Sleep Sleuths: Build a CER Response
Students read a short text set about teen sleep and answer the essential question. In pairs, they identify a clear claim, gather at least two pieces of evidence, and explain how the evidence supports the claim. Then each student writes an individual CER response about what happens when teens do not get enough sleep. Students share their response with the teacher for feedback.
Steps
| # | What teachers do | Time |
|---|---|---|
| 1 | Pose the essential question, “What happens when teens do not get enough sleep?”, and invite students to share initial ideas. | 3 min |
| 2 | Model CER by explaining that a claim answers the question, evidence provides relevant facts from a source, and reasoning shows why the evidence supports the claim. | 5 min |
| 3 | Distribute the short sleep text set and guide students to read and mark facts about the effects of insufficient sleep on teens. | 7 min |
| 4 | Direct pairs to state a clear claim, select at least two relevant pieces of evidence, and orally explain how each piece supports their claim. | 6 min |
| 5 | Prompt each student to write an individual CER response that answers the essential question and includes a claim, at least two source-based details, and reasoning connecting each detail to the claim. | 11 min |
| 6 | Have students reread their response for complete CER components and share it with the teacher for feedback. | 3 min |
| Total | 35 mins |
Preparation
- Select and prepare a brief, grade-appropriate text set about teen sleep that students can read within 10 minutes; include credible sources and visible titles, authors or organizations, and publication dates.
- Prepare a class display defining CER: claim answers the essential question, evidence provides accurate details from the texts, and reasoning explains how each detail supports the claim.
- Have students create an Evidence notes table on paper or in a document with columns labeled Source, Evidence, and How It Supports the Claim; no special software is required.
- Prepare feedback criteria that check for a clear claim, at least two relevant pieces of evidence, logical reasoning, and a complete response to the question, “What happens when teens do not get enough sleep?”
Teacher Notes
Introduce CER as claim (a direct answer), evidence (relevant facts from the text), and reasoning (an explanation connecting the evidence to the claim). Display the essential question, “What happens when teens do not get enough sleep?” and model one brief evidence-to-reasoning connection without supplying students’ answer. Allow about 12 minutes for reading, 8 minutes for paired evidence discussion, and 12 minutes for individual writing, reserving 3 minutes to share work with the teacher. Give feedback on whether each response includes a clear claim, at least two accurate and relevant pieces of evidence, and reasoning that explains how each piece supports the claim.
Student Instructions
Read the short text set, marking details that help answer: “What happens when teens do not get enough sleep?” With a partner, create evidence notes with three columns—claim, evidence with source location, and explanation—and agree on a clear claim supported by at least two accurate details. Individually, write a CER response: state your Claim, present specific Evidence from the texts, and provide Reasoning that explains how each piece of evidence supports your claim. Reread your response for clear connections and source references, then share it with your teacher for feedback.
Success Criteria
- I can make a clear claim that answers what happens when teens do not get enough sleep.
- I can select at least two relevant pieces of evidence from the sleep texts.
- I can identify the source of each piece of evidence.
- I can explain how each piece of evidence supports my claim.
- I can organize my individual response using claim, evidence, and reasoning.
- I can share a complete CER response with my teacher for feedback.
Differentiation
- Provide a CER model on a different familiar topic. Label the claim as the direct answer, the evidence as specific facts from a source, and the reasoning as the explanation connecting each fact to the claim.
- Have students create an Evidence notes table with columns for source title, fact or quotation, location in the text, and what the evidence shows about insufficient sleep. Model one entry before pairs identify at least two pieces of evidence.
- Offer a revision checklist: answers the essential question with a clear claim; includes at least two relevant source details; explains how each detail supports the claim; and uses complete sentences.
- Preteach essential terms from the text set, such as sleep deprivation, concentration, reaction time, mood, and health, using plain-language definitions and simple examples.
- Provide sentence frames: “When teens do not get enough sleep, ___.” “According to the text, ___.” “This evidence supports my claim because ___.” Students may adapt the frames rather than follow them word for word.
- Allow pairs to discuss and annotate ideas in their strongest language before drafting in English, and provide bilingual dictionaries or approved translation tools when available.
- Ask students to evaluate which piece of evidence is strongest by considering relevance, specificity, and source credibility, then explain that choice in their response.
- Invite students to address a counterclaim, such as the idea that teens can simply catch up on sleep later, using evidence from the text set.
- Have students revise the response for a real audience by adding a one-sentence recommendation for families, schools, or teens that follows logically from the evidence.
- Provide the readings in accessible formats required by students’ plans, such as enlarged print, text-to-speech, or teacher-recorded audio, while keeping the same essential question and evidence expectations.
- Reduce writing barriers by allowing speech-to-text, typing, or dictation to an adult; assess the student’s claim, evidence, and reasoning rather than handwriting or spelling when specified by the student’s plan.
- Chunk the task into timed checkpoints—claim, first evidence with reasoning, second evidence with reasoning, and revision—and provide extended time, breaks, or a reduced-distraction setting as required by an IEP or 504 plan.