Analyzing Informational Texts
Students demonstrate they have the ability to:
A: Analyze how two or more texts address similar topics or concepts in order to build knowledge [Modified Reading 9 Anchor Standard] B: Analyze the development of a central idea over the course of a text, including how it emerges and is shaped or refined by specific details C: Analyze how an author’s idea’s or claims are developed and refined by particular sentences paragraphs, or larger portions of the text (e.g., a section or chapter) |
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Applying Grammar and Mechanics
Students demonstrate they have the ability to:
A: Ensure pronoun-antecedent agreement when the pronoun and antecedent occur in separate clauses or sentences B: Recognize and correct vague and ambiguous pronouns |
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*Accessible on your www.noredink.com account (get your class code from Rost) 3A: Do the Pronouns Agree?, Identifying Pronoun Agreement Errors 3B: Identifying Vague Pronouns, Correcting Pronouns with Multiple Antecedents 3W: Identifying Claims, Evidence, and Reasoning; Evaluating Reasoning; using Strong Reasoning to Connect Claims and Evidence; Providing Strong Context for Nonfiction Evidence; Context for Nonfiction Evidence 1: Evaluating Source Information and Reporting Verbs |
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NoRedInk site |
Collaborating in Discussions
Students initiate and engage effectively in a range of collaborative discussions with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly and persuasively:
A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic to stimulate a thoughtful, well-reasoned exchange of ideas B: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; clarify, verify, or challenge ideas and conclusions C: Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented |
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Comprehending Text
Students demonstrate they have the ability to:
A: Read text at the 1087-1176 Lexile level B: RIT Range 227-231 |
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A score of 227 is grade level proficient. A score of 237 is considered advanced level proficiency. |
Constructing Speeches
Students demonstrate they have the ability to:
A: Construct a speech that presents information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience and task B: Integrate information from multiple sources of information presented in diverse media or formats (for example, visually, quantitatively, orally) C: Evaluate the credibility and accuracy of multiple sources of information presented in diverse media or formats |
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Constructing Writing
Students demonstrate they have the ability to:
A: Develop a plan for writing, focusing on what is most significant for a specific purpose and audience B: Create an organizational structure that logically sequences claims and helps accomplish the purpose C: Produce clear and coherent writing in which the development is appropriate to the task, purpose and audience. D: Create multiple drafts, examining rough drafts and considering ways to revise through the addition or subtraction of material. E: Apply the stylistic conventions and expectations of the task or genre F: Use technology to produce, publish, and present individual or shared writing products in response to ongoing feedback, including new arguments or information |
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Delivering Formal Presentations
Students demonstrate they have the ability to:
A: Present a speech that engages the audience through a variety of techniques (for example: rate, tone, enthusiasm) B: Make strategic use of digital media (for example, textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence C: Use appropriate eye contact and body language/posture, adequate volume, and clear pronunciation D: Present a formal speech that is appropriate to the context of the task |
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Evaluating Arguments and Purpose
Students demonstrate they have the ability to:
A: Analyze how an author or speaker uses rhetorical appeals (ethos, logos, pathos) to advance their position or purpose and address the intended audience of a text or speech B: Evaluate whether the claims and evidence in an argument are relevant and sufficient C: Analyze the validity of reasoning used in an argument (paying particular attention to false statements and fallacious reasoning) |
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Mastering Vocabulary
Students demonstrate they have the ability to:
A: Use context as a clue to the meaning of a word or phrase B: Analyze the cumulative impact of specific word choices on meaning and tone in a text |
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Utilizing Text Evidence
Students demonstrate they have the ability to:
A: Support analysis with inferences and evidence paraphrased from text with appropriate credit given to the source B: Support analysis with inferences and evidence cited directly from text C: Distinguish between relevant and irrelevant evidence in a text |
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Writing Informative/Explanatory Texts
Write 3+ page informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content:
A: Organize concepts and information to make important connections and distinctions B: Develop the topic with relevant and sufficient support (such as extended definitions, concrete details, quotations, and examples appropriate to the audience) C: Write and edit work so that it conforms to the guidelines in a style manual (for example, MLA Handbook) appropriate for the discipline and writing type D: Use appropriate and varied transitions to create cohesion and clarify relationships among concepts E: Use precise language appropriate to the audience and topic F: Establish and maintain a formal style and objective tone G: Construct a conclusion that articulates the implications or significance of the topic |
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