Learning Domain: Reading: Informational Text
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment:
3 Superior
(1 user)
Learning Domain: Reading: Informational Text
Standard: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Degree of Alignment:
3 Superior
(1 user)
Learning Domain: Writing
Standard: Organize information and ideas around a topic to plan and prepare to write.
Degree of Alignment:
2 Strong
(1 user)
Learning Domain: Language
Standard: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Degree of Alignment:
2 Strong
(1 user)
on Jul 07, 10:32am Evaluation
NC.ELA.W.9-10.1.a: Strong (2)
Full alignment to depth and breadth of standards NC.ELA.RI.9-10.1 and NC.ELA.RI.9-10.6 and partial alignment of standards NC.ELA.L.9-10.6 and NC.ELA.W.9-10.1.a.
The charts are used to get the students to cite information from sources and reflect on the information to used to begin writing an argumentative response.
An opportunity to provide more information and reflection will be gathering information that has an opposing viewpoint.
on Jul 07, 10:32am Evaluation
NC.ELA.RI.9-10.6: Superior (3)
Full alignment to depth and breadth of standard(s) tagged
The chart prompts each student to explain how the author of the text determines its purpose by answering each question.
The pre-writing guide also provides space for students to cite supporting evidence and student reflection.
on Jul 07, 10:32am Evaluation
NC.ELA.RI.9-10.1: Superior (3)
Full alignment to depth and breadth of standard tagged
The pre-writing guide provides a chart that allows each student to document information that focuses on citing documentation.
on Jul 07, 10:32am Evaluation
NC.ELA.L.9-10.6: Strong (2)
Partial alignment by covering only the "acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level" part of standard and should be considered as part of a unit that would address the standard.
The words that are in bold "different" and "Displaced" should be explored on the pre-writing guide. This will keep a focus on how they are connected to the term "universal obligation".
on Jul 07, 10:32am Evaluation
Focus: Superior (3)
Partial alignment by covering only the academic vocabulary part of standard and should be considered as part of a unit that would address the standard.
Any vocabulary that is bold or italicized should be addressed on the guide such as annotating.
on Jul 07, 10:32am Evaluation
Appropriateness: Superior (3)
Full alignment to depth and breadth of standard tagged.
The graphic organizer uses the fill-in the blank and a chart to review the vocabulary. Another opportunity to reinforce vocabulary is leaving space for students include additional vocabulary that needs to be addressed.
on Jun 03, 01:40pm Evaluation
Usability: Superior (3)
The resource is easily editable for a variety of other arguments or topics .
on Jun 03, 01:40pm Evaluation
Accessibility: Strong (2)
This resource could provide accommodations for all learners based on accessibility tools available in the Google Suite.
on Jun 03, 01:40pm Evaluation
Reliability: Strong (2)
The doc is accessible through the Google Suite. QR codes are typically accessible through smartphone camera apps; however, a simple embedded link would work just as well.
on Jun 03, 01:40pm Evaluation
Purpose: Strong (2)
This resource contains a doc which can be shared with and edited by students as a graphic organizer along with an embedded QR code to a research source.