Teacher guide: use two separate targets
Evidence Paragraphs: Check, Respond and Revise · G6W01 v1.0.0 · Grade 6 ELA
Teach with accepted L07 v0.1.2 and L08 v0.1.4 first. This cycle supplies separate check tasks, response practice, an unused fresh recheck and later transfer. All new narrative sources are original fiction. Grade fit is an authoring target, not local standards alignment.
Read the two responses separately. A supported paragraph can still need clearer expression; a clear rewrite can still preserve an unsupported claim from elsewhere. Never merge the eight criteria into a mastery cutoff. Record observable evidence and uncertainty.
Reserved materials
Check-only uses Covered Walk / Repair Labels. Fresh-recheck uses Long Roll / Watering Rota. Later-transfer uses Ending Left Open / Lending Shelf. Keep each pair unused before its planned occasion. No supplied revision draft answers its paired writing question.
Exposed practice
All four routes intentionally reuse Sound Collection / Costume Crates. Repeating a route is practice, never unused evidence. Reteach adds separate Tray at the Window / Ribbon Box miniature models. Teacher models and intended answers stay in this guide, except the deliberately exposed reteach miniatures.
Conditions and access
Read or listen to the supplied source; no external research is needed. Give a quiet opportunity and allow extra labeled paper. Read aloud, chunk text, provide available text-to-speech, allow typing/dictation or oral rehearsal when transcription is not the target. Preserve the learner’s choices; record each prompt/support and whether an adult supplied content. An individual access plan takes precedence over general suggestions. No empirical timing is established; schedule locally.
Current review/publication scope belongs to the resource page and review record. Author self-checks are not independent approval. Optional human feedback or pilots are not mandatory content-release gates.
Criterion evidence: L07
Use “observed”, “not yet visible” or “uncertain” with a response quotation; these are descriptive notes, not numeric bands.
L07-C01 — States a focused claim that directly answers the question. Accept a different clear answer supported by the given story, including a supported emphasis on one change or a combination of choices.
L07-C02 — Uses at least two accurate and relevant text details as evidence, through exact short quotations or precise paraphrases. Accept other accurate details that help answer the prompt. Do not require direct quotation; a precise paraphrase is valid. Do not count an unrelated detail as evidence for the claim.
L07-C03 — Explains how the evidence supports the claim instead of only listing or repeating details. Accept clear reasoning in the learner’s own words. The explanation may follow each detail or connect both details together, as long as the link is understandable.
L07-C04 — Organizes the ideas into one readable paragraph with a clear ending that completes the answer. Accept varied sentence order and transitions. Do not score handwriting or spelling unless it makes the meaning unclear; this task assesses evidence and explanation.
Distinguish evidence from a teaching move
For L07, a copied true detail without a connection may show evidence selection but leave explanation uncertain. For L08, a clear phrase that omits a stated result leaves preservation not yet visible. Diagnose neither a learner nor a permanent ability from this task. Spelling and handwriting matter here only when they obscure meaning.
A teacher supplying the claim, choosing evidence or dictating a revision changes the conditions. Keep that attempt as supported practice, record the help, and gather another response rather than labeling it independent.
Criterion evidence: L08
Use “observed”, “not yet visible” or “uncertain” with a response quotation; these are descriptive notes, not numeric bands.
L08-C01 — Makes unclear references specific so readers can tell who or what each sentence names. Pronouns work when their referents are clear; do not require every noun to be repeated.
L08-C02 — Orders and connects related ideas so the paragraph reads smoothly. Accept different orders, transitions, and sentence boundaries.
L08-C03 — Preserves each stated fact and result unless a task asks for a content change. Do not add an event, reason, or result; no exact model wording is required.
L08-C04 — Uses readable wording and explains at least one revision. Do not score spelling or handwriting unless it obscures meaning.
Distinguish evidence from a teaching move
For L07, a copied true detail without a connection may show evidence selection but leave explanation uncertain. For L08, a clear phrase that omits a stated result leaves preservation not yet visible. Diagnose neither a learner nor a permanent ability from this task. Spelling and handwriting matter here only when they obscure meaning.
A teacher supplying the claim, choosing evidence or dictating a revision changes the conditions. Keep that attempt as supported practice, record the help, and gather another response rather than labeling it independent.
