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5-3-W-4

Page history last edited by Jessica Smith 2 years, 2 months ago

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 

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. 

5.3.W.4 Students will show relationships among facts, opinions, and supporting details.

Student Actions 

Teacher Actions 

  • Students evaluate information to distinguish between facts, opinions, and supporting details.

  • Students demonstrate understanding of the relationships among facts, opinions, and supporting details.

    • Opinions should be supported by supporting details that are facts.

    • Factual supporting details should be relevant and clearly support the stated opinion. 

  • Students determine if supporting details are based in fact and relevant to the opinion.  

  • Teachers explain how to distinguish differences and similarities between facts, opinions, and supporting details.
  • Teachers provide opportunities for students to distinguish differences and similarities between facts, opinions, and supporting details.
  • Teachers provide instruction and organizational techniques to support students as they organize information to demonstrate knowledge of relationships among fact, opinions, and supporting details.
    • Opinions should be clearly stated and supported by supporting details that are facts.  
    • Factual supporting details should be relevant and clearly support the stated opinion. 

Supporting Resources

Teacher Insights

Fact and Opinion (webpage)

Voting! What's It All About? (webpage)

Critical Reading: Two Stories, Two Authors, Same Plot? (webpage)

Research Building Blocks: Notes, Quotes, and Fact Fragments (webpage)

Multimedia Responses to Content Area Topics Using Fact-"Faction"-Fiction (webpage)

Heroes Around Us (webpage)

Get the GIST: A Summarizing Strategy for Any Content Area (webpage)

The Great Service-Learning Debate & Research Project (webpage)

Nonfiction Pyramid (webpage)

Scaling Back to Essentials: Scaffolding Summarization With Fishbone Mapping (webpage)

Guided Comprehension: Summarizing Using the QuIP Strategy (webpage)

Skimming and Scanning: Using Riddles to Practice Fact Finding Online (webpage)

Myth and Truth: Independence Day (webpage)

An Exploration of Text Sets: Supporting All Readers (webpage)

Persuasive Essay: Environmental Issues (webpage)

  • This objective goes beyond identifying if a supporting detail is a fact or opinion.  

  • A fact is a piece of information that is definite and can be confirmed by research or observation. An opinion is what someone thinks or feels.

  • Details provide information to support the author’s main point.

    • Opinions should be clearly stated and supported by supporting details that are facts.  

  • Student should learn the importance of developing an opinion with facts and details.  

  • Transitional words and phrases can help students develop a logical flow between the opinion and the facts and details.

  • Some questions to ask:

    • How many details included are relevant to the opinion?

    • Are the facts and details presented in a logical way?

    • Do the facts clearly support the opinion?

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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