Standard #: LAFS.8.RI.2.6 (Archived Standard)


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Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.


General Information

Subject Area: English Language Arts
Grade: 8
Strand: Reading Standards for Informational Text
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes

Test Item Specifications

    Item Type(s): This benchmark may be assessed using: TM , SHT , DDHT item(s)
    N/A

    Assessment Limits :
    Items may ask about how the author develops a point of view or purpose in the text. Items may ask about one or more viewpoints. Items may ask about the author’s word choice or use of figurative language. Items may ask about the tone or mood of the author or text. Items may ask about a lack of textual evidence or about inappropriate or unsound evidence.
    Text Types :
    Items assessing this standard may be used with one or more grade-appropriate informational texts. Texts may vary in complexity.
    Response Mechanisms :
    The Technology-Enhanced Item Descriptions section on pages 3 and 4 provides a list of Response Mechanisms that may be used to assess this standard (excluding the Editing Task Choice and Editing Task item types). The Sample Response Mechanisms may include, but are not limited to, the examples below.
    Task Demand and Sample Response Mechanisms :

    Task Demand

    Determine an author’s point of view or purpose and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to select the author’s point of view and then select how the author responds to conflicting information in the text. 

    Drag-and-Drop Hot Text

    • Requires the student to place the author’s point of view or purpose and ways the author responds to conflicting evidence in a graphic organizer. 

    Table Match

    • Requires the student to complete a table by matching an author’s point of view or purpose in a text to ways the author responds to conflicting evidence.


Related Courses

Course Number1111 Course Title222
0800025: M/J Health & Career Planning Grade 8 Year (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2022, 2022 and beyond (current))
1000000: M/J Intensive Language Arts (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1000010: M/J Intensive Reading 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
1000020: M/J Intensive Reading and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current))
1001070: M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1001080: M/J Language Arts 3 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1002020: M/J Language Arts 3 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1002180: M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
1008070: M/J Reading 3 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1008080: M/J Reading 3, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1100000: M/J Library Skills/Information Literacy (MC) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1700060: M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
7810013: Access M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 - 2023 (current), 2023 and beyond)
1002181: M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1010000: M/J Literacy through Film & Literature (Specifically in versions: 2016 and beyond)
1010010: M/J Literacy through World Literature (Specifically in versions: 2016 and beyond)
1010020: M/J Literacy through Philosophy (Specifically in versions: 2016 and beyond)


Related Resources

Lesson Plans

Name Description
Exploring the Future of NASA

In this lesson, students will read and analyze two nonfiction articles and watch a short video about work at NASA--information includes the retiring of the space shuttle program and possible goals and missions in the future, including ideas for space shuttle replacements and capturing asteroids. Text-dependent questions and answer keys are provided for both articles. At the end of the lesson, students will make a written claim regarding NASA's future plans for space exploration and research, citing evidence from both articles and the video to support their claim. A rubric for the writing assessment is also included. 

Thank You, Mr. Lincoln!

This web resource from the Civil War Trust will engage students through an analysis of primary source documents as they work to discuss the meaning and significance of the Emancipation Proclamation.

Run For Your Life!

Based on a student-focused scenario encouraging healthier lifestyles, students will perform a close and careful reading of an article encouraging active and healthy lifestyles. During the lesson, students will analyze data from Consumer Reports comparing and contrasting treadmills and elliptical exercisers. Using information gathered, students will compile data and persuade administrators to buy equipment that will align with the provided budget and fit in the given space.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

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