Choose a tentative response route
Route from current criterion evidence and conditions, not a total score. A learner may need an L07 move and a different L08 move. Use one chosen file, or take the relevant whole task from another route and record that selection; retain all task conditions.
| Route | Visible reason | Concrete next move |
|---|---|---|
| continue | The current paragraph has a supported claim, relevant evidence and reasoning; the revision is clear and preserves meaning. Check any still-uncertain criterion separately. | Ask for an independent practice response, then a precise self-check of evidence/reasoning and preserved facts. |
| clarify | The response is incomplete, the mode/support is uncertain, or wording makes it unclear whether the learner selected and connected evidence. | Re-present the task neutrally; allow reading aloud, oral rehearsal, dictation or typing; ask which detail supports which claim without supplying that claim. |
| reteach | A claim, relevant detail or explanation is missing, or revision references/results change the intended meaning. | Model the missing move with the separate miniature, then use the supplied planner and full practice pair. Teach only the observed gap or gaps. |
| extend | Current evidence supports both targets and the learner can compare choices without exceeding the source. | Develop another supported paragraph emphasis, compare its limits, and write two deliberate meaning-preserving revisions. |
Each route file has a full writing source/task and a separate revision source/task. Continue asks for self-check of reasoning; clarify collects fuller evidence under recorded access conditions; reteach supplies separate miniature models and planning moves; extend compares supported emphases and two deliberate revisions.
After the move
Use fresh-recheck for new evidence on both targets once the chosen practice is complete. Give later-transfer after another opportunity to use evidence writing/revision, without exposing its texts early. The passages are different and uncalibrated: compare criterion observations cautiously, never call them equivalent forms or claim a score gain proves effectiveness.
Initial check: paragraph key
The Covered Walk · G6W01-TEXT-CHECK-W
Task IDs: G6W01-TASK-CHECK-ONLY-W
Why did Yara choose the covered corridor for the model walk?
One modeled answer
Yara chose the covered corridor because it protected the accounts and let visitors read the whole display. Rain blurred words when she took a model outside, so the courtyard risked losing readable information. On the hall table, the front models hid accounts behind them, while Ben could read all six along the corridor without lifting a model. That comparison shows why the corridor worked better for viewing the complete display. It needed groups of four, but Yara kept all six models and accounts available.
Other defensible answers and limits
A supported focus on protection or access is valid with two relevant details and explanation. A claim about protecting the accounts may use the blurred words and dry roof; a claim about readable access may compare the hidden hall accounts with Ben reading all six. Explain the corridor’s group limit if claiming easy access; do not claim it accommodated everyone at once.
What to notice by criterion
L07-C01: a claim answering the choice question. C02: at least two precise details. C03: a connection such as rain risking legibility or comparison showing visibility. C04: connected paragraph and completing ending. Numbers alone are not an explanation.
Reasoning method
Compare the two rejected locations with the selected corridor; connect a reader need to the evidence. The result is bounded to this event.
Accept a different supported answer with two relevant details and explicit reasoning, organized readably. These models are not required sentence templates.
Initial check: revision key
The Repair Labels · G6W01-TEXT-CHECK-R
Task IDs: G6W01-TASK-CHECK-ONLY-R
Preservation conditions
Intended meaning to preserve: the red tool case was beside the blue wheel tray; both containers lacked labels, and new members mixed up the containers. Nia wrote one label for each container and put each label on its matching container. Afterward, new members found both kinds of items without asking. The blue tray still held four wheels. Keep the colors, items, people, actions and result; add no reason or event.
One full modeled revision
The repair club kept spare wheels in a blue tray and tools in a red case beside the tray. Neither container had a label, and new members mixed up the two containers. Nia wrote one label for each container and put it on the matching container. Afterward, new members found the wheels and tools without asking. The blue tray still held four wheels.
Another full valid revision
Beside the blue tray of spare wheels was the repair club’s red tool case. Both containers were unlabeled, and new members mixed them up. Nia made and attached a label to each container. Afterward, new members found both the wheels and the tools without asking; four wheels remained in the blue tray.
Example revision explanation
I replaced “It was beside it” with the red case beside the blue tray, so the reader can identify the containers and their relationship. I also clarified what received each label without adding a new action.
