Since our goal is to retrieve short passages, we develop a set of IR models combining exact matching through the Okapi BM25 model with semantic matching using word embeddings. In this paper, we therefore propose, an approach that given a knowledge graph and a text corpus, retrieves the top-k most relevant textual passages for a given set of facts. For instance, it can help users make informed decisions about the validity of the facts that are returned as part of an answer to a query. For many applications, it can therefore be very useful to complement knowledge graph facts with textual evidence. In most cases, these facts are extracted automatically and can thus be susceptible to errors. Knowledge graphs often consist of billions of facts, typically encoded in the form of RDF triples.

I purchased these books at the tail end of last year and have not regretted it! These books are fabulous and can really help guide teachers in implementing anchor chart visuals for students that encompass every reading standard.Knowledge graphs have become vital resources for semantic search and provide users with precise answers to their information needs.

When planning lessons to get my students to think more concretely about their reading, I often turn to K-2 Chart Sense: Common Sense Charts to Teach K-2 Informational Text and Literature and Chart Sense: Common Sense Charts to Teach 3-8 Informational Text and Literature. U nder the proverbial umbrella of text-dependent evidence falls questions that can 1.) get to the general understanding or gist of the text 2.) be literal, but must also involve evaluation, synthesis and analysis and 3.) focus on particular vocabulary words, sentences, paragraphs, events and themes. When discussing texts with my students, I pre-plan the direction I'd like to take them. They need to carefully read and answer questions only referring explicitly to the text.

Students need to stay within the four corners of the text. Making personal connections to the text is still important, however, text-to-self connections are no longer a focus when responding to reading. Students are not able to answer questions purely based off of their prior knowledge or personal experience. Getting them to support an analysis of their reading with textual evidence takes much EXPLICIT guidance before they are able to be successful on an independent level. The majority of struggling readers and writers in my RtI groups often respond to their reading with brief, fragmented statements without text evidence supporting their thoughts. That may be very difficult for students to do. As we all know, the Common Core State Standards declare students should be able to * read closely to determine what the text says explicitly and to make logical inferences from it* as well as *cite specific textual evidence when writing or speaking to support conclusions drawn from the text*.

Textual evidence