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S.08 – Thread Standards Map for Identifying an Author's Reasoning

This is a standards map for the concept of identifying an author's reasoning. It is specific to Standard 8 of the Integration of Knowledge and Ideas Anchor in the Writing standards of the CCSS ELA standards.

Standards

  1. Common Core State Standards: English Language Arts > G.K > RI > A.3 > S.8

    With prompting and support, identify the reasons an author gives to support points in a text.

    Content Skills Learning Targets Big Ideas Essential Questions
    Reasons
    2 - Identify (Reasons that support points in a text)
    1 - I can identify the reasons an author gives to support points in a text, with prompting and support.
    A. Reasons can be identified with prompting and support questions.
    B. A story has to have a main idea and other ideas to add emphasis to the bigger idea.
    C. Sometimes authors use repetition or patterns to help readers identify support.
    A.1 How can I identify reasons for support?
    B.1 Why do texts have supports?
    C.1 How do authors make recognition of key points easier?
  2. Common Core State Standards: English Language Arts > G.1 > RI > A.3 > S.8

    Identify the reasons an author gives to support points in a text.

    Content Skills Learning Targets Big Ideas Essential Questions
    Reasons
    2 - Identify (Reason)
    2 - I can identify the reasons an author gives to support points in a text.
    A. Authors give points to explain or support reasons.
    B. Reasons are often organized with identifying words that signal support.
    A.1 How does a reader recognize reasons?
    B.1 How is writing structured to assist comprehension?
  3. Common Core State Standards: English Language Arts > G.2 > RI > A.3 > S.8

    Describe how reasons support specific points the author makes in a text.

    Content Skills Learning Targets Big Ideas Essential Questions
    Reasons
    3 - Describe (Reasons)
    3 - I can describe how reasons support specific points the author makes in a text.
    A. Specific points are supported by reasons expressed in clear detail that relates to the reader's thoughts.
    A.1 How do reasons support the author’s points?
  4. Common Core State Standards: English Language Arts > G.3 > RI > A.3 > S.8

    Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

    Content Skills Learning Targets Big Ideas Essential Questions
    Logical Connection
    3 - Describe (Logical connection)
    3 - I can describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
    A. Text sentences are logically connected to show comparison, cause/effect or sequence.
    A.1 How are sentences connected in a text?
  5. Common Core State Standards: English Language Arts > G.4 > RI > A.3 > S.8

    Explain how an author uses reasons and evidence to support particular points in a text.

    Content Skills Learning Targets Big Ideas Essential Questions
    Particular Points
    4 - Explain (Use of reasons)
    4 - Explain (Use of evidence)
    4 - I can explain how an author uses reasons to support particular points in a text.
    4 - I can explain how an author uses evidence to support particular points in a text.
    A. Reasons and evidence support points of a text.
    A.1 Why do authors use reasons and evidence in a text?
  6. Common Core State Standards: English Language Arts > G.5 > RI > A.3 > S.8

    Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

    Content Skills Learning Targets Big Ideas Essential Questions
    Particular Points
    4 - Explain (Use of reasons)
    4 - Explain (Use of evidence)
    2 - Identify (Reasons)
    2 - Identify (Evidence)
    4 - I can explain how an author uses reasons to support particular points in a text.
    4 - I can explain how an author uses evidence to support particular points in a text.
    2 - I can identify which reasons support which point(s).
    2 - I can identify which evidence supports which point(s).
    A. Certain reasons and evidence will link with certain points as support.
    A.1 How are texts organized to link evidence with supported points?
  7. Common Core State Standards: English Language Arts > G.6 > RI > A.3 > S.8

    Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

    Content Skills Learning Targets Big Ideas Essential Questions
    Argument/Claims
    2 - Trace (Argument)
    4 - Evaluate (Argument)
    2 - Trace (Specific claims)
    4 - Evaluate (Specific claims)
    2 - Distinguish (Supported from unsupported claims)
    2 - I can trace the argument in a text.
    4 - I can evaluate the argument in a text.
    2 - I can trace specific claims in a text.
    4 - I can evaluate specific claims in a text.
    2 - I can distinguish claims that are supported by reasons from claims that are not.
    2 - I can distinguish claims that are supported by evidence from claims that are not.
    A. Evaluating arguments reveals supported and unsupported claims.
    A.1 Why evaluate arguments in a text?
  8. Common Core State Standards: English Language Arts > G.7 > RI > A.3 > S.8

    Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

    Content Skills Learning Targets Big Ideas Essential Questions
    Argument/Claims
    2 - Trace (Argument)
    4 - Evaluate (Argument)
    2 - Trace (Claims)
    4 - Evaluate (Claims)
    4 - Assess (Reasoning soundness)
    4 - Assess (Evidence relevance)
    4 - Assess (Evidence sufficiency)
    2 - I can trace the argument in a text.
    4 - I can evaluate the argument in a text.
    2 - I can trace the specific claims in a text.
    4 - I can evaluate the specific claims in a text.
    4 - I can assess whether the reasoning is sound to support the claims.
    4 - I can assess whether the evidence is relevant to support the claims.
    4 - I can assess whether the evidence is sufficient to support the claims.
    A. Evaluating an argument reveals reasoning soundness, and evidence relevancy and sufficiency.
    A.1 Why evaluate an argument in a text?
  9. Common Core State Standards: English Language Arts > G.8 > RI > A.3 > S.8

    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.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Delineate (Argument)
    2 - Delineate (Claims)
    4 - Evaluate (Argument)
    4 - Evaluate (Claims)
    4 - Assess (Reasoning soundness)
    4 - Assess (Evidence relevance)
    4 - Assess (Evidence sufficiency)
    2 - Recognize (Introduction of irrelevant evidence)
    2 - I can delineate the argument in a text.
    2 - I can delineate the specific claims in a text.
    4 - I can evaluate the argument in a text.
    4 - I can evaluate the specific claims in a text.
    4 - I can assess whether the reasoning is sound.
    4 - I can assess whether the evidence is relevant.
    4 - I can assess whether the evidence is sufficient.
    2 - I can recognize when irrelevant evidence is introduced.
    A. Evaluation of evidence and claims reveals relevance, soundness, and sufficiency.
    A.1 Why do I evaluate evidence and claims?
  10. Common Core State Standards: English Language Arts > G.9-10 > RI > A.3 > S.8

    Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Delineate (Argument)
    2 - Delineate (Claims)
    4 - Evaluate (Argument)
    4 - Evaluate (Claims)
    4 - Assess (Reasoning validity)
    4 - Assess (Evidence sufficiency)
    2 - Identify (False statements)
    2 - Identify (Fallacious reasoning)
    2 - I can delineate the argument in a text.
    2 - I can delineate the specific claims in a text.
    4 - I can evaluate the argument in a text.
    4 - I can evaluate the specific claims in a text.
    4 - I can assess whether the reasoning is valid.
    4 - I can assess whether the evidence is relevant.
    4 - I can assess whether the evidence is sufficient.
    2 - I can identify false statements.
    2 - I can identify fallacious reasoning.
    A. Delineating and evaluating reveals invalid reasoning and evidence relevancy and sufficiency.
    A.1 Why do I evaluate arguments and evidence?
  11. Common Core State Standards: English Language Arts > G.11-12 > RI > A.3 > S.8

    Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

    Content Skills Learning Targets Big Ideas Essential Questions
    Works of Public Advocacy
    2 - Delineate (Reasoning)
    4 - Evaluate (Reasoning)
    2 - I can delineate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.
    4 - I can evaluate reasoning in seminal U.S. texts
    A. Use of constitutional principles and legal reasoning can be identified by delineating seminal U.S. texts.
    A.1 Why do I delineate and evaluate seminal U.S. texts?

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