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10th Grade Objective Analysis Standard 3: Critical Rdg and Wtg
Page history
last edited
by Tashe Harris 6 years, 4 months ago
Oklahoma Academic Standards for
English Language Arts |Grade Level Objective Analysis
Standard 3: Critical Reading and Writing
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Students will apply critical thinking skills to reading and writing.
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Reading
Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.
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Writing
Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.
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For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents).
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READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives. |
Student Actions
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Teacher Actions
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10.3.R.1 Students will evaluate the extent to which historical, cultural, and/or global perspectives affect author’s stylistic and organizational choices in grade-level literary and informational genres.
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- Students will examine grade appropriate texts of different time periods, cultures, and perspectives.
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- Teachers provide students with opportunities to read a variety of texts.
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- Students will determine how historical, cultural, and/or global perspectives affects the author’s style and organization.
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- Teachers provide students with feedback on their responses to the reading selections.
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10.3.R.2 Students will evaluate points of view and perspectives in more than one grade-level literary and/or informational text and explain how multiple points of view contribute to the meaning of a work.
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- Students will identify the point of view and perspectives of characters or authors in texts.
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- Teachers remind students how to identify the point of view.
- Teachers verify students are correctly identifying the point of view or perspective.
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- Students will distinguish between the characters’ (or speakers) and author’s perspectives in multiple literary texts.
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- Teachers explain the difference between the author’s viewpoint and that of a character in a literary work.
- Teachers provide opportunities for students to distinguish between the characters’ and author’s perspectives.
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- Students will identify author’s perspectives in multiple informational texts.
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- Teachers provide opportunities for students to determine the author’s perspective and how it affects non-fiction texts.
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- Students will make judgments about how the point of view adds to the meaning of a work.
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- Teachers model how the point of view and/or perspective can affect the meaning of the work.
- Teachers provide opportunities for students to create an understanding of a text based on the point of view or perspective represented.
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10.3.R.3 Students will analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts:
- character development
- theme
- conflict (i.e., internal and external)
- archetypes
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- Students will continue to identify literary elements.
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- Teachers remind students how to identify different literary elements.
- Teachers provide opportunities for students to identify literary elements.
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- Students will continue to explain how literary elements contribute to theme and meaning.
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- Teachers remind students how literary elements influence the meaning of a text or across texts.
- Teachers provide opportunities for students to take the literary elements they have found and find deeper meaning in the text using these elements.
- Teachers provide opportunities for students to receive feedback about their interpretations of elements influencing theme and meaning.
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- Students will continue to interpret how themes are connected across texts.
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- Teachers provide multiple occasions for students to find thematic connections across texts based on each author’s use of literary elements.
- Teachers provide opportunities for students to receive feedback about how students connect themes across texts.
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10.3.R.4 Students will evaluate literary devices to support interpretations of texts, including comparisons across texts:
- figurative language
- imagery
- tone
- symbolism
- irony
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- Students will continue to identify literary devices authors use for various purposes.
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- Teachers choose texts rich in literary devices.
- Teachers remind students to recognize literary devices.
- Teachers introduce the term figurative language to encompass literary devices they already know.
- Teachers provide opportunities for students to identify literary devices and their purposes.
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- Students will continue to analyze how authors use various literary devices in order to work toward an interpretation.
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- Teachers provide multiple occasions for students to determine how effectively literary devices are used.
- Teachers provide opportunities for students to receive feedback about how students analyze the author’s use of literary devices.
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- Students will continue to make claims about a text or multiple texts to support their interpretations.
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- Teachers guide students through the process of interpreting a text or multiple texts.
- Teachers provide opportunities for students to interpret a text or multiple texts.
- Teachers provide opportunities for students to receive feedback about how the effectiveness or accuracy of the student claims.
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10.3.R.5 Students will distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts.
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- Students will understand the argument presented by the author.
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- Teachers provide examples of various arguments.
- Teachers demonstrate techniques used to understand arguments made by the author.
- Teachers provide opportunities for students to discover argument made by the author.
