English Language Arts and Literacy | Grade : 6-8
Strand - Reading in Science and Career and Technical Subjects
Cluster - Key Ideas and Details
[RCA-ST.6-8.1] - Cite specific textual evidence to support analysis of science and technical texts, quoting or paraphrasing as appropriate. (See grades 6-8 Writing Standard 8 for more on quoting and paraphrasing.)
- Analysis (Analyze)
In general, a careful examination of the parts of a whole and their relationships to one another; in language arts, a study of how words, sentences, paragraphs, stanzas, or sections of a text affect its meaning. - Evidence
Empirical data or other sources of support (e.g., mathematical proofs) for a claim; may be selected, presented, and evaluated differently by different audiences and in different subject areas according to the norms of disciplinary literacy. See Text Types and Purposes for Argument. - Massachusetts Anchor Standards for Reading
- Paraphrase
Restatement of speech or writing that retains the basic meaning while changing the words; often clarifies the original text by putting it into words more easily understood. - Reading Closely to Analyze Complex Texts in the Secondary Grades
- Technical subject
Course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; also, the technical aspect of a wider field of study, such as art or music.
[WCA.6-8.8] -
When conducting research, gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
[SLCA.6-8.1.a] -
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (See grades 6-8 Reading Standard 1 for more on the use of textual evidence.)
[6.PS.4.3] -
Present qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses representing 0s and 1s) can be used to encode and transmit information. State Assessment Boundary: Binary counting or the specific mechanism of any given device are not expected in state assessment.
[7.PS.2.5] -
Use scientific evidence to argue that fields exist between objects with mass, between magnetic objects, and between electrically charged objects that exert force on each other even though the objects are not in contact. Clarification Statement: Emphasis is on evidence that demonstrates the existence of fields, limited to gravitational, electric, and magnetic fields. State Assessment Boundary: Calculations of force are not expected in state assessment.
[8.LS.3.2] -
Construct an argument based on evidence for how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Compare and contrast advantages and disadvantages of asexual and sexual reproduction.
Clarification Statements: Examples of an advantage of sexual reproduction can include genetic variation when the environment changes or a disease is introduced, while examples of an advantage of asexual reproduction can include not using energy to find a mate and fast reproduction rates. Examples of a disadvantage of sexual reproduction can include using resources to find a mate, while a disadvantage in asexual reproduction can be the lack of genetic variation when the environment changes or a disease is introduced.
[8.LS.4.5] -
Synthesize and communicate information about artificial selection, or the ways in which humans have changed the inheritance of desired traits in organisms. Clarification Statement: Emphasis is on the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, and gene therapy).