Balance of content and Process: The immediate content goal here is to get lots of evidence/interpretations shared. The mid-­‐range content goal is to vet the evidence/interpretations so that they end up well grounded in the texts and scientific principles. The process goal is for students to share how they identified ideas and evidence from the articles, and how they came up with an interpretation.

Product and process go hand in hand: Eliciting multiple interpretations of proffered evidence, including dissenting viewpoints AND focusing on the why and how, helps get to the bottom of what ideas from the text may be evidence for the question at hand as well as how they are evidence for it, and how they inform responding to the question.

Support for thinking about “evidence”: This is a great time for students to engage in metacognitive conversations around knowledge-­‐building: what counts as evidence? Eliciting these ideas about what counts as evidence and why is a great way to ground the E/I note taker that students will be returning to throughout the module and as they read additional texts. These are ongoing supports for the model-­‐building and revision students will do throughout the rest of the module.

Posters: You might revisit any of the persistent poster but will likely have new ideas for the MRSA E/I and for the reading strategies list.