Standards Detail
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Subject Area - CC.1:
English Language Arts
English Language Arts
- Standard Area - CC.1.2: Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
- Grade Level - CC.1.2.6: GRADE 6
Standard - CC.1.2.6.H
Evaluate an author’s argument by examining claims and determining if they are supported by evidence.
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Assessment Anchor - E06.B-C.3 Integration of Knowledge and Ideas
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Anchor Descriptor - E06.B-C.3.1 Demonstrate understanding of connections within and/or among informational texts.
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Eligible Content - E06.B-C.3.1.1 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not (e.g., fact/opinion, bias).
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Alternate Eligible Content - E06.B-C.3.1.1a Identify an argument or claim that the author makes.
Alternate Eligible Content is designed for students assessed using the PA Alternate System of Assessment (PASA). Essentialized Example resources assist teachers in designing instruction that reduces content complexity while maintaining alignment to academic standards. -
Alternate Eligible Content - E06.B-C.3.1.1b Determine if evidence is fact or opinion.
Alternate Eligible Content is designed for students assessed using the PA Alternate System of Assessment (PASA). Essentialized Example resources assist teachers in designing instruction that reduces content complexity while maintaining alignment to academic standards.
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Eligible Content - E06.B-C.3.1.2 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
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Alternate Eligible Content - E06.B-C.3.1.2a Identify similarities or differences in two texts by different authors about the same topic.
Alternate Eligible Content is designed for students assessed using the PA Alternate System of Assessment (PASA). Essentialized Example resources assist teachers in designing instruction that reduces content complexity while maintaining alignment to academic standards.
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