Foci:
• Acclimate to closely reading across multiple sources to draw conclusions based on observations and inferences.
• Bridge the language of observation/inference to claims and evidence

Sources
Source A: Various physical artifacts from the past with which students are not necessarily familiar (i.e. fish skinner, egg beater, old fashioned iron)

Source B: Print sources that complement the artifacts (i.e., page from an antique dealer’s website about different kinds of egg beaters)

Activities
1. Teacher models making observations and inferences and then drawing
conclusions from two print source examples. Teacher thinks aloud about the connection between the print sources and the physical artifact.
2. Students closely read and annotate two or more print sources to draw conclusions about an artifact they analyzed the previous day. Students write conclusions about the artifact using more than one source (the two print sources and the physical artifact).
3. Introduce the term “claim” as refined/worked-through conclusions. Read example student conclusions and determine criteria for what comprises a high quality claim.
4. Closely read two more print sources related to one of the artifacts. Practice writing claims about the artifact and peer editing the claims based on list of criteria students constructed.

Classroom Products
• Criteria for what Comprises a High Quality Claim poster