Criterion-specific check
All six fact groups in the intended-meaning box must remain. “Mixed up” refers to containers, not swapping tools into the wheel tray. Do not add fewer lost tools, a new storage location, or universal success.
Track objects rather than ban pronouns; use the given intended meaning to resolve references and retain the stated later result.
L08-C01 clear references; C02 understandable order/connections; C03 every stated fact/result; C04 readable wording and meaningful explanation. Do not require repeated nouns or a changed chronology when the original order already works.
Shared route practice: paragraph key
The Sound Collection · G6W01-TEXT-PRACTICE-W
Task IDs: G6W01-TASK-ROUTE-CONTINUE-W, G6W01-TASK-ROUTE-CLARIFY-W, G6W01-TASK-ROUTE-RETEACH-W, G6W01-TASK-ROUTE-EXTEND-W
Why did Alina keep the slower description and pause in the Sound Collection?
One modeled answer
Alina used the listeners’ responses to change the pace of her description rather than just its loudness. Miro still confused the handle and end after the louder playback, showing that louder sound had not resolved that confusion. In the new recording, Alina slowed the handle sentence and paused before the leaf’s location; afterward Miro and Elif placed the leaf correctly. The later responses support keeping the clearer pace, even though it made the recording longer. These tests support this description for two listeners, not a promise about every listener.
Other defensible answers and limits
Focus on the pause, slower delivery, the combination, or testing and keeping accurate detail. Use two relevant details and explain their link. The passage does not compare slower delivery alone with a pause alone, so do not claim either independently caused the result. Dev’s music suggestion is true but was not tested. Keeping all three details can support a claim about preserving information.
What to notice by criterion
Distinguish a correct list of recording changes from a supported explanation of the choice. Two listeners’ later answers support local clarity; louder playback’s unchanged confusion constrains the loudness claim.
Reasoning method
Use the first response, attempted louder playback and later listener responses to justify Alina’s selected changes; preserve limits on what was tested.
Accept a different supported answer with two relevant details and explicit reasoning, organized readably. These models are not required sentence templates.
Shared route practice: revision key
The Costume Crates · G6W01-TEXT-PRACTICE-R
Task IDs: G6W01-TASK-ROUTE-CONTINUE-R, G6W01-TASK-ROUTE-CLARIFY-R, G6W01-TASK-ROUTE-RETEACH-R, G6W01-TASK-ROUTE-EXTEND-R
Preservation conditions
Intended meaning to preserve: the tall scarf crate stood behind the small hat crate. The hats were easy to find, but the scarves were hard to reach. Omar moved the tall crate beside the small crate; the scarves were easier to reach afterward. Both crates remained in the costume room, and the small crate kept its lid. Keep every fact and result; add no cause beyond the draft.
One full modeled revision
The drama group stored hats in a small crate and scarves in a tall crate behind it. The hats were easy to find, but the scarves were hard to reach. Omar moved the tall crate beside the small one. Afterward, the scarves were easier to reach. Both crates stayed in the costume room, and the small crate kept its lid.
Another full valid revision
The drama group stored scarves in a tall crate behind its small crate of hats. The hats were easy to find, while the scarves were hard to reach. Omar put the tall crate beside the small crate, and afterward the scarves were easier to reach. The crates remained in the costume room; the small crate still had its lid.
Example revision explanation
I changed “they were hard to reach” to “the scarves were hard to reach,” so the difficulty is assigned to the right items. The contrast between easy-to-find hats and hard-to-reach scarves stays clear.
Criterion-specific check
Preserve the group, contents, sizes, initial relationship, two different access conditions, move, later result, room and lid. Easy to find and easy to reach are not interchangeable; do not claim hats improved too.
Clarify the two groups and maintain the contrast; “it” or “one” is valid if a reader can identify the object.
L08-C01 clear references; C02 understandable order/connections; C03 every stated fact/result; C04 readable wording and meaningful explanation. Do not require repeated nouns or a changed chronology when the original order already works.
Fresh recheck: paragraph key
The Long Roll · G6W01-TEXT-RECHECK-W
Task IDs: G6W01-TASK-FRESH-RECHECK-W
Why did Suri choose folds for the river-journey display?
