8th Grade ELA Targeted Standards (RI) Reading Information Strand Cluster: Integration of Knowledge and Ideas
ELA-08.RI.08 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Student Learning Targets:
Knowledge Targets
I can define the following terms as they apply to this standard:
Argument -- Purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid
Claim -- A specific opinion that authors want readers to accept as true and act on; because a claim is debatable, it needs to be supported with evidence.
Delineate -- to describe in detail the author's argument and the reasons and evidence that he uses.
Fact -- indisputable evidence.
Opinion -- view not based on fact.
Speculation -- conclusion drawn without evidence.
Relevant -- related to the discussion.
Reasoning -- involves more than facts or opinion; involves drawing logical conclusions based evidence that is sound, relevant, and valid.
Valid(ity) -- the quality of one's thinking, being logically and factually sound.
Logos -- Appeals to logic, reason, proof.
Pathos -- Appeals to emotion and values.
Ethos -- Appeals to credibility and trust.
Reasoning Targets
I can describe what reasoning and evidence the author uses to support his position.
I can trace how the author develops and supports his argument.
I can determine whether the reasoning is sound and the evidence is relevant and sufficient.
I can recognize when irrelevant evidence is introduced; e.g., when texts cite data without having explained the original study, or speakers use weaker evidence to discredit oppositions.
Skills (Performance) Targets
I can determine and clearly articulate the author's position on a topic.
I can distinguish among fact, opinion, and speculation.
Proficiency Scale
Score
Description
Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
-
3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
-
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
-
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
-
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
