Claim Hunters Intervention Plan Specially Designed Instruction (SDI) Plan
Claim Hunters Intervention Plan
Targeted ELA Intervention • Argumentative Reading & Evidence-Based Writing
Student: Individualized Focus
Service: Resource / Co-Taught ELA
Target Cycle: 8–10 Weeks
Target IEP Goals & Measurable Benchmarks
IEP Goal 1: Receptive Standard: CCSS.ELA.RI.1/RI.8
Identify Key Text Lines Supporting Author Claims
Given a grade-level or instructional-level informational passage with an explicit or implicit author claim, the student will locate and cite at least 2 key lines/quotes directly substantiating the claim with 80% accuracy across 4 consecutive probes.
Baseline: 40% accuracy; frequently confuses topic statements with claims.
Critical Barrier: Difficulty distinguishing supportive facts from incidental narrative details.
IEP Goal 2: Expressive Standard: CCSS.ELA.W.1/W.9
Formulate Prompt Claim with Text Evidence
In response to an analytical writing prompt, the student will state a clear, defensible claim and incorporate at least 1 relevant key line/evidence citation from a provided anchor text with 80% accuracy across 4 consecutive probes.
Baseline: 35% accuracy; restates the prompt as a question without taking a stance.
Critical Barrier: Disconnect between student opinion and textual justification.
Specially Designed Instruction: "Claim & Clue" Highlighting Protocol
Multisensory Visual Anchor
Step 1: Anchor the Claim (Blue)
Prompt student to ask: "What is the author trying to prove?" Underline or highlight the core assertion in blue. Verify it is a debatable stance, not just the topic.
Step 2: Hunt the Clues (Yellow)
Apply the "Because Test" : [Author's Claim] is true because [Key Line]. Highlight candidate evidence lines in yellow and verify relevance.
Step 3: Build the Bridge (Green)
When writing: Combine student stance (Green) with selected yellow clue using an explicit frame: "This text shows that..." to ensure logical linkage.
Tiered Language Scaffolds & Sentence Stems
For Goal 1 (Citing Author's Evidence):
• Starter: The author believes ________, and in paragraph __ they state: "________."
• Verification: This line proves the author's claim because it shows ________.
• Direct Quote: According to the text, "________," which demonstrates that ________.
For Goal 2 (Generating Claim + Text Evidence):
• Claim Stance: In response to the prompt, I argue that ________.
• Evidence Tie: For example, the author points out that "________."
• Synthesis (C+E): [My Claim] is true because the text confirms that "________."
Claim Hunters SDI Framework • Component 1: Diagnostic Alignment Page 1 of 3
Instructional Sequence • Gradual Release
4-Phase Intervention Trajectory
Scaffolded 8-Week Progression from Line Identification to Independent Synthesis
Pacing: 25 min • 3x / Week
Phase 1 • Weeks 1–2 Focus: Goal 1 Entry
Deconstructing Claims vs. Topics
Explicitly model the difference between a neutral topic (e.g., "solar energy" ) and an author's claim (e.g., "schools should install solar panels to cut costs" ).
SDI Routine: "Agree or Disagree?" sorting sort cards.
Check for Understanding: Student highlights claim in short 3–4 sentence paragraphs with 100% teacher cueing fade.
Phase 2 • Weeks 3–4 Focus: Goal 1 Mastery
The Evidence Relevance Filter
Train student to evaluate candidate key lines using the "Direct Match Matrix." Eliminate interesting background facts that do not logically support the claim.
SDI Routine: Two-column sort: "Proves Claim" vs. "Just a Fun Fact."
Check for Understanding: Cites 2 accurate supporting lines in 200-word texts with ≥80% accuracy over 2 probes.
Phase 3 • Weeks 5–6 Focus: Goal 2 Entry
Prompt-to-Claim Transformation
Teach student the "P.A.T." method (Prompt, Action verb, True stance). Rephrase prompt questions into declarative statements that take an active stance.
SDI Routine: "Flip the Question" graphic organizer with formula: [Subject] + [Stance Verb] + [Core Reason] .
Check for Understanding: Formulates valid prompt-aligned claims for 4 diverse prompts.
