Analyzing Central Idea
Students demonstrate they have the ability to:
A: Analyze the development of two or more central ideas over the course of a text, including how they interact and build on one another B: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact over the course of a text C: Cite textual evidence to support analysis of what a text says explicitly as well as to support inferences drawn from the text, including determining where the text leaves matters uncertain |
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Analyzing Text Structure
Students demonstrate they have the ability to:
A: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument in a text, including whether the structure makes points clear, convincing, and engaging B: Cite textual evidence to support analysis of what a text says explicitly as well as to support inferences drawn from the text, including determining where the text leaves matters uncertain |
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Applying Grammar and Mechanics
Students demonstrate they have the ability to:
A: Use apostrophes to form possessives, including irregular plural nouns B: Use a semicolon to join related independent clauses |
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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 probe reasoning and evidence; ensure a hearing for a full range of positions on a topic; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives C: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on other sides of an issue; resolve contradictions when possible; determine what additional information or research is required to deepen the investigation or complete the task |
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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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Evaluating Author’s Purpose
Students demonstrate they have the ability to:
A: Analyze how the style and content of a text in which the rhetoric is particularly effective contribute to the power, persuasiveness, or beauty of the text B: Cite textual evidence to support analysis of what a text says explicitly as well as to support inferences drawn from the text, including where the text leaves matters uncertain |
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Integrating Diverse Media
Students demonstrate they have the ability to:
A: Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem B: Cite textual evidence to support analysis of what a text says explicitly as well as to support inferences drawn from the text, including where the text leaves matters uncertain |
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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: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech |
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