“Where did you find that?” is only the beginning.

Finding a sentence is a start. Explaining how that sentence supports an answer is the next piece of work.

A student may underline a relevant detail and still leave you wondering how it connects to the answer. Separate the two moves during instruction: first choose the evidence, then explain what the evidence helps the reader understand.

Make the relationship visible.

Use a simple three-part response: my answer, a relevant detail, and how the detail supports the answer. Model the connection aloud with the text students are reading.

For a question about a character’s decision, a detail about the setting may be interesting but insufficient. Ask whether the selected evidence explains that decision or merely appears near it.

Compare two possible details.

Choose two details from the passage: one that directly supports an answer and another that is related to the topic but less useful. Ask students which detail does more work and why.

The goal is not to memorize the sentence the teacher prefers. It is to notice the connection between the question, the claim, and the evidence.

Keep the prompt and the feedback aligned.

Look at what the question actually asks. If it requests a comparison, the answer needs both sides. If it asks for one reason, do not withhold full credit because a student failed to add a second reason you never requested.

During feedback, point to the missing move. “Your detail is relevant. Now explain what it shows about the character’s choice.” This is more specific than simply asking for more detail.

Use revision as the next task.

Have students choose one response to improve after feedback. They can add a connection, replace weak evidence, or clarify an inaccurate idea. Ask them to identify the change rather than recopying every answer.

The MyPaths Student Sheet gives reflection a place in the lesson. Whether you use that sheet or a notebook, keep the next step tied to a specific answer and the reading that supports it.

Bring it into the next reading.

Return to the same three moves with a new passage. Listen for whether students can choose a useful detail and explain the connection without the earlier model beside them. Use that evidence to decide which support to keep and which support to reduce.

Explore the reading collections for a passage to use with your next evidence discussion.