Phase 4 • Weeks 7–8 Focus: Goal 2 Mastery & Synthesis
Claim & Evidence Integration
Student connects their original claim with an embedded key line quote from the text using a quotation sandwich: Intro Tag + Quote + Explanation.
SDI Routine: Visual "Claim-Evidence Sandwich" writing strip.
Check for Understanding: Produces 1 claim + 1 cited key line responding to novel prompt at ≥80% accuracy.
Teacher Think-Aloud & Coaching Protocol (Direct Instruction)
I DO
Teacher Modeling: "Watch me read paragraph 1. The author writes: 'Homework should be capped at 30 minutes.' That's an opinion that can be debated—that's the claim (Blue). Now I ask: 'Why do they say so?' In sentence 3, they cite: 'Studies show excessive homework elevates stress levels.' That is my key line clue (Yellow) because it directly proves the claim!"
WE DO
Guided Practice: "Let's look at prompt: 'Should school lunches be free for all students?' First, what is your stance? You say: 'School lunches should be free.' Excellent claim! Now let's scan our text. Find one line with numbers or facts that backs up your stance. Put your finger on the line. Read it aloud to test if it explains why."
YOU DO
Independent Rehearsal: Student receives single-paragraph probe + prompt. Independently marks Claim (Green) and Supporting Quote (Yellow) using desk anchor card, with no teacher prompting.
Text Selection Guidelines for SDI Sessions:
Start with high-interest, single-argument texts (150–250 words; Lexile 500L–700L). Gradually bridge to grade-level multi-claim texts (800L–950L) with highlighted paragraph numbers.
Controlled Text Lexiles
Claim Hunters SDI Framework • Component 2: Instructional Trajectory Page 2 of 3
Measurement & Generalization
Progress Monitoring & Accommodations
Standardized 4-Point Analytic Rubric, Tracking Protocol & Classroom Accommodations
Target: 80% (Score ≥ 3/4)
Analytic Assessment Rubric (Goal 1 & Goal 2)
Skill Area
Level 1: Emerging
Level 2: Developing
Level 3: Proficient (IEP Target)
Level 4: Advanced
Goal 1: Locate Supporting Lines
Identifies unrelated background lines or topic sentence only; cannot connect to claim.
Identifies 1 relevant line with heavy verbal prompting; often includes off-topic quotes.
Independently locates 2 key lines directly tied to author's claim in grade/inst text.
Locates multiple key lines and articulates exactly how each line substantiates the claim.
Goal 2: Claim + Evidence Response
Restates prompt question; provides no stance or text citation.
Makes simple stance but evidence is purely personal opinion or misquoted from text.
States clear claim to prompt and embeds ≥1 accurate, relevant text line as evidence.
Sophisticated claim with integrated quote and brief warrant/explanation linking evidence.
Bi-Weekly Progress Monitoring Log (Sample Structure)
Record every other Friday during SDI probe
Date
Text Topic & Lexile
Goal 1 Score
Goal 2 Score
Prompting Level
Instructional Next Step
Probe 1
Cell Phones in Class (620L)
2 / 4 (50%)
1 / 4 (25%)
Moderate Verbal
Reteach prompt-to-claim stem; use highlighter
Probe 2
Ocean Plastic Waste (680L)
2 / 4 (50%)
2 / 4 (50%)
Visual Anchor Only
Practice "Because Test" for relevance
Probe 3
Four-Day School Week (720L)
3 / 4 (75%)
3 / 4 (75%)
Independent
Reinforce quote sandwich transition frame
Probe 4
Youth Sports Safety (750L)
4 / 4 (100%)
3 / 4 (75%)
Independent
Ready for grade-level general ed probe
Classroom Accommodations
• Line Numbers: Provide passages with numbered paragraphs and bold key sentences during drafting.
• Dual Highlighting: Highlighting permitted on all state/benchmark and classroom reading texts.
• Desk Cue Card: Laminated 3x5 index card with C-E sentence frames taped to workspace.
• Text-to-Speech: Audio read-aloud option to reduce decoding fatigue during evidence retrieval.
Rapid Error Correction Routine
If student picks an interesting but unrelated fact:
Ask: "Does this sentence explain WHY the author's claim is true, or is it just cool information?" Prompt re-reading.
If student writes a summary instead of a claim:
Point to the prompt and ask: "Which side of the argument are you on? Use the frame: 'I argue that ________.'"
