Reading Anchor Standard 8 Level C/D

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Leveled Standard C
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (RI.5.8)

Leveled Standard D
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. (RI.8.8)

GED® Assessment Targets (RLA)
R.2.5 Determine which detail(s) support(s) a main idea.
R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas.
R.6.2 Analyze how the author distinguishes his or her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpoints.
R.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author’s point of view.
R.8.1 Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another.
R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.
R.8.3 Evaluate the relevance and sufficiency of evidence offered in support of a claim.
R.8.4 Distinguish claims that are supported by reasons and evidence from claims that are not.
R.8.6 Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided.

ELA Activities for Level C / D
Workplace Safety Presentations
Students read and listen to texts related to workplace safety. Then, students create their own multimedia presentations synthesizing the workplace safety lessons learned. Read More Workplace Safety Presentations
Using Multimedia Strategically
Students discuss good and bad presentations and read tips for avoiding multimedia mistakes. Then, they revise one of their own presentations by adding or changing a multimedia element. Read More Using Multimedia Strategically
The Soup Nazi and Customer Service
In Part 1, students listen to a radio interview with a dyslexic journalist and answer questions about the details. In Part 2, students listen and read along to a radio piece about successful dyslexics. Students answer questions found in the reading. In Part 3, students analyze a graph showing the divergence of IQ and reading ability in dyslexics Read More The Soup Nazi and Customer Service
Too Broke to Learn
Students will read a three-part blog series to gain a new perspective on student poverty and the stereotypes surrounding people who experience poverty through no choice of their own. Read More Too Broke to Learn
Classroom Debate
Students select a debate topic, organize pro/con teams, conduct research, plan arguments, and carry out a classroom debate. Read More Classroom Debate
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