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- Students will identify different types of explicit and implicit textual evidence.
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- Teachers provide examples of different types of textual evidence.
- Teachers provide opportunities to students to identify explicit and implicit evidence.
- Teachers provide opportunities for the student to receive feedback on whether or not they can identify different types of textual evidence.
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- Students will draw conclusions/make logical judgments about the information within the text on the basis of evidence and prior conclusions/prior experience.
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- Teachers demonstrate how to draw conclusions from text.
- Teachers demonstrate how to draw conclusions based on evidence/prior experience.
- Teachers provide opportunities for students to draw conclusions from text and/or prior experience.
- Teachers provide opportunities for students to receive feedback over conclusions.
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- Students will evaluate whether the reasoning an author uses is logical.
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- Teachers provide examples of logical and illogical reasoning.
- Teachers provide opportunities for students to decide whether an author uses logical reasoning.
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- Students will evaluate if the evidence used is relevant to the argument or provides enough proof.
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- Teachers demonstrate how to find evidence from the text to support the author’s assertions.
- Teachers provide opportunities for students to decide whether the author’s claim is adequately supported.
- Teachers provide opportunities for students to receive feedback about how the effectiveness or accuracy of the student judgments.
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10.3.R.6 Students will comparatively analyze the structures of texts (e.g., compare/contrast, problem/solution, cause/effect, claims/counterclaims/evidence) and content by inferring connections among multiple texts and providing textual evidence to support their inferences.
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- Students will continue to read multiple texts on the same topic written in a variety of text structures.
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- Teachers choose multiple texts about the same topic with different structures.
- Teachers allow time for students to read these texts.
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- Students will continue to identify the structure used in each text.
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- Teachers provide guidance as students identify the structure of each text.
- Teachers provide opportunities for students to receive feedback about their identification of structures.
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- Students will continue to make inferences based on the structure and content of multiple works.
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- Teachers demonstrate how to connect the structure of a text to its content and meaning.
- Teachers provide opportunities for students to find similarities and differences between texts of the same topic and/or theme.
- Teachers provide opportunities for students to receive feedback about the connections they have established.
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- Students will continue to support claims of the relationships between texts with textual evidence.
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- Teachers remind students to provide evidence from the texts to support their inferences between texts.
- Teachers provide opportunities for students to support their claims.
- Teachers provide opportunities for students to receive feedback about how textual evidence supports claims.
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10.3.R.7 Students will make connections (e.g., thematic links, literary analysis) between and across multiple texts and provide textual evidence to support their inferences.
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- Students will continue to make text-to-self, text-to-text, and text-to-world connections between and across multiple texts.
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- Teachers choose texts that relate to the students, each other, or the world.
- Teachers lead discussions of how the texts relate to students, each other, or the world.
- Teachers create opportunities for students to discover how texts relate to the students’ world.
- Teachers provide opportunities for students to receive feedback about their connections.
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- Students will continue to support inferences with textual evidence.
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- Teachers remind students they need to provide evidence from the texts to support their inferences between texts.
- Teachers provide opportunities for students to support their inferences.
- Teachers provide opportunities for students to receive feedback about how textual evidence supports claims.
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WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice. |
Student Actions
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Teacher Actions
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10.3.W.1 NARRATIVE Students will write narratives embedded in other modes as appropriate.
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- Students will include pieces of narrative writing in other modes.
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- Teachers provide examples of narrative writing that can be included in other modes.
- Teachers provide guidelines for narrative writing.
- Teachers provide opportunities for students to receive feedback on their narrative pieces.
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- Students will continue to recognize how these narrative pieces affect their writing.
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- Teachers show how these narratives impact the piece of writing.
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10.3.W.2 INFORMATIVE - Grade Level Focus Students will compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style.
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- Students will continue to compose a variety of informative essays and reports.
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- Teachers model or provide models informative essays.
- Teachers demonstrate prewriting and drafting strategies for informative essays.
- Teachers provide a variety of informative writing tasks.
