explaining how the author has used facts for an argument; and
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Demonstrated Proficiency of ELA.4.9.E.ii
A teacher may wish to pair SE 4.9.E.i with SE 4.9.E.ii and assess them together. With SE 4.9.E.i, students identify the claim in an argumentative text. Have students work with a partner to read a text in which someone is arguing a point and determine the claim made in the text. Once students have clearly established the claim, have them read the text again and identify how the author has used facts to support and oppose the argument.
Further Explanation
This SE requires students to recognize the facts used by the author to support an argument. Students should recognize the different positions presented in a text in order to explain how the author uses evidence to support an argument.
Glossary Support for ELA.4.9.E.ii
a text written to demonstrate to an audience that a certain position or idea is valid and that others are not
The writer appeals to reason, develops, defends, or debates the topic, connecting a series of statements in an orderly way so they lead to a logical conclusion.
a detail or idea that can be shown and verified as true, to exist, or to have happened; a statement that can be proven with data, observations, and reliable sources
Students are expected to have a clear idea of the particular attributes of argumentative texts. For example, students should know that argumentative texts have unique characteristics such as a claim, an intended audience, and the use of facts in support or refutation of an argument. Students should also recognize structures, such the introduction, claim, facts, arguments, counterarguments, and conclusion, of argumentative text that impact how an argumentative essay is organized. Each one of these structures has a specific function in an argumentative text that students should identify and explain.
Arguments are presented through reasoning and must be supported by facts, or details that can be verified as true. When students recognize how the facts an author has used connect to the argument, they are able to better understand how the author arrived at a conclusion/opinion and are, therefore, better prepared to judge whether this argument is sound. Students should recognize the different positions presented in a text about a certain topic or issue to justify how the author uses evidence to support or refute arguments.