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5-3-W-4
Page history
last edited
by Jessica Scott 5 years, 6 months ago
Standard 3: Critical Reading and Writing
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Students will apply critical thinking skills to reading and writing.
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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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5.3.W.4 Students will show relationships among facts, opinions, and supporting details.
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Student Actions
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Teacher Actions
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Students evaluate information to distinguish between facts, opinions, and supporting details.
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Students demonstrate understanding of the relationships among facts, opinions, and supporting details.
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Students determine if supporting details are based in fact and relevant to the opinion.
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- 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.
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Supporting Resources
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Teacher Insights
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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)
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This objective goes beyond identifying if a supporting detail is a fact or opinion.
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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.
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Details provide information to support the author’s main point.
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Student should learn the importance of developing an opinion with facts and details.
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Transitional words and phrases can help students develop a logical flow between the opinion and the facts and details.
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Some questions to ask:
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How many details included are relevant to the opinion?
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Are the facts and details presented in a logical way?
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Do the facts clearly support the opinion?
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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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5-3-W-4
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