Claim Hunters SDI Framework • Component 3: Evaluation & Accommodations Page 3 of 3
Claim Hunters Practice Worksheet IEP Guided Practice Worksheet
Claim Hunters: Finding Key Lines
Name:
Date:
Detective Strategy Reminder: A claim is the author's main argument. A key line is direct proof from the text that explains why the claim is true.
Use the "Because Test"
1
Part 1: Identify Key Lines for an Author's Claim
Read the informational passage below. Then complete Steps A and B.
Text: Why Schools Need Outdoor Learning Classrooms Nonfiction • 130 Words
[1] Many schools across the country are discovering that holding classes outside improves student success. [2] When teachers move lessons outdoors, students show higher levels of focus and retain more information. [3] A recent medical study revealed that spending just thirty minutes outdoors during the school day lowers students' heart rates and relieves stress. [4] Trees and gardens also provide a quiet, calming natural setting for reading. [5] Furthermore, science students who observe living insects and plants firsthand score an average of twelve percent higher on unit tests than students who only study textbook diagrams. [6] Every school district should invest in creating outdoor learning spaces.
Step A: What is the author's primary claim in this text? Write the sentence or rephrase it in your own words:
Tip: What is the main stance or action the author is trying to convince you to support?
Step B: Locate and copy 2 key lines (sentences) from the passage that directly prove the author's claim.
Key Line 1 (Copy exact sentence from text): Sentence #:
Why this proves the claim:
Key Line 2 (Copy exact sentence from text): Sentence #:
Why this proves the claim:
Claim Hunters • Goal 1 Practice: Identifying Supporting Text Lines Page 1 of 2
2
Part 2: Formulate Your Claim & Back It with Text Evidence
Respond to the analytical writing prompt using evidence from the text.
IEP Goal 2 Application
1. Your Claim Take a clear stance answering the question
2. Text Evidence Tag "According to the text, '...'"
3. Connection "This evidence proves that..."
Anchor Text: The Rise of Electric Bikes in Cities 120 Words
[A] Electric bicycles, or e-bikes, have quickly become a popular transportation choice for urban commuters. [B] Because e-bikes run on battery power, they produce zero carbon emissions, reducing neighborhood air pollution. [C] However, safety experts report that e-bikes can travel at speeds up to twenty-eight miles per hour, creating hazards on crowded pedestrian sidewalks. [D] In cities with dedicated bike lanes and helmet laws, accident rates involving e-bikes dropped by forty percent in one year. [E] In contrast, cities without clear bike regulations saw emergency room visits double.
Writing Prompt:
Should cities create designated protected lanes and mandatory safety rules for e-bikes? Why or why not?
Step 1: State Your Claim (Your clear answer/stance to the prompt):
Sentence Starter: "Cities should / should not create rules for e-bikes because ________."
Step 2: Select Your Supporting Key Line (Exact quote from text above):
Sentence Starter: "According to the text, '[Quote exact words]' (Sentence __)."
Step 3: Write Your Complete 2–3 Sentence Response (Claim + Cited Key Line + Explanation):
Self-Check Checklist:
Did I state a clear claim? Did I include ≥1 exact quote from text? Did I explain how it proves my claim?
Claim Hunters • Goal 2 Practice: Formulating Claims with Text Evidence Page 2 of 2
Claim Hunters Answer Key Teacher Reference • Exemplar Key
Claim Hunters: Exemplar Answer Key
Scoring Guide, Text Annotations & Misconception Diagnostics for Goal 1 & Goal 2
Part 1: Key Lines (Goal 1)
Passage 1 Text Anatomy • "Why Schools Need Outdoor Classrooms" Text Analysis Key
[1] Many schools across the country are discovering that holding classes outside improves student success. ← Topic / Hook
[2] When teachers move lessons outdoors, students show higher levels of focus and retain more information. ← Supporting Point (General)
[3] A recent medical study revealed that spending just thirty minutes outdoors during the school day lowers students' heart rates and relieves stress. ← ★ KEY LINE A (Empirical Proof)
[4] Trees and gardens also provide a quiet, calming natural setting for reading. ← Distractor / Incidental Detail
[5] Furthermore, science students who observe living insects and plants firsthand score an average of twelve percent higher on unit tests than students who only study textbook diagrams. ← ★ KEY LINE B (Data Proof)
[6] Every school district should invest in creating outdoor learning spaces. ← ★ AUTHOR'S PRIMARY CLAIM
Step A Exemplar: Author's Primary Claim Exact or Paraphrase
"Every school district should invest in creating outdoor learning spaces." (Sentence 6)
✓ Acceptable Student Paraphrases:
"Schools need to build outdoor learning areas for students."
