Literacy in History/Social Studies Common Core State Standards ...
Literacy in History/Social Studies Common Core State Standards ...
Literacy in History/Social Studies Common Core State Standards ...
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
<strong>Literacy</strong> <strong>in</strong> <strong>History</strong>/<strong>Social</strong> <strong>Studies</strong> <strong>Common</strong> <strong>Core</strong> <strong>State</strong> <strong>Standards</strong> Disaggregated Template<br />
Strand:<br />
Read<strong>in</strong>g for<br />
<strong>Literacy</strong> <strong>in</strong><br />
<strong>History</strong>/<strong>Social</strong><br />
<strong>Studies</strong><br />
Anchor Standard: Integration of knowledge and ideas Grade level: 6-8<br />
Number Sequence & Standard<br />
6-8.RH.8 Dist<strong>in</strong>guish among fact, op<strong>in</strong>ion, and<br />
reasoned judgment <strong>in</strong> a text.<br />
Correlat<strong>in</strong>g ELA Standard<br />
6. RI.8 Trace and evaluate the argument and specific claims <strong>in</strong> a text,<br />
dist<strong>in</strong>guish<strong>in</strong>g claims that are supported by reasons and evidence from<br />
claims that are not.<br />
7. R.8 Trace & evaluate argument & claims <strong>in</strong> text, assess<strong>in</strong>g whether<br />
reason<strong>in</strong>g is sound & evidence relevant & sufficient.<br />
8. RI.8 -- Del<strong>in</strong>eate and evaluate the argument and specific claims <strong>in</strong><br />
a text, assess<strong>in</strong>g whether the reason<strong>in</strong>g is sound and the evidence<br />
is relevant and sufficient; recognize when irrelevant evidence is<br />
<strong>in</strong>troduced.<br />
Student Friendly Language:<br />
I can describe (del<strong>in</strong>eate) and f<strong>in</strong>d value (evaluate) <strong>in</strong> the argument of the text.<br />
I can determ<strong>in</strong>e (assess) whether the reason<strong>in</strong>g is logical and true (sound).<br />
I can determ<strong>in</strong>e (assess) if the evidence is important (relevant) and adequate (sufficient).<br />
I can recognize when unrelated (irrelevant) evidence is presented.<br />
I can identify reasoned judgments.<br />
I can differentiate between claims which are supported by evidence or sound reason<strong>in</strong>g and those which are not.<br />
I can differentiate between valid and <strong>in</strong>valid claims.<br />
Ma<strong>in</strong> idea<br />
Know<br />
(Factual)<br />
Support<strong>in</strong>g details<br />
Author’s po<strong>in</strong>t of view<br />
Reader’s po<strong>in</strong>t of view<br />
Fact vs. op<strong>in</strong>ion<br />
Sound/unsound judgment<br />
Understand<br />
(Conceptual)<br />
The students will understand that...<br />
Sound reason<strong>in</strong>g is important to make a logical,<br />
focused argument.<br />
Relevant evidence supports the ma<strong>in</strong> idea.<br />
Sufficient evidence is necessary to expla<strong>in</strong> a ma<strong>in</strong><br />
idea.<br />
Irrelevant evidence is a distraction from the ma<strong>in</strong> idea.<br />
Authors sometimes use unsound reason<strong>in</strong>g, irrelevant,<br />
and/or <strong>in</strong>sufficient evidence to support their arguments<br />
and claims <strong>in</strong> order to promote their ideas or agenda.<br />
Do<br />
(Procedural, Application, Extended<br />
Th<strong>in</strong>k<strong>in</strong>g)<br />
Analyze the argument of the text.<br />
Evaluate relevant and irrelevant<br />
support<strong>in</strong>g details <strong>in</strong> text.<br />
Assess if the reason<strong>in</strong>g of the text<br />
is sound.<br />
Identify fact/op<strong>in</strong>ion<br />
Identify reasoned judgments<br />
Differentiate between claims<br />
which are supported by evidence<br />
or sound reason<strong>in</strong>g and those<br />
which are not<br />
Differentiate between valid and<br />
<strong>in</strong>valid claims
Change language