Standard 3
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Progression
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objectives in chronological order with shifts bolded
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how the objectives develop & change through the grade levels |
| 1.3.R.6 |
Students will begin to locate facts that are clearly stated in a text.
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In the first grade, students are introduced to facts. Students find facts that are explicitly stated in a variety of texts, such as declarative sentences, informative paragraphs, and informational picture books. Students engage in classroom discussion with their teacher and peers to identify certain facts. Teachers may provide anchor charts and graphic organizers for students who need assistance in finding facts. |
2.3.R.6
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Students will locate facts that are clearly stated in an informational text.
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Students in second grade continue to locate facts, specifically in an informational text. Teachers demonstrate how to locate facts in an informational text and engage students in classroom discussions. |
| 3.3.R.6 |
Students will distinguish fact from opinion in an informational text.
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In grade 3, students will not only locate facts in informational texts but begin to distinguish facts from opinion in the texts. Students will first locate information presented in the text and then analyze it to determine if the information from the author is presented as factual or an opinion.
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| 4.3.R.6 |
Students will distinguish fact from opinion in an informational text and explain how reasons and facts support specific points.
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In grades 4 and 5, students will develop their ability to distinguish fact from opinion in an informational text. Students will increase their abilities to distinguish if information presented is factual or opinion and explain how the reasons and facts presented support the specific points the author makes in the text. |
| 5.3.R.6 |
| 6.3.R.6 |
Students will categorize facts included in an argument as for or against an issue.
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In grade 6, students extend beyond explaining how reasons and facts support specific points to categorizing facts in an argument. Students determine if the facts are for or against an issue in an argument. This lays the groundwork for learning about claims and counterclaims.
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7.3.R.6
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Students will distinguish factual claims from opinions.
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In grade 7, students are introduced to claims. Students move from categorizing facts in an argument to differentiating between factual claims, or assertions that are supported by verifiable information, and opinions, which are assertions based on personal judgments or beliefs. |
| 8.3.R.6 |
Students will evaluate textual evidence to determine whether a claim is substantiated or unsubstantiated.
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In grade 8, students progress from distinguishing factual claims from opinions to determining whether a claim is substantiated or unsubstantiated. Students not only identify an argument’s claim but also evaluate whether the textual evidence provided is sufficient and appropriate for the argument being made. |
| 9.3.R.5 |
Students will evaluate the validity of a speaker’s argument:
● distinguish the kinds of evidence (e.g., logical, empirical, anecdotal)
● distinguish substantiated from unsubstantiated claims
● analyze rhetorical appeals (i.e., ethos, logos, pathos)
● identify bias
● identify logical fallacies
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In grades 9 and 10, students move beyond merely identifying a substantiated claim to extending their evaluation of the speaker’s argument by analyzing how the speaker substantiates his/her claim. Students evaluate the type of evidence the speaker uses to substantiate his/her claim and the type of rhetorical appeals the evidence creates (e.g., logical evidence often creates logos, empirical evidence often creates ethos, anecdotal evidence often creates pathos). In addition to evaluating evidence and rhetorical appeals, students also begin identifying any bias and logical fallacies the speaker includes, which can limit the validity of the speaker’s argument. Students use their understanding of evidence, rhetorical appeals, bias, and logical fallacies to analyze the strengths and weaknesses of arguments. |
| 10.3.R.5 |
| 11.3.R.5 |
Students will evaluate how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints, including examining rhetorical appeals, bias, and use of logical fallacies.
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In grades 11 and 12, students move beyond merely analyzing individual arguments to evaluating how arguments written about the same issue arrived at different conclusions. Students continue to use their understanding of evidence, rhetorical appeals, bias, and logical fallacies to analyze the strengths and weaknesses of arguments; moreover, students now infer authors’ and speakers’ assumptions, reasoning, and viewpoints and how they contribute to the argument’s conclusion. With enough practice, students tie bias and logical fallacies to particular assumptions and viewpoints and recognize the limitations that bias and logical fallacies can have on a speaker’s or author’s argument. |
| 12.3.R.5 |
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