identify where irrelevant sufficiency arguments, specific Ex. After listening to an oral presentation and being presented with two claims from L1 or L2 evidence is introduced claims, supporting the presentation, indicate which is fact and which is opinion. Developing/Expanding evidence reasons, and (Reading/Listening) evidence Level II Students will: Students are able to irrelevant evidence EESL.8.3. Determine whether a single claim made by a speaker is fact or opinion. independently signal words Ex. During a conversation about a book, indicate whether a is fact or peer’s comment summarize a speaker’s included in speeches opinion (e.g., A peer says, was the best book When asked, the student can “That ever!” point of view and details to indicate indicate if the statement is fact or opinion.). that support it in L2 transitions or Ex. After morning announcements, when the teacher writes one of the statements that (Writing/Speaking) relationships was made on the board (e.g., boys won the track indicate if the statement “The meet.”), Students are able to between ideas is fact or opinion. independently answer simple questions about a reasoning and techniques for speaker’s Level I Students will: point of view with evaluating the State own opinion on a topic. EESL.8.3. supporting details in L2. soundness of Ex. After listening to an oral presentation, select a symbol to indicate whether it was a reasoning good or bad presentation. Bridging/Reaching Ex. After listening to an oral presentation, give a thumbs-up or thumbs-down to (Reading/Listening) strategies for indicate whether it was a good or bad presentation. Students are able to identifying when identify the speaker’s irrelevant evidence claim and their is introduced supporting evidence at grade level. Students are listen attentively to a able to identify rhetoric speaker to delineate in a claim speaker’s (Writing/Speaking) and evaluate: Students are able to justify and defend main argument(s) explanations with evidence specific claims claims supported by evidence claims not supported
identify where irrelevant evidence is introduced sufficiency evidence irrelevant evidence arguments, specific claims, supporting reasons, and evidence signal words included in speeches to indicate transitions or relationships between ideas techniques for evaluating the soundness of reasoning strategies for identifying when irrelevant evidence is introduced listen attentively to a speaker to delineate and evaluate: main argument(s) specific claims claims supported by evidence claims not supported L1 or L2 Developing/Expanding (Reading/Listening) Students are able to independently summarize a speaker’s point of view and details that support it in L2 (Writing/Speaking) Students are able to independently answer simple questions about a speaker’s reasoning and point of view with supporting details in L2. Bridging/Reaching (Reading/Listening) Students are able to identify the speaker’s claim and their supporting evidence at grade level. Students are able to identify rhetoric in a speaker’s claim (Writing/Speaking) Students are able to justify and defend explanations with evidence Ex. After listening to an oral presentation and being presented with two claims from the presentation, indicate which is fact and which is opinion. Level II Students will: EESL.8.3. Determine whether a single claim made by a speaker is fact or opinion. Ex. During a conversation about a book, indicate whether a peer’s comment is fact or opinion (e.g., A peer says, “That was the best book ever!” When asked, the student can indicate if the statement is fact or opinion.). Ex. After morning announcements, when the teacher writes one of the statements that was made on the board (e.g., “The boys won the track meet.”), indicate if the statement is fact or opinion. Level I Students will: EESL.8.3. State own opinion on a topic. Ex. After listening to an oral presentation, select a symbol to indicate whether it was a good or bad presentation. Ex. After listening to an oral presentation, give a thumbs-up or thumbs-down to indicate whether it was a good or bad presentation.
8th-ELA-Pacing-Guide-Version-4.docx