- Teachers provide guidelines for success for each informative writing task, which may include student contributions.
- Teachers explain the relationship between the conclusion and the rest of the essay.
- Teachers encourage students to try different rhetorical devices and organizational styles in their informative writing to experience how their meaning can change.
- Teachers provide opportunities for students to receive feedback on their writing that relates specifically to
- organization, diction, and syntax;
- flow and transitions;
- formal style and objective tone
- selection of supporting evidence,
- And fit of the conclusion with the evidence provided
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- Students will continue to follow specific guidelines for each essay or report.
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- Students will continue to introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (Ideas, Organization)
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- Students will continue to develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (Voice, Ideas)
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- Students will continue to use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (Sentence Fluency)
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- Students will continue to establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (Voice, Word Choice)
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- Students will continue to provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (Ideas, Organization)
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10.3.W.3 Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidence to claim(s).
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- Students will continue to use logical reasoning or other illustrative examples to support claims
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- Teachers model how to connect textual evidence to claims.
- Teachers provide examples of logical reasoning (ie facts, statistics) and illustrative examples (anecdotes, pictures, etc.) to jumpstart student thinking.
- Teachers provide opportunities for students to receive feedback on the effectiveness of their use of evidence.
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- Students will continue to clearly connect evidence to claim(s).
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- Teachers model how to connect evidence to claims.
- Teachers provide opportunities for students to explain how their evidence supports their claim.
- Teachers provide opportunities for students to receive feedback on the effectiveness of their use of evidence to support their claims.
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10.3.W.4 ARGUMENT - Grade Level Focus Students will introduce precise claims and distinguish them from counterclaims and provide sufficient evidence to develop balanced arguments, using credible sources.
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- Students will introduce precise claim(s). (Ideas)
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- Teachers explain what claims are.
- Teachers model how to
- introduce a new claim,
- find other people’s claims within an argument,
- tell the difference between valid evidence and fallacies,
- address bias within an argument,
- and properly cite sources.
- Teachers provide opportunities for students to practice each of the skills modeled.
- Teachers ensure students receive feedback about the student’s ability to build an effective and supported argument.
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- Students will distinguish the claim(s) from alternate or opposing claims. (Ideas)
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- Students will consistently distinguish supporting evidence from repetition or extraneous detail. (Organization)
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- Students will consistently distinguish valid reasoning from a logical fallacy. (Ideas)
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- Students will understand what comprises sufficient evidence based on the nature of argument or claim. (Ideas)
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- Students will address audience bias and counter-claims. (Ideas)
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10.3.W.5 Students will use words, phrases, and clauses to connect claims, counterclaims, evidence, and commentary to create a cohesive argument and include a conclusion that follows logically from the information presented and supports the argument.
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- Students will write with the appropriate organizational structure for argument or claim (comparison/contrast, logical order, etc.). (Organization)
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- Teachers introduce the ideas of persuasion and rhetoric.
- Teachers model
- different organizational structures,
- how different structures affect the arguments or claims studied,
- how to use rhetorical strategies,
- how to write an effective conclusion, and
- how to edit for these skills.
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- Students will understand the meanings of persuasive rhetorical strategies. (Word Choice, Sentence Fluency)
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- Students will utilize these persuasive rhetorical strategies in their writing. (Word Choice, Sentence Fluency)
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- Students will use transitions effectively to build an argument or claim. (Organization)
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- Students will use effective strategies for the conclusion, avoiding simple restatement or introduction of new ideas. (Ideas, Organization)
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10.3.W.6 Students will blend multiple modes of writing to produce effective argumentative essays.
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- Students will continue to incorporate other types of writing in their arguments to increase the effectiveness of their argument.
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- Teachers will review the different modes of writing.
- Teachers will model how to incorporate different modes of writing into an argument.
- Teachers will provide opportunities for students to write arguments that can be enhanced by the use of multiple modes of writing.
- Teachers provide opportunities for students to receive feedback on their use of other modes within their argument.
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10th Grade Objective Analysis Standard 3: Critical Rdg and Wtg
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