[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-383673-105":53,"doc-detail-383673-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","teaching-strategies-level-1-reading-evidence-card-sort","Teaching Strategies Level 1 - Reading Evidence - Card Sort","","Level 1 instruction focuses on helping students identify relevant supporting evidence in an argument while clarifying why the evidence is relevant or irrelevant. It provides a Card Sort strategy where students categorize evidence as relevant, supportive, irrelevant, or both, discuss their reasoning with partners or groups, and debrief after activities. A guided read-and-analyze approach uses simple familiar arguments to model thinking aloud, mark evidence using R/S/I/RS labels, and strengthen students’ critique skills through structured discussion and practice.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/teaching-strategies-level-1-reading-evidence-card-sort/383673/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/teaching-strategies-level-1-reading-evidence-card-sort/383673.png","ImageObject",442,249,{"name":88,"@type":89},"Himbo","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-27","2026-09-24",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",6,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the main goal of the Level 1 reading evidence teaching plan?","Question",{"text":109,"@type":110},"Students learn to identify new relevant supporting evidence in an argument and, importantly, explain how and why it supports a claim or how other evidence is irrelevant.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How does the Card Sort activity work in this strategy?",{"text":114,"@type":110},"Students sort evidence into categories that support or do not support a claim by placing relevant evidence with the claim and irrelevant evidence off to the side, then discuss and agree on their reasoning.",{"name":116,"@type":107,"acceptedAnswer":117},"What do the R, S, I, and RS labels mean when analyzing arguments?",{"text":118,"@type":110},"R marks evidence that is relevant, S marks evidence that is supportive, I marks irrelevant evidence, and RS marks evidence that is both relevant and supportive.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},383673,1791721686,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":76,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":9},687197100911,"https://ap-avatar.wpscdn.com/avatar/a000239b6f1da00475?x-image-process=image/resize,m_fixed,w_180,h_180&k=1785132997149421697","Level 1: Student identifies new relevant supporting evidence in an argument (but doesn’t explain how or why it is relevant, or how another piece of evidence is irrelevant)  \nTeaching Strategy A: Card Sort  \nGoal: Offer students more practice explaining why relevant and irrelevant evidence does or does not support a claim  \nWorks Best With: Small groups or pairs Details:  \nPreparation:  \n• Create a claim that can be supported with evidence.  \n• Create several pieces of evidence that support the claim, and write each piece of evidence on a card. Also include a few pieces of irrelevant evidence that do not support the claim. Makes sure that some of the evidence includes data.  \n• Print or write the claim and each piece of evidence on separate cards or small pieces of paper (See example) . Make copies so that each pair or group of students has a set.  \n•  \nTeaching:  \n• If students haven’t done a card sort for evidence before, introduce the idea using only one claim as follows:  \no Explain that students should sort the evidence into two categories: evidence that supports the claim (relevant evidence/supporting) and evidence that does not support the claim (irrelevant/nonsupporting evidence) . They should do this by placing relevant evidence with the claim and placing the irrelevant evidence off to the side.  \no Emphasize that students should only move evidence into the category of relevant or irrelevant after they have discussed why they are making this distinction with their partner. Both partners should agree on where the evidence goes, or should be able to explain why they do not agree.  \n• After at least one opportunity to sort with one claim, provide student pairs with two claims and a set of evidence. Ask them to sort the evidence according to which claim it supports the best and why.  \n• After each activity, spend time debriefing the discussions students had. Emphasize the thinking and reasoning students did as they made their choices, rather than whether each choice was right or wrong.  \n• Explain that this is the kind of thinking you want them to do when reading or writing their own arguments in this class.  \nResources:  \n· Card Sort Exemplar  \n· Card Sort Template Why This Matters:  \nStudents who can identify irrelevant evidence and/or relevant supporting evidence but cannot express why this evidence is either irrelevant or supportive, likely need more practice analyzing the relationship between evidence and possible  \nclaims. Make sure that these students have a clear understanding of what the parts of an argument are and how they relate to one and other by using the card sort activity to prompt them to explain exactly how different pieces of evidence support ordo not support a claim.  \nLevel 1: Student identifies new relevant supporting evidence in an argument (but doesn’t explain how or why it is relevant, or how another piece of evidence is irrelevant)  \nGoal: Offer students guided practice in explaining why or how relevant evidence is supportive of a given claim in order to prepare them to critique this evidence (Level 2)  \nTeaching Strategy: Read and analyze simple arguments; introducing critique asan element of analysis; supporting students as they read new arguments Works Best With: Whole group, with follow-up work with small groups or individuals.  \nDetails:  \n• Using a simple argument about familiar content such as the Sample Argument with Irrelevant Evidence, ask students to review aloud what claims and evidence are and how they work together in an argument. ( If do not use the Sample Argument with Irrelevant Evidence, make sure the argument you choose or create has at least once irrelevant idea included. )  \n• Guided by student responses, address any confusions students have about how an argument works during the discussion. For example, if students are unclear about the relationship between the claim and supporting evidence, discuss how evidence included in an argument should support the claim.  \n• Ask stude","cbCaiir8dlhXbnaQ","https://ap.wps.com/l/cbCaiir8dlhXbnaQ","pdf",97196,"English","# Level 1: Student evidence identification\n## Teaching Strategy A: Card Sort\n## Goal and practice focus\n## Teaching steps and debriefing\n## Level 1 guided critique through simple arguments","[{\"question\":\"What is the main goal of the Level 1 reading evidence teaching plan?\",\"answer\":\"Students learn to identify new relevant supporting evidence in an argument and, importantly, explain how and why it supports a claim or how other evidence is irrelevant.\"},{\"question\":\"How does the Card Sort activity work in this strategy?\",\"answer\":\"Students sort evidence into categories that support or do not support a claim by placing relevant evidence with the claim and irrelevant evidence off to the side, then discuss and agree on their reasoning.\"},{\"question\":\"What do the R, S, I, and RS labels mean when analyzing arguments?\",\"answer\":\"R marks evidence that is relevant, S marks evidence that is supportive, I marks irrelevant evidence, and RS marks evidence that is both relevant and supportive.\"}]","Teaching Strategies Level 1 - Reading Evidence - Card Sort | PDF",1790258714]