1
Quick diagnostic · 2 min
Teacher: Ask each learner to attempt the key step in Cite evidence to support a text inference and explain the choice. Identify the shared missed step before teaching; do not assume a misconception from the score alone.
Learners: Give one brief response independently and explain your reasoning.
Look for: Confirm the specific gap this group will practice. If their needs differ, adjust the targeted task.
2
Targeted model + guided practice · 8 min
Teacher: Teach the missed step explicitly. Think aloud through one short current-text example. Name the exact clue, line, word, or relationship that makes the response defensible; then hide the worked answer. Keep the work anchored to: Cite evidence to support a text inference. Guide one attempt, give immediate feedback, and fade optional prompts while retaining required accommodations.
Learners: Discuss the modeled example with a partner, explain the key step, and compare reasoning before working alone.
Look for: Each learner explains and practices the repaired step; use individual responses during guided practice.
3
Independent progress check · 5 min
Teacher: Give a fresh task on the same target without the worked answer or partner help. Collect each response; preserve required accommodations. Record the support and the next check date.
Learners: Mark the evidence in a parallel example, state the answer, and explain how the evidence supports it. Rehearse one decision with a scaffold, then remove it for the independent check. Target: Cite evidence to support a text inference.
Look for: Give one fresh excerpt or item with no model. Require an answer plus the exact text evidence used. Check the selected target: Cite evidence to support a text inference.
Then: If the learner can identify relevant evidence independently, return to grade-level application. If evidence is unrelated or missing, teach that specific selection step next. Scaffold fading: Remove the worked example before the final item.
Suggested progress checks: Use this lesson with 3–6 learners who missed the same step. Start with three 10–15 minute sessions this week and record each independent response. Return to the core task after two successful independent checks; adjust the scaffold if the gap persists and follow your school’s intervention process.
EXTEND
Extend · Mastered
7learners
TEACH THIS
Transfer the target to a more demanding example and defend the result.
Open group lesson · 15 minutes
YOUR NEXT TEACHING MOVE
Tier 1 · Challenge
Give students a harder version of today’s task and ask them to explain how they know.
15 min · 3–6 learners · Low prep
TEACHING ROUTINECompare two defensible readings
1
GET READY
Before class: Write two plausible claims.
2
GRAB THESE
Materials: Current text and two claims on the board.
Alternate teaching activitiesTwo options each for partner practice, movement, and learning games.Show activitiesHide activities
Partner practice · 4 minutes
Run it: 1 minute think/write, 2 minutes alternating explainer and evidence-checker roles, 1 minute revise individually. Use the guided-practice task; save the independent check for later.
Option 1 · Think, pair, share
Each learner answers a task on Cite evidence to support a text inference first. Partners explain their reasoning, compare evidence, and revise their own work.
Option 2 · Coach and switch
One learner solves a fresh task on Cite evidence to support a text inference; the partner asks “What supports that step?” without giving the answer. Switch roles with a parallel task. Finish with an individual check.
Both learners record an answer. Partner help is separate from independent evidence.
Movement · 4 minutes
Run it: Present two responses to the guided-practice question. Learners choose, give one supporting detail, hear a competing explanation, and revise. Offer the same choices at a desk.
Option 1 · Choose and justify
Place two possible answers to a task on Cite evidence to support a text inference in different parts of the room. Learners choose, explain with evidence, and reconsider after discussion.
Option 2 · Gallery comparison
Post two worked examples on Cite evidence to support a text inference. Learners visit each, identify the step that works or needs revision, then return to complete a new task independently.
Offer seated response cards or bring the examples to the learner. Movement speed earns no points.
Gamification · 4 minutes
Run it: Use the modeled task and guided-practice question for practice rounds. Reward accurate reasoning and thoughtful revision. Give feedback after each round; everyone attempts the independent task afterward.
Option 1 · Explain and level up
Use three short tasks on Cite evidence to support a text inference. Earn one private point for an accurate answer and one for its reasoning. Revise after feedback, then try a fresh item alone.
Option 2 · Find and fix
Show two plausible solutions on Cite evidence to support a text inference, including one error. Learners find the error, explain why it matters, and repair it. Work toward a shared class goal, then check each learner independently.
Use paper tallies; no public rankings. Record learning evidence separately from game points.
1
Quick diagnostic · 2 min
Teacher: Ask each learner to attempt the key step in Cite evidence to support a text inference and explain the choice. Identify the shared missed step before teaching; do not assume a misconception from the score alone.
Learners: Give one brief response independently and explain your reasoning.
Look for: Confirm the specific gap this group will practice. If their needs differ, adjust the targeted task.
2
Targeted model + guided practice · 8 min
Teacher: Teach the missed step explicitly. Offer two plausible interpretations or claims about the current text. Require students to test both against the text instead of voting by preference. Keep the work anchored to: Cite evidence to support a text inference. Guide one attempt, give immediate feedback, and fade optional prompts while retaining required accommodations.
Learners: Discuss the modeled example with a partner, explain the key step, and compare reasoning before working alone.
Look for: Each learner explains and practices the repaired step; use individual responses during guided practice.
3
Independent progress check · 5 min
Teacher: Give a fresh task on the same target without the worked answer or partner help. Collect each response; preserve required accommodations. Record the support and the next check date.
Learners: Find one piece of evidence for each interpretation, then decide which claim is better supported and defend the choice. Change one condition and justify how that affects the result. Target: Cite evidence to support a text inference.
Look for: Give a new pair of claims. Each learner writes a short evidence-based judgment independently. Check the selected target: Cite evidence to support a text inference.
Then: If both claims are treated as equally strong without evidence quality, return to evidence ranking; if reasoning is strong, increase text complexity. Scaffold fading: Move from paired evidence search to an individual final judgment.
VERIFY
Need Evidence · Quick Check
1learner
TEACH THIS
Collect an independent response before assigning a readiness group.
COLLECT NEXTGet enough evidence to place this learner confidently.
Quick check
Choose a short Cite evidence to support a text inference item from today's unit. Read the exact item aloud once and ask, ‘What is your answer? Mark the line, step, or feature that proves it.’ Give no hints or worked example.
