Texas TEKS6th GradeEla

§110.22.b.6.CUse text evidence to support a response

Response skills · b.6: Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

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What this standard means: TEKS 6.C asks sixth graders to use evidence from a text to support an appropriate response. Instead of answering with an opinion or a guess, students point to specific words, details, or facts in the passage and explain how each detail proves their point. This intervention practices that skill with a short argument about school start times. Students follow the four RACE steps: restate the question, answer it, cite evidence from the text, and explain how that evidence supports the answer. With repetition, citing and explaining evidence becomes an automatic habit in written responses.

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What you get, and who it’s for

Everything below is measured from the actual lesson and the actual file. Nothing here is an estimate.

Time to run
About 51 minutes. 15 min lesson, then 36 min of practice.
In the download
10 printable pages: the full lesson, the worked examples, the visual models, and 10 practice questions with space to work. A teacher answer key is included at the end, so the student pages come first and it is still ready to hand out. The lesson’s worked examples do show their solutions, because that is how they teach.
Question set
The download carries all 10 questions. The page shows 3 of them as a sample.
Question format
Every question is short answer. Students show their work on the page.
Dates
Published August 5, 2026. Not revised since.

The sample intervention

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§110.22.b.6.C

Evidence Builders: School Start Times and Space Timing

Use evidence from a text to support an appropriate response.

This packet contains one short argument about school start times. Read it before you answer anything. Every response you write must point at a specific detail in that text and explain how the detail supports your answer. The RACE steps below are the pattern to follow.

Three pieces of evidence

Two reasons for a later start and one problem against it. Quote the words inside a mark when you cite.

A strong response does more than give an opinion or a guess. It shows the reader where the answer comes from in the text. When you use evidence, choose words, details, or facts that clearly match your answer. Then explain how that evidence proves your point.
One helpful way to organize a response is RACE: Restate the question, Answer it clearly, Cite evidence from the text, and Explain how the evidence supports your answer. This structure helps your response stay focused and complete.
How a strong response works

Sequence

Step 1

Restate the question

Step 2

Answer it clearly

Step 3

Cite evidence from the text

Step 4

Explain how the evidence supports your answer

Show the steps a response should follow: restate, answer, cite, explain.

Worked exampleWorked response, step R: The question asks whether school should start later.
Worked exampleWorked response, step A: A later start would help students learn better.
Claim, evidence, reasoning

Claim

School should start later

Reason 1

Rested students learn better

  • more sleep may improve attention and mood (paragraph 1)
  • focused students participate more fully (last sentence)

Reason 2

It helps students who are up late

  • homework or family responsibilities (paragraph 1)

Reason 3

The writer answers one objection

  • bus schedules, jobs, and sports practices (paragraph 1)

The writer's claim sits on two supports and answers one objection. Your response should do the same.

Practice questions

  1. 1

    What is one reason the text gives for starting school later?

  2. 2

    A student says, 'The text only talks about problems with later start times.' What evidence shows this is incorrect?

  3. 3

    A student wrote: 'School should start later because it is better for everyone.' What is the mistake in that response?

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