LAFS.7.RI.3.8

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
General Information
Subject Area: English Language Arts
Grade: 7
Strand: Reading Standards for Informational Text
Idea: Level 2: Basic Application of Skills & Concepts
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: TM , EBSR , MS , MC , SHT item(s)

  • Assessment Limits :
    Items should not ask the student to simply identify the argument or claims in the text. Items may ask the student to trace the argument or specific claims in a section of the text or throughout the whole text. Items may focus on evaluating how effective, persuasive, or biased an argument or claim is. Items may focus on evaluating how relevant, sufficient, or accurate the evidence is, or how credible the sources are, for an argument or claim. Items should not focus on irrelevant or inappropriate 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

    Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to select words or phrases from the text to support an evaluation of an argument or claim. 

    EBSR

    • Requires the student to select an evaluation of the text and then to select words or phrases from the text to support the evaluation selected. 

    Multiple Choice

    • Requires the student to select an evaluation of an argument or claim in the text.
    • Requires the student to select an analysis of an argument or claim in the text. 

    Multiselect

    • Requires the student to select multiple explicit or implicit details that support the evaluation of an argument or claim in the text.
    • Requires the student to select multiple evaluations of an argument or claim in the text. 

     

    Table Match

    • Requires the student to complete a table by analyzing the argument and specific claims, evaluating the extent to which the claims are supported.

Related Courses

This benchmark is part of these courses.
0800015: M/J Health & Career Planning Grade 7 Year (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022 (current), 2022 and beyond)
0800040: M/J Health Grade 7 Semester (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022 (current), 2022 and beyond)
0500010: M/J Personal, Career, and School Development Skills 2 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
0500012: M/J Personal, Career, School Development Skills 2 & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022 (current), 2022 and beyond)
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 (current), 2021 and beyond)
1000020: M/J Intensive Reading and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 and beyond (current))
1001040: M/J Language Arts 2 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1001050: M/J Language Arts 2 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1002010: M/J Language Arts 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1002180: M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1006010: M/J Journalism 2 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1007010: M/J Speech and Debate 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021 (current), 2021 and beyond)
1008040: M/J Reading 2 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1008050: M/J Reading 2, Advanced (Specifically in versions: 2013 - 2015, 2015 - 2021 (course terminated))
1100000: M/J Library Skills/Information Literacy (MC) (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1400000: M/J Peer Counseling 1 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1400010: M/J Peer Counseling 2 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1700010: M/J Research 2 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1700060: M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022 (current), 2022 and beyond)
7810012: Access M/J Language Arts 2  (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1002181: M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
LAFS.7.RI.3.AP.8a: Identify an argument or claim that the author makes.
LAFS.7.RI.3.AP.8b: Evaluate the claim or argument to determine if they are supported by evidence.
LAFS.7.RI.3.AP.8c: Distinguish claims or arguments that are supported by evidence from those that are not.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Formative Assessments

A Trace of Evidence:

The student will trace and evaluate the argument and specific claims in an opinion essay, “Skateboarding Parks: If You Build Them, They Will Come,” assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. The student will organize the evidence into a structure, such as an outline, a concept map, or two-column notes. After locating the supporting evidence, the student will evaluate the strength of the evidence.

Type: Formative Assessment

Will You Accept My Proposal?:

The student will evaluate the evidence, the author’s reasoning, and finally the author’s argument based upon the soundness of the reasoning and the relevance and sufficiency of the evidence in the informational text “The Genius of Dogs.” The student will have read and analyzed the informational text “The Genius of Dogs” for the author’s proposition and evidence in the previous task. In this task, the student will review his/her findings and form his/her evaluation by categorizing the evidence by type (e.g., facts, statistics, examples, etc.) using a graphic organizer.

Type: Formative Assessment

Lesson Plans

Sleep On It: A Close Reading Lesson:

In this lesson, students will conduct a close read of the article, "Why Teenagers Really do Need an Extra Hour in Bed" by Russell Foster (published on April 22, 2013 in Issue 2913 of NewScientist). For the first reading, students will focus on academic vocabulary. In the second reading, students will answer text-dependent questions to guide their comprehension of the article. In the third close reading, students will choose important facts in the article and cross-reference them with other articles to determine the validity and reliability of the evidence. Graphic organizers and worksheets, along with suggested keys and a writing rubric, have been provided. For the summative assessment, students will write a persuasive letter in which they make a claim regarding sleep and support it with textual evidence.

Type: Lesson Plan

Graphic Organizers For Science Reading/Writing:

This activity emphasizes the importance of teaching reading and writing strategies for students to use with informational text.

Type: Lesson Plan

Lesson Study Resource Kit

Exploring Diversity and Evolution grades 6-8:

This toolkit is designed to assist lesson study teams as they work to develop a unit on natural selection that conforms to the NGSSS for science and the State Standards for mathematics and English language arts.

Type: Lesson Study Resource Kit

Original Student Tutorial

Arguing Mars :

Learn how to identify explicit evidence and understand implicit meaning in a text.

In this tutorial, you will learn how to identify a speaker’s argument or claim. You will also learn how to evaluate the evidence and reasoning presented in a speech.

Type: Original Student Tutorial

Original Student Tutorials for Language Arts - Grades 6-12

Arguing Mars :

Learn how to identify explicit evidence and understand implicit meaning in a text.

In this tutorial, you will learn how to identify a speaker’s argument or claim. You will also learn how to evaluate the evidence and reasoning presented in a speech.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Original Student Tutorial

Arguing Mars :

Learn how to identify explicit evidence and understand implicit meaning in a text.

In this tutorial, you will learn how to identify a speaker’s argument or claim. You will also learn how to evaluate the evidence and reasoning presented in a speech.

Type: Original Student Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.