Teacher Commentary
Now is a good time to pause and ask students to name the disciplinary strategies they used to make sense of the text, particularly ones that helped them identify perspective (for example, noticing the date, the country of origin of the speaker, biased language, etc.) and add them to the class list “Strategies we use to make sense of text.” When evaluating multiple texts, the perspective of each text needs to be identified and conflicting information sorted out.

When this piece is finished, you can also give them time to update the “Questions we have” and “What we now Know” lists. It is also useful to cross questions off the list that have been answered, or no longer seem relevant or pressing. This process allows students to see how they are building knowledge through the inquiry process.