One modeled answer
Suri chose folds because they let visitors reach later scenes while keeping the captions whole. When only the first part was unrolled, the rest hung over the table and visitors missed the later scenes. Cutting would cross two captions, but numbered folds let Len read the final caption and other visitors compare the beginning and end. Those details show that folds addressed access without cutting through the written story. The change worked on the wide table; it did not remove that space requirement.
Other defensible answers and limits
A focus on preserving captions may use the crossing cutting lines and Len reading the final caption. A focus on access may use the hidden later scenes and visitors opening/comparing sections. Avoid claiming that folds fit any space or that cutting was actually tried.
What to notice by criterion
Separate the proposed cut from an action that happened. Explain why the folded access or preserved captions support the claim, instead of naming the card and table as disconnected details.
Reasoning method
Compare the initial display limitation, the proposed cut and the observed folded use; limit claims to the wide-table arrangement.
Accept a different supported answer with two relevant details and explicit reasoning, organized readably. These models are not required sentence templates.
Fresh recheck: revision key
The Watering Rota · G6W01-TEXT-RECHECK-R
Task IDs: G6W01-TASK-FRESH-RECHECK-R
Preservation conditions
Intended meaning to preserve: the white rota card lay under the green watering-notes notebook; some members missed the rota in that position. Priya moved the card to the noticeboard, and afterward members found the rota more easily. The notebook stayed on the bench. The rota still listed Wednesday and Friday. Keep the people, colors, locations, days and result; do not claim that every member found it.
One full modeled revision
The gardening group wrote a rota on a white card and kept watering notes in a green notebook. The card lay under the notebook, where some members missed the rota. Priya moved the card to the noticeboard. Afterward, members found the rota more easily. The notebook stayed on the bench, and the rota still listed Wednesday and Friday.
Another full valid revision
The gardening group wrote its rota on a white card and kept watering notes in a green notebook above that card. Some members missed the rota there. Priya moved the card to the noticeboard, and members found the rota more easily afterward. The notebook remained on the bench. Wednesday and Friday were still listed on the rota.
Example revision explanation
I named the white rota card as the thing under the notebook and the thing Priya moved. That helps a reader follow the same object through the change; the notebook did not move.
Criterion-specific check
Keep the group’s writing and note keeping, colors, under relationship, some members’ initial difficulty, Priya’s move, comparative result, bench and both days. “Everyone found it” adds a result. Do not move the notebook to the board.
Follow card and notebook across sentences; use chronology or another clear order that preserves locations and later result.
L08-C01 clear references; C02 understandable order/connections; C03 every stated fact/result; C04 readable wording and meaningful explanation. Do not require repeated nouns or a changed chronology when the original order already works.
Later transfer: paragraph key
An Ending Left Open · G6W01-TEXT-TRANSFER-W
Task IDs: G6W01-TASK-LATER-TRANSFER-W
How did Hana make the reason for waiting clearer while keeping her ending open?
One modeled answer
Hana made the boy’s reason for waiting clearer while keeping the uncertainty at the door. Jules first asked why he did not leave the parcel, and Hana noticed that the draft did not say what the parcel held. She added the paper drawings and the boy protecting the parcel from the wet step under his coat. On the next reading, Jules and Mina both connected his waiting with keeping the drawings dry, yet Jules still did not know who would appear. The clues answered the reason question without revealing the person at the door. This result was reported by two readers.
Other defensible answers and limits
Emphasize the two clues, separating the wait question from the identity question, or reader feedback guiding a limited content revision. Accurate details may be combined in one reasoning sentence. Do not claim readers know who appears, that every reader understands, or that merely changing the final sentence answered why he waited.
What to notice by criterion
Hana’s fictional content changes are evidence for the writing task; they are not the instructions for the separate meaning-preserving revision task. Distinguish clarity of the wait from closure about the person.
Reasoning method
Trace which reader question each change answers and use the second readings as limited support. An open ending can remain readable without resolving every uncertainty.
Accept a different supported answer with two relevant details and explicit reasoning, organized readably. These models are not required sentence templates.
