10.49 Sort Claims, Reasons, and Evidence Worksheet

(1) A report argues that schools should teach note-taking strategies explicitly rather than assuming students will pick them up. (2) Good notes help students separate main claims from supporting details in complex texts. (3) In a unit that taught Cornell notes, quiz scores on reading passages rose by 10 percentage points. (4) The report adds that note-taking reduces the temptation to copy entire paragraphs, because students have a process for summarizing. (5) Teachers reported fewer verbatim ‘copy-paste’ sections in digital notebooks after the unit. (6) The report concludes that teaching note-taking is a high-impact, low-cost way to boost comprehension.

(1) A report argues that schools should teach note-taking strategies explicitly rather than assuming students will pick them up. (2) Good notes help students separate main claims from supporting details in complex texts. (3) In a unit that taught Cornell notes, quiz scores on reading passages rose by 10 percentage points. (4) The report adds that note-taking reduces the temptation to copy entire paragraphs, because students have a process for summarizing. (5) Teachers reported fewer verbatim ‘copy-paste’ sections in digital notebooks after the unit. (6) The report concludes that teaching note-taking is a high-impact, low-cost way to boost comprehension.

(1) A student argues that the school should switch from plastic utensils to reusable metal ones. (2) Plastic utensils break easily, so students often grab extra, creating more waste. (3) Custodians estimate they throw away about 3,200 plastic forks per week. (4) Reusable utensils can be washed in the cafeteria’s existing dishwasher cycle. (5) Opponents argue metal utensils will be expensive to replace if stolen. (6) The student replies that a simple checkout bin and random checks can keep losses low.