LAFS.8.RI.3.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
General Information
Subject Area: English Language Arts
Grade: 8
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 , DDHT 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 or evaluate the argument or 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 may focus on irrelevant or inappropriate evidence, or distinguishing fact from opinion. Items may require the student to recognize stereotyping, generalization, emotional appeal, false dilemma, or false analogy.
  • 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

    Delineate an argument or specific claims, evaluating the soundness of the reasoning, relevance, and sufficiency of the evidence.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to identify a speaker’s argument and then select specific claims that support the argument. 

    EBSR

    • Requires the student to identify a speaker’s argument and then select specific claims that support the argument. 

    Multiple Choice

    • Requires the student to identify a speaker’s argument.
    • Requires the student to select a claim that supports the speaker’s argument.
    • Requires the student to evaluate the soundness of the reasoning, relevance, or sufficiency of the evidence.

    Task Demand

    Delineate an argument or specific claims, evaluating the soundness of the reasoning, relevance, and sufficiency of the evidence.

    Sample Response Mechanisms

    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. 

    Drag-and-Drop Hot Text

    • Requires the student to evaluate the arguments and claims of the text by dragging descriptions, analyses, details, or elements of structure into a graphic organizer. 

    Table Match

    • Requires the student to complete a table to evaluate the arguments and claims of the text by matching specific claims to evidence.

    Task Demand

    Recognize when irrelevant evidence is introduced.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to select where irrelevant evidence is introduced. 

    Multiple Choice

    • Requires the student to identify a piece of irrelevant evidence. 

    Multiselect

    • Requires the student to select multiple pieces of irrelevant evidence. 

    Table Match

    • Requires the student to complete a table by selecting evidence that is relevant to the argument.

Related Courses

This benchmark is part of these courses.
0500020: M/J Personal, Career, and School Development Skills 3 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
0500022: M/J Personal, Career, School Development Skills 3 & 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 - 2021 (current), 2021 and beyond)
1001070: M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1001080: M/J Language Arts 3 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1002020: M/J Language Arts 3 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))
1007020: M/J Speech and Debate 3 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021 (current), 2021 and beyond)
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 (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)
7810013: Access M/J Language Arts 3 (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))
1006020: M/J Journalism 3 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1010020: M/J Literacy through Philosophy (Specifically in versions: 2016 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
LAFS.8.RI.3.AP.8a: Identify an argument or claim that the author makes.
LAFS.8.RI.3.AP.8b: Evaluate the claim or argument to determine if it is supported by evidence.
LAFS.8.RI.3.AP.8c: Identify irrelevant evidence and claims.

Related Resources

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

Formative Assessments

Rate the Writing and Evaluate the Argument:

The student will read the text “Expertise on Experts.” The student will delineate and evaluate the author’s argument in the text and use a graphic organizer to list the author’s reasoning and evidence provided, assess if the reasoning is sound and the evidence is relevant or irrelevant, and explain why.

Type: Formative Assessment

Determining the Disadvantages of Manned Space Travel:

The student will read an informational text and complete a graphic organizer to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient. The student will also recognize when irrelevant evidence is introduced.

Type: Formative Assessment

Evaluating the Call of the Elephant:

The student will read the informational passage “The Call of the Elephant.” The student will annotate text to delineate the argument, use a graphic organizer to evaluate the argument, and assess whether evidence in the passage is relevant or irrelevant.

Type: Formative Assessment

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

Original Student Tutorial

Changing the Driving Age?:

Learn how to evaluate the soundness of several speakers' arguments as they debate whether or not the driving age should be raised from 16 years old to 18 or even higher with this interactive tutorial.

Type: Original Student Tutorial

Tutorial

Fact and Opinion: Parents, Teens, and Texting:

In this tutorial from PBS, students will watch videos by and about teens for whom texting is a part of their daily life. Then they will evaluate statistics about texting and use those facts to form an opinion about texting, such as whether parents are justified in reading their teens' texts. They will be able to evaluate and interpret facts to form an opinion. During this process, they will also read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities.

Type: Tutorial

Original Student Tutorials for Language Arts - Grades 6-12

Changing the Driving Age?:

Learn how to evaluate the soundness of several speakers' arguments as they debate whether or not the driving age should be raised from 16 years old to 18 or even higher with this interactive tutorial.

Student Resources

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

Original Student Tutorial

Changing the Driving Age?:

Learn how to evaluate the soundness of several speakers' arguments as they debate whether or not the driving age should be raised from 16 years old to 18 or even higher with this interactive tutorial.

Type: Original Student Tutorial

Parent Resources

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