Standard 3: Critical Reading and Writing
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Students will apply critical thinking skills to reading and writing.
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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. |
6.3.R.5 Students will categorize facts included in an argument as for or against an issue. |
Student Actions
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Teacher Actions
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- Teachers model how to categorize facts for or against an issue. Example: best pet: dog vs cat
- Teachers provide an organizational strategy (eg., graphic organizer, template, etc.)
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Supporting Resource
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Teacher Insights
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smekenseducation.com: gathering evidence (webpage) |
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Students organize facts based on the evidence from the text.
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Identify the author’s position or the argument the author is making. It may not be directly stated, so the reader may need to figure this out by making inferences about the text.
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Once the claim is determined, students must distinguish evidence as either for or against the author’s claims.
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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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