Standard | Skill | Standard | Skill |
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RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | ||
RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. | RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. | ||
RL.6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. | RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). | ||
RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. | RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | ||
RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. | RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. | ||
RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text. | RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. | ||
RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. | RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. | ||
RI.6.8: 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. | |||
RL.6.9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. | RI.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ includes a claim that responds specifically to the prompt or question ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style ▢ explains how evidence supports analysis |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to identify relevant details… |
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answer the question without citing evidence… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ cites accurate textual evidence that support the analysis or claim ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style ▢ explains how each piece of evidence supports analysis |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
cite minor details… |
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submit insufficient details… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ includes a claim that responds specifically to the prompt or question ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style ▢ explains how each piece of evidence supports analysis |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to identify relevant details… |
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answer the question without citing evidence… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ cites textual evidence that support the analysis or claim ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style ▢ explains how each piece of evidence supports analysis |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
cite minor details… |
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submit insufficient details… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ names the main topic ▢ identifies the idea that the text captures (central idea) or the author’s message about the world (theme) ▢ uses accurate text details to support ideas |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to separate a universally applicable theme from specific story events… |
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do not express theme as a complete sentence/idea…. | What is an idea or topic that repeats in the text? What does the author say about it? Tell me in a complete sentence. |
struggle to consolidate details into a central idea…. |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ states a theme from the text ▢ identifies accurate details that express the theme ▢ explains how the details express the theme |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
cannot find where the theme is introduced… | What theme message is the author trying to convey? Where in the story do the characters or reader first see this message in action? Is it through what someone says or does? It it in an event or setting? |
struggle to explain how the details express the theme…. | What important idea do the details describe? Is this idea the same as the theme message? If not, consider revising the wording of the theme. Or, return to the text to find other details. |
PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ includes only important events and details about key story elements ▢ is organized logically ▢ is objective ▢ identifies text and type |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to organize the summary logically… |
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give too many details… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ names the text topic ▢ identifies what the author wants to teach readers about the topic (central idea) ▢ uses accurate and important text details to determine central ideas |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
confuse central idea with topic… |
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choose unimportant, inaccurate, or irrelevant details… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ states a central idea ▢ identifies accurate text details that support the central idea |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to find related and important details… |
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struggle to explain the work a key detail does, including its purpose and its name… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ states central idea(s) and key details for each idea ▢ includes only important ideas and details about the topic ▢ organizes information logically ▢ does not include the student’s opinion ▢ identifies text and type |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
give too many details… |
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struggle to organize the summary logically… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ tells the important events in the story arc ▢ describes which part of the story arc an event represents and why ▢ uses accurate text details to support ideas |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to identify where an event falls in the story arc… |
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explain the importance of an event to the overall story… | What does the event have to do with the main problem? Does it reveal the problem or make it worse (rising action)? Does it bring it to a head? (climax.) Does it show how the character felt or changed afterwards? (falling action.) Does it show how the central problem or conflict is resolved? (resolution) |
PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ describes what the character learned from an important event ▢ explains how the character reacted to the event (thoughts, feelings, words or actions, opportunities) ▢ cites accurate text evidence to supports explanations |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to explain how the character is affected by events… |
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struggle to find textual evidence that describes a character’s reaction to an event… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ identifies where and how the individual/event/idea is introduced ▢ explains how the individual/event/idea develops throughout the text ▢ explains the importance of the individual/event/idea by the end of the text ▢ uses details from throughout the text to support analysis |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to find where the individual, event, or idea is first introduced… | Quickly scan the sections and paragraphs to find where a specific [person/event/idea] is discussed. Where is the [person/event/idea] first named or defined? |
struggle to tell how the individual, event, or idea is developed across the text… | What do you learn at each mention? Does this add to or change your understanding? Which mentions really show the importance of the individual/event/idea? |
PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ tells what the word or phrase means in the text ▢ gives clues from inside and outside the word to support the definition |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to find context clues to either literal or figurative meaning… |
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struggle to find word clues to meaning… |
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provide an accurate definition but not the correct one for the original sentence… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ identifies figurative or connotative language in the text ▢ explains what the figurative or connotative language means ▢ describes the pictures, sounds, or feelings the language suggests ▢ uses accurate text details and clues to support ideas |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to interpret what the figurative language means in the specific context… | What does the figurative imagine make you think about or feel? How does it help you make a movie in your mind? |
struggle to identify figurative language… |
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cannot correctly name a word’s connotation… | Does the word or phrase make you feel something strongly? If so, is it a good or bad feeling? Did the author include it to make readers feel good or bad about something? |
PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ tells what the word or phrase means in the text ▢ gives clues from inside and outside the word to support the definition |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to find context clues to either literal or figurative meaning… |
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struggle to find word clues to meaning… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ identifies figurative, connotative, or technical language in the text ▢ explains what the figurative or connotative language means ▢ explains what special information the technical language describes ▢ describes the pictures, sounds, or feelings the language suggests ▢ uses accurate text details and clues to support ideas |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to interpret what the figurative language means in the specific context… | What does the figurative imagine make you think about or feel? How does it help you make a movie in your mind? |
struggle to identify figurative language… |
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cannot correctly name a word’s connotation… | Does the word or phrase make you feel something strongly? If so, is it a good or bad feeling? Did the author include the words to make readers feel good or bad about the [idea, person, event]? |
struggle to define technical language… | What clues in the surrounding sentences or images can help you figure out the technical term? Use your own words to define the term, then check it against the text to see if it makes sense. |
PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ identifies a pattern or repetition in the overall structure ▢ explains how one section fits into that overall structure ▢ uses accurate text evidence to explain ideas |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
cannot differentiate structural elements from content elements… |
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struggle to identify one part that connects or builds upon one another… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ describes the overall structure of the story, poem, or play ▢ explains how the section helps to build a theme ▢ explains how the section helps to develop setting ▢ explains how the section helps to move the plot forward ▢ uses accurate text details to support ideas |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
cannot differentiate structural elements from content elements… |
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struggle to explain how structure adds meaning… |
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struggle to identify one part that connects or builds upon one another… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ describes the overall text structure ▢ explains how the organization emphasizes important ideas ▢ cites accurate text evidence that supports the connection between structure and ideas |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
cannot identify an overall text structure… |
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struggle to understand the connection between structure and ideas… |
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struggle to differentiate structure from content… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ describes the narrator or speaker ▢ describes the point of view of the narrator or speaker ▢ explains how the author uses details to develop that point of view ▢ uses text details from throughout a section of text to support ideas |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to identify point of view from available clues… |
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struggle to recognize the author’s development of point of view… | Use Reading Thinking Steps 1 and 3 to help you find details about point of view in the text. Why did the author choose these details? What might these choices suggest about the theme of the text? |
PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ includes a claim about the author’s purpose ▢ includes a claim about the author’s point of view ▢ cites accurate textual evidence to support each claim |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to identify point of view… |
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struggle to identify the author’s purpose… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ identifies the author’s point of view toward the topic ▢ explains how the author uses different kinds of details to express point of view ▢ cites accurate textual evidence to support analysis |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to identify how the author expresses his or her point of view… |
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struggle to identify point of view… |
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RL.6.7
STANDARD
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
SKILL
Compare and Contrast Audience and Reader Experiences
PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ includes a claim about similarities in audience and reader experiences ▢ includes a claim about differences in audience and reader experiences ▢ explains how specific techniques of the medium add to or change the experiences ▢ cites accurate evidence from each version to support claims |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to identify how the medium added to or changed audience or reader experience… |
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compare and contrast only content… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ gathers information from at least two different media or formats ▢ generates key words that describe the information needed ▢ quickly locates information with text features and/or electronic search tools |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to combine information from multiple sources into a single explanation… |
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cannot identify helpful search terms… |
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struggle to answer a question because the answer is not included in the text… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ answers a question using details from visual/quantitative elements ▢ identifies important details about the topic in quantitative or visual features ▢ uses text features to quickly locate information and answer the question |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
include information ONLY from the text or ONLY the quantitative/visual features… |
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struggle to answer a question because the answer is not included in the text… |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ states the author’s claim ▢ identifies any points or evidence to support the claim ▢ evaluates whether the argument is supported by reasons or evidence ▢ cites textual evidence to support evaluation |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggles to explain whether the reasons and evidence strongly support the argument… | Imagine you were making the same argument to a friend who was skeptical. Would the reasons and evidence provided in the text be enough to show that your ideas are correct and sound? Why or why not? |
cannot evaluate the support for the argument… | Reasons Sound?
Evidence Sufficient and Relevant?
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ identifies a shared theme or topic ▢ explains how the texts approach the shared theme or topic similarly and differently ▢ includes accurate text evidence to support comparisons ▢ identifies the text type for both works |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
compare the themes or topics instead of the texts’ approaches to them… |
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cannot identify theme or topic… [Match to the LO; Step 2 should be the main misconception supported.] |
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PDF version of this skill coming soon.
SAMPLE SKILL CRITERIA FOR SUCCESS |
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▢ includes a claim that states how two authors present the same events similarly ▢ includes a claim that states how two authors present the same events differently ▢ cites accurate evidence from both texts that support both the similarity and the difference ▢ describes the shared topic or event |
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS | |
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If students… | Ask/Say |
struggle to differentiate content from presentation… | Content:
Structure:
Language:
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struggle to compare organization or structure… |
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