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9-3-R-5

Page history last edited by michener.erin@gmail.com 5 years, 6 months ago

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.

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