Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
English Language Arts and Reading.1.9.E
The student is expected to
recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
Knowledge and Skills Statement
Demonstrated Proficiency of ELA.1.9.E
Use a rubric to determine mastery. Students should be able to identify that the book is a persuasive text, articulate what the author is trying to persuade the reader about, and explain what characteristics within the text helped him determine that the text was persuasive. A teacher can ask questions to elicit responses.
Examples:
- What type of text do you think you are reading? How do you know?
- What is the purpose of this text? How do you know?
Sample rubric:
- The student is unable to recognize and identify a persuasive text.
- The student is able to identify that a text is persuasive with adult assistance.
- The student is able to identify that a text is persuasive and name what the author is trying to persuade the reader about with adult assistance.
- The student is able to identify that a text is persuasive, name what the author is trying to persuade the reader about, and explain how the student knows (with adult assistance).
Adult assistance is part of this SE. It is acceptable to guide students’ understanding.
Examples:
- This book seems like it is trying to get us to do something. Do you know what type of text does that? (Provide informational, persuasive, or fiction as options if necessary.)
- This book is trying to persuade us to do something. What is it trying to get us to do?
- I notice this book is listing a lot of opinions about _______. What do you think the author is trying to do? What are the opinions trying to get you to believe?