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Come to Discussions
Prepared

Learn how to read with purpose, gather evidence, and bring your best thinking to every class discussion.

6th Grade Reading

What Does "Prepared" Mean?

Being prepared for a discussion doesn't just mean showing up. It means you have read the material, thought about the ideas, and are ready to share your thinking with evidence from the text.

Three Pillars of Preparation

Read
Complete the assigned reading carefully, more than once if needed.
Annotate
Mark key ideas, unfamiliar words, and passages that surprise or confuse you.
Reflect
Form your own opinions and questions before the discussion begins.

Why Preparation Matters

Unprepared Student Stays silent or guesses Misses key points Doesn't grow from talk Prepared Student Shares ideas with evidence Asks thoughtful questions Deepens understanding

The Core Rule

Read or Study Required Material Draw on That Preparation Refer to Evidence

What Counts as Evidence?

1
Direct quotes from the text: the author's exact words inside quotation marks.
2
Paraphrased details: restating a specific idea from the text in your own words.
3
Page or paragraph references: pointing others to the exact location so they can verify your claim.
4
Patterns or connections: linking ideas across different parts of the text or to other materials.

Opinion vs. Evidence-Based Claim

Opinion Evidence-Based Claim
Sounds like "I think the character is mean." "The character is hostile: on page 12, he says, 'Get out of my sight.'"
Based on Personal feeling or guess Specific text details
Can others verify? No Yes: they can check the text
Moves discussion? Stalls conversation Opens deeper analysis

5 Steps to Prepare

1
Read the material completely. Don't skim: read every page or section assigned.
2
Annotate as you go. Underline, highlight, or write margin notes on key ideas and confusing parts.
3
Write down 2-3 questions. What surprised you? What do you disagree with? What was unclear?
4
Select key evidence. Choose 2-3 quotes or details you could share in discussion.
5
Form a tentative claim. Decide what you think about the main idea, even if you're not sure yet.

Example: Preparing a Short Story

Scenario: Your class will discuss the short story "Eleven" by Sandra Cisneros. You are assigned to read it the night before.

Example: Using Evidence in Discussion

The discussion question: "How does Rachel feel about turning eleven?"

Weak Response
"She's sad about it, I guess."
Strong Response
"Rachel feels powerless. On page 2, she says, 'I wish I was invisible,' which shows she wants to disappear rather than face the embarrassment."

Example: Probing and Reflecting

A classmate says: "I think the teacher is just mean to Rachel for no reason."

Your prepared response:

Sentence Starters for Evidence

1
"In the text, it says '...' which shows that..."
2
"On page __, the author describes... This suggests..."
3
"I noticed a pattern: in paragraph __ and paragraph __, the author both times..."
4
"I agree with [name], and I'd add that the text also says '...' on page __."
5
"That's an interesting point, but on page __, the author actually says '...' which makes me think differently because..."

The Preparation Cycle

Read Annotate Reflect & Question Discuss with Evidence Select Evidence

Common Mistakes

✕ Skimming Instead of Reading
Glancing at headings or the first paragraph is not enough. You miss the details that make strong evidence.
✕ Sharing Feelings Without Proof
"I liked it" or "It was boring" doesn't move the discussion forward. Always attach a reason from the text.
✕ Using Vague References
"It says somewhere that..." is too vague. Name the page, paragraph, or speaker so others can follow.

Summary: Preparation Checklist

Step What to Do Result
1. Read Complete the full assigned text You know what happened
2. Annotate Highlight, underline, write notes Key details are marked
3. Question Write 2-3 genuine questions You have discussion starters
4. Select Evidence Pick 2-3 quotes or details You can back up your ideas
5. Form a Claim Decide what you think You enter with a position

Question 1 of 5

Which of the following is the best example of coming to a discussion prepared?

Question 2 of 5

Which student is explicitly drawing on preparation by referring to evidence?

Question 3 of 5

You are preparing for a discussion about a nonfiction article on climate change. Which action is most useful?

Question 4 of 5

During a discussion, a classmate says, "The poem is about sadness." What is the best way to build on this idea using evidence?

Question 5 of 5

Which of the following is a vague reference that should be made more specific?