![]() ![]() Identify arguments and examples of evidence in order to create accurate definitions of “argument” and “evidence.”.Draw inferences from text in order to explain key ideas in the passage.Paraphrase text in order to convey literal comprehension of a passage.What are some RPM OBJECTIVES related to these skills? Give them either a topic sentence to support OR an inference question to answer based on an informational text they are reading, and use the gradual release approach (I Do, We Do, You Do) to train students in how to write paragraphs that cite evidence from the text.Show students a model of a paragraph that includes properly-cited quotations, explaining its key features (topic sentence=argument, evidence and explanation, with evidence from text properly cited).Require students to generate a paragraph making an argument with evidence from the given text, citing evidence properly.Give students open-ended response questions requiring multiple-sentence responses with properly-cited quotes from the text.How might you ASSESS this standard? What would mastery of this standard LOOK LIKE? Cite sources properly (using MLA format).Build arguments with relevant evidence and explanation.Identify evidence relevant to particular arguments.Distinguish between argument and evidence. ![]() It is important to cite the source to give the writer credit for his/her work and avoid plagiarism, and so that the audience can find that evidence as needed. We use this skill when speaking and writing in order to convince listeners/readers about our views/ideas. We provide evidence to support arguments because no one would believe us if we didn’t we prove our points more persuasively when we offer evidence. WHY do we do this standard? What purposes does it serve? Provide properly-quoted evidence from the text to support your explanation of what the text says directly and what it implies. RIT 6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. To support teachers working through this unpacking process, I’ve created what I hope is a simple, user-friendly graphic organizer. Note: This step can be challenging to do in a vacuum it works best if teachers have specific texts in mind that they plan to use to meet these objectives. (For more information on RPM objectives, click HERE.) These objectives will lead you logically to lesson plans that set students up to meet and exceed the standards.
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