Standard 3: Critical Reading and Writing
|
Students will apply critical thinking skills to reading and writing.
|
For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).
|
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. |
9.3.R.5 Students will evaluate textual evidence to determine whether a claim is substantiated or unsubstantiated.
|
Student Actions
|
Teacher Actions
|
- Students will read multiple arguments.
- Students will identify the claims made within texts.
- Students will make judgments about the effectiveness of textual evidence.
|
- Teachers choose texts that represent different types of arguments.
- Teachers provide opportunities for students to read various arguments.
- Teachers lead students in identifying the author’s claims.
- Teachers provide opportunities for students to identify claims within texts.
- Teachers provide opportunities for students to receive feedback about how the effectiveness or accuracy of the student claims.
- 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.
|
Supporting Resources
|
Teacher Insights
|
|
-
A claim is an assertion of the truth of something (OSDE Glossary) and is arguable.
-
Textual evidence is what the writer uses to prove or support a statement.
-
A claim is substantiated when it is thoroughly supported with logical, reasonable, credible evidence.
-
A claim is unsubstantiated if it is lacking in evidence or its evidence is questionable.
-
When determining the credibility of claim, students should evaluate the evidence presented and how it was gathered.
|
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.
|
Back to Homepage
Back to 9th Grade Introduction
Back to 9th Grade ELA Standards
Comments (0)
You don't have permission to comment on this page.