TEKS Standard 10.
B 6th
What does the SE say? Whats new at this grade?
explain whether facts included in an argument are used for or against an issue;
7th
distinguish factual claims from commonplace assertions and opinions;
8th
distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text;
previously students identified the facts and verified them; now they must decide if they contribute or weigh against an argument (yes, this is an expository SE) So what makes this so tricky? Consider such devices as loaded language and concessions to the opposite argument (They dont need to know these names, only recognize how a fact is being used)
Students can take a piece of grade What level expository or persuasive text, might mastery and pull out the facts presented look sort them into those that like? support each claim or main idea and those that do not explain their choices
understanding the difference between a fact and common knowledge (eventually this will be the difference between what requires citation and what does not) examplethe U.S. is over 200 years is old is common knowledge; According to [Link], soccer is the most popular sport in the world is a fact that requires citation extended practice distinguishing common knowledge and opinion exampleit is common knowledge that milk contains calcium; it is an opinion that children should drink milk at dinner (but I could cite that opinion from a doctor) Examining a piece of expository text, a student can identify those items which are common knowledge facts subject to verification / citation opinions asserted by the author or credible authorities items in the text which are misrepresented explain how he has made these distinctions
Students continue to work on skills from last year evaluate (judge) inferences made from the text; are the inferences or conclusions presented reasonable? logical? supportable by text evidence? ***Note that students are no longer bound by the text; now they are being asked to evaluate statements which go beyond the text.
In addition to success with more sophisticated texts, students would also be able to evaluate (judge) inferences made beyond the text to determine whether these inferences are warranted, justifiable, and supportable. Students would be able to explain their evaluations, explaining the weakness or misconceptions which undermine the inference and possibly revise the inferences to correct the errors.
