Anchor Standard
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 7. 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. |
Benchmark (Informational Text)
1. Cite strong and thorough textual evidence to support analysis of what to the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3. Analyze the impact of the author's choices regarding how to develop and relate elements of the story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced, and developed). 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of the text. (e.g., how Madison defines faction in Federalist No. 10) 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. 6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. 7. Delineate and evaluate the reasoning in seminal U.S. Texts, including the application of constitutional principles and use of legal reasoning (e.g., in US Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential address) |
Classroom Applications of Standard/Benchmark
1. In science, the text is presenting factual information, what we do is to check for student comprehension of this information; we use the following strategies:
2. The tests we use in science do not contain a central idea or theme; instead, our text consists of chapters with key ideas which are further subdivided into individual topics. A central point in science is the inter-relationship that exists between the chapters in our text and between all sciences in general. The centrals ideas between chapters is summarized by:
3. As previously mentioned, scientific disciplines do not stand alone, science is cross-disciplinary. This is demonstrated by:
4. The learning of science requires students to learn an entirely new vocabulary. The new vocabulary is not limited to simple words, it can also include technical meanings. This new vocabulary is presented in a variety of methods, such as:
5. Science texts are arranged in a chapter format, with each chapter being divided into a number of sections. These individual sections are interrelated. In science we:
6. School science texts present well established, experimentally verified, facts, so this core standard cannot be readily addressed. We do, on occasion, use other resources, magazine articles, movies, etc., to discuss controversial issues, or other interpretations of data, i.e. evolution vrs. intelligent design, global warming, etc. The discussion of these controversial issues is limited; so as not to infringe upon the belief's of individual students or their family. 7. Science texts present information that is generally considered to be factual in nature. Students are encouraged to question this information. This is done by:
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