Later transfer: revision key
The Lending Shelf · G6W01-TEXT-TRANSFER-R
Task IDs: G6W01-TASK-LATER-TRANSFER-R
Preservation conditions
Intended meaning to preserve: the return-date card was above the low puzzle shelf. Its dates were readable in that position, but stacked smallest puzzle boxes covered the dates. Mei laid those smallest boxes side by side. Afterward, members could read the dates without moving a box. The puzzles stayed on the low shelf, and the card still showed Monday as the return day. Keep both the readable position and the temporary obstruction; do not change the return day or add a result.
One full modeled revision
The club lent puzzles from a low shelf and kept return dates on a card above it. The dates were readable in that position, but the stacked smallest puzzle boxes covered them. Mei laid those boxes side by side. Afterward, members could read the dates without moving a box. The puzzles stayed on the low shelf, and the card still showed Monday as the return day.
Another full valid revision
The club lent puzzles from a low shelf with a card above it showing return dates. The card’s dates were readable there except when the smallest puzzle boxes were stacked over them. Mei arranged those boxes side by side. Members could then read the dates without moving a box. The puzzles remained on the low shelf, and Monday stayed the return day on the card.
Example revision explanation
I changed “Mei laid them side by side” to name the smallest boxes, because “them” could otherwise seem to mean the dates. I kept the dates’ readable position and the obstruction from stacked boxes rather than changing the outcome.
Criterion-specific check
Retain initial readability and obstruction without treating them as a contradiction. The intended conditions clarify that the obstruction occurred when boxes were stacked. Do not change Monday, move the shelf or claim extra lending.
Preserve the conditional relationship and clarify what moved; an alternate order may begin with the card if all relationships stay understandable.
L08-C01 clear references; C02 understandable order/connections; C03 every stated fact/result; C04 readable wording and meaningful explanation. Do not require repeated nouns or a changed chronology when the original order already works.
Reteach models: evidence and reference decisions
A Tray at the Window · G6W01-TEXT-MODEL-W
Asha placed her clay animals on a narrow stool. One animal hung over the edge. She moved all three to a broad tray by the window. None hung over the tray's edge, and people could see all three from the doorway.
Why was the broad tray a better place for Asha’s animals than the stool?
The broad tray gave Asha’s animals enough room and kept them visible. One animal hung over the stool’s edge, but none hung over the tray’s edge after the move. This comparison shows the tray held the animals without an overhanging one. People could also see all three from the doorway, so the new position worked for viewing. The tray met both needs in this display.
The answer selects edge and viewing evidence, explains the links, and ends within this display. The source does not say an animal fell or broke; adding that would invent evidence.
The Ribbon Box · G6W01-TEXT-MODEL-R
Leo kept ribbons in a box and patterns in a folder. It was under it. He moved it to the desk. The ribbons stayed in the box, and the folder stayed on the shelf.
Intended meaning: The ribbon box was under the pattern folder. Leo moved the box to the desk. The ribbons stayed inside it. The folder stayed on the shelf. Preserve these facts; no new outcome is stated.
Leo kept ribbons in a box and patterns in a folder. The box was under the folder. He moved the box to the desk, keeping the ribbons inside it. The folder stayed on the shelf.
Alternative: Under Leo’s pattern folder was his ribbon box. Leo moved that box to the desk with its ribbons inside. The pattern folder remained on the shelf.
I named the box as the object Leo moved, so readers do not mistake the folder for it. I kept the folder on the shelf and did not invent a result such as quicker work.
Suggested teacher language
For a paragraph gap: “What question does your claim answer? Which two details help that answer? Tell how they help.” For a revision gap: “What does this word refer to under the stated meaning? Does that fact still appear in your new version?” Model a missing move on the miniature, then let the learner make decisions on the practice pair.
Route-specific modeled responses and follow-up
Continue
Use the complete shared-practice paragraph/revision keys. Model self-check: “My claim concerns pacing. Miro’s unchanged confusion after louder playback and his correct location after the slower recording support it. I cannot infer that every listener understood.” Fact check: hats remain easy to find; scarves change from hard to easier to reach; both crates remain in the room and the hat crate keeps its lid.