"School districts should spend money on outdoor classrooms."
✗ Common Misconceptions to Address:
Writing "outdoor classes" (topic only, no debatable stance).
Citing Sentence 4 ("Trees are calming") as the author's claim.
Step B Exemplar: 2 Supporting Key Lines Goal 1 Target Criteria
Option 1: Sentence [3] • Health & Stress Reduction Proof Sentence #3
"A recent medical study revealed that spending just thirty minutes outdoors during the school day lowers students' heart rates and relieves stress."
Why it proves the claim: It provides concrete scientific research proving that outdoor spaces directly benefit student mental and physical health, justifying district investment.
Option 2: Sentence [5] • Academic Performance Data Sentence #5
"Furthermore, science students who observe living insects and plants firsthand score an average of twelve percent higher on unit tests than students who only study textbook diagrams."
Why it proves the claim: It gives specific data (12% higher test scores) demonstrating measurable academic gains from outdoor instruction.
IEP Data Collection Tip: Full mastery (4/4 on Rubric) requires student to copy both key lines accurately and express why each line connects to the claim.
IEP Goal 1: 80% Benchmark
Claim Hunters Answer Key • Component 1: Goal 1 Exemplars Page 1 of 2
Teacher Reference • Exemplar Key
Part 2: Claim & Evidence Exemplars
Scoring Exemplars, Alternative Stances & Conferencing Diagnostics for IEP Goal 2
Part 2: Claim + Evidence (Goal 2)
Prompt Stance Options & Valid Supporting Key Lines ("The Rise of Electric Bikes")
Stance A: YES, cities MUST create rules & lanes
Best Supporting Key Line: Sentence [D]: "In cities with dedicated bike lanes and helmet laws, accident rates involving e-bikes dropped by forty percent in one year." OR Sentence [C] regarding 28 mph pedestrian hazards.
Stance B: Focus on Clean Transit & Access
Best Supporting Key Line: Sentence [B]: "Because e-bikes run on battery power, they produce zero carbon emissions, reducing neighborhood air pollution."
Exemplar Response Walkthrough (Score: 4/4 • Advanced Mastery) Meets Full IEP Goal 2
Step 1 Exemplar (Clear Claim):
"Cities should create designated protected lanes and mandatory safety rules for e-bikes because high speeds can cause serious injuries on crowded sidewalks."
Step 2 Exemplar (Exact Key Line Citation):
"In cities with dedicated bike lanes and helmet laws, accident rates involving e-bikes dropped by forty percent in one year." (Sentence D)
Step 3 Exemplar (Synthesized Paragraph Response):
[Claim] Cities should create designated protected lanes and mandatory safety rules for e-bikes because fast-moving bikes endanger pedestrians. [Evidence Line] According to the text, "In cities with dedicated bike lanes and helmet laws, accident rates involving e-bikes dropped by forty percent in one year" (Sentence D). [Explanation] This statistic proves that creating protected lanes and safety rules directly protects riders and walkers from dangerous accidents.
Diagnostic Feedback & Student Conferencing Prompts
If Student Writes Personal Opinion Only:
"I think e-bikes are fun and fast because my friend has one."
Prompt: "Your opinion is clear, but your proof must come from the text. Look at Sentence D. How can that number prove your point?"
If Student Copies Sentence Without Claim:
"Accident rates dropped forty percent in cities."
Prompt: "You found great evidence! Now add your stance first: Do you agree cities need lanes? Start with: 'Cities should build lanes because...'"
Goal 2 Quick-Scoring Guide:
Score 3/4 (Proficient): Stance is clear + ≥1 text line cited + basic link. Score 4/4 (Advanced): Smooth transition tag + exact quote + warrant.
IEP Target: ≥3 on 4 Probes
Claim Hunters Answer Key • Component 2: Goal 2 Exemplars & Scoring Page 2 of 2
