Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

Student Actions 

Teacher Actions 

• Students will describe the difference between fact and opinion in a text.
• Students will identify signal words that distinguish a fact or opinion in a text.  (e.g. I think = opinion, proof = fact)
• Students will research facts in a text for accuracy.

• Teachers review and model how to describe the difference between fact and opinion in a text.
• Teachers provide opportunities for students to describe the difference between fact and opinion in a text.
• Teachers identify signal words that distinguish fact from opinion in a text.  
• Teachers provide opportunities for students to identify signal words that distinguish fact from opinion in a text.
• Teachers  explain how to research facts in a text for accuracy.
• Teachers model how to research facts in a text for accuracy.
• Teachers provide opportunities for students to research facts in a text for accuracy.
• Teachers can explicitly teach students about opinion “trigger words,” such as believe, think feel, always, never and none. Invite students to search for these words in newspaper editorials and in regular articles.

Supporting Resource

Teacher Insights

• A fact is something that can be proven true. It is based in evidence from the text, not what is thought or felt.  

• Fact Signal Words: dates, times, places, numbers

• An opinion states a person’s or group’s thoughts, feelings, or beliefs about something. It cannot be proven true because it relies on the feelings, thoughts, or beliefs of a specific person or group.

• Opinion Signal Words: think, believe, best/worst, feel, should, right/wrong, better, too much, always/never, none

• Investigating facts for accuracy may involve:

• Determining if the source is credible

• Cross-referencing other sources

• Determining if the information makes sense with other facts about this topic

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.