Clarify
A valid preliminary claim: “Alina responded to confusion about the leaf’s location.” Detail/reason links: louder playback did not resolve confusion, so loudness alone was insufficient; later correct locations support the new pace/pause. Reference map: first “It” = tall crate; first “it” = small crate; “they” = scarves; moved “it” = tall crate; final “it” = small crate. Collect a full response using the shared-practice keys as guidance. Neutral restatement is help with conditions; choosing these details for the learner is instruction.
Reteach
Practice planner example: claim — pacing changes made this description clearer; detail 1 — louder playback left Miro confused; link — louder alone did not fix the location issue; detail 2 — after slowed speech/pause Miro and Elif located the leaf; link — their responses support the new arrangement for those two listeners. Use the full shared-practice paragraph and revision models as completion examples. Do not show reserved checks.
Extend: second paragraph model
Alina preserved the useful information while making space for listeners to follow it. She kept the material, curved handle and leaf rather than deleting a detail. When the new version became longer, the club shortened its introduction instead of undoing the slower description. Those choices kept the description complete within the collection’s period. They do not show which single pacing change mattered most.
Extend comparison model
The main paragraph uses listener confusion and later correct location as evidence of clarity. The second uses keeping three details and shortening the introduction as evidence of preserving information. Both are supported, but only the first directly compares the listener checks. The two shared-practice revision alternatives model different openings and sentence boundaries while retaining every fact. Preference explanation: “I prefer the hats-first version because it introduces both containers before tracking the move; the other clearly starts with the blocked scarf crate.” Accept other explained preferences.
Print and exposure map
Teacher-only ZIP contains keys and reserved stories. Do not give the entire ZIP or guide to students. Print one selected PDF completely; the final page carries revision explanation space. In DOCX, page flow may change with software and edits; select by headings.
| PDF stem | Pages | Selection |
|---|---|---|
| student/check-only.pdf | 1–4 | Student selected file only |
| student/route-continue.pdf | 1–4 | Student selected file only |
| student/route-clarify.pdf | 1–4 | Student selected file only |
| student/route-reteach.pdf | 1–5 | Student selected file only |
| student/route-extend.pdf | 1–6 | Student selected file only |
| student/fresh-recheck.pdf | 1–4 | Student selected file only |
| student/later-transfer.pdf | 1–4 | Student selected file only |
Inherited lessons in the ZIP
downloads/l07/v0.1.2/teacher/teacher.pdf (12 pages), teacher.docx; downloads/l07/v0.1.2/learner/learner.pdf (7 pages), learner.docx, learner.pptx. downloads/l08/v0.1.4/teacher/teacher.pdf (10 pages), teacher.docx; downloads/l08/v0.1.4/learner/learner.pdf (5 pages), learner.docx. Paths shown share their resource/version folder. These are exact public bytes, not revised lessons. Use teacher files for planning and learner files/slides for teaching; their already-used passages remain practice.
Teacher-guide includes all keys and local records; keep it separate. shared/start-here.pdf is teacher planning guidance. Every new stem has PDF, editable DOCX and HTML companions. Copies of original files are in the ZIP only; originals retain their public paths.
Local selection note: lesson exposure date ______ check date ______ chosen route/target ______ support ______ fresh-recheck unused until ______ later-transfer unused until ______
Local decision record: preserve actual evidence
Optional teacher record. Keep student identity and responses locally; this blank record depicts no actual learner.
Local code / date / task IDs / version / response mode
Exposure and support: passages/models previously used; exact prompts or supplied content
L07: quote response evidence for claim, details, reasoning, readable ending; mark uncertainties
L08: quote evidence for reference, connection/order, all preserved facts/results, explanation
Tentative move and reason: route, target criterion, actual task and conditions
Local decision record: new evidence and limits
Same local code ______ Route date ______ Fresh task date ______ Later date ______
Response practice: what was modeled or supplied? What did the learner decide?
Fresh-recheck: task IDs, conditions and quoted evidence for each target; remaining uncertainty
Later-transfer: exposure, mode/support and quoted evidence; what next move is justified?
Interpretation guardrails
Different sources are not calibrated equivalent forms. Changed responses may reflect source, exposure, assistance or other conditions. These tasks support tentative local teaching decisions; no mastery threshold, ranking, diagnosis, classroom-effectiveness result, official standards alignment, empirical timing or broad grade-fit claim is established.