Standards Map

English Language Arts and Literacy > Grade 6-8 > Writing in the Content Areas
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English Language Arts and Literacy | Grade : 6-8

Strand - Writing in the Content Areas

Cluster - Research to Build and Present Knowledge

[WCA.6-8.9] - Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 6-8 Reading Standard 1 for more on the use of textual evidence.)

Resources:


  • 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.
  • Grade 8 Annotated Letter to the Editor
  • Grade 8 Unmarked Letter to the Editor
  • Informational text
    In this document, nonfiction in narrative or non-narrative form.
  • Interpret
    Assign a certain meaning to a text or communication; for example, Mark Twain’s The Adventures of Huckleberry Finn has been interpreted as being a racist novel by some critics and antiracist by others.
  • Reflection
    Serious thought such as contemplation or deliberation.
  • Research
    Systematic inquiry into a subject or problem in order to discover, verify, or revise relevant facts or principles.

Predecessor Standards:

No Predecessor Standards found.

Successor Standards:

  • WCA.9-10.9
    Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 9-10 Reading Standard 1 for more on the use of textual evidence.)
  • RCA-ST.11-12.1
    Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Same Level Standards:

  • RCA-H.6-8.1
    Cite specific textual evidence to support analysis of primary and secondary sources, quoting or paraphrasing as appropriate. (See grades 6-8 Writing Standard 8 for more on quoting and paraphrasing.)
  • 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.ESS.3.2
    Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events. Clarification Statements: Geologic events include earthquakes, volcanic eruptions, floods, and landslides. Examples of data typically analyzed can include the locations, magnitudes, and frequencies of the natural hazards. State Assessment Boundary: Active analysis of data or forecasting is not expected in state assessment.
  • 7.LS.1.4
    Construct an explanation based on evidence for how characteristic animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants. Clarification Statements: Examples of animal behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalizations and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include (a) transferring pollen or seeds and (b) creating conditions for seed germination and growth. Examples of plant structures that affect the probability of plant reproduction could include bright flowers attracting butterflies that transfer pollen, flower nectar, and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.State Assessment Boundary: Natural selection is not expected in state assessment.
  • 7.ETS.1.2
    Evaluate competing solutions to a given design problem using a decision matrix to determine how well each meets the criteria and constraints of the problem. Use a model of each solution to evaluate how variations in one or more design features, including size, shape, weight, or cost, may affect the function or effectiveness of the solution.*
  • 7.ETS.3.2
    Compare the benefits and drawbacks of different communication systems.Clarification Statements: Examples of communications systems can include radio, television, print, and Internet. Examples of benefits and drawbacks can include speed of communication, distance or range, number of people reached, audio only vs. audio and visual, and one-way vs. two-way communication.
  • 8.ESS.1.2
    Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system. State Assessment Boundary: Kepler’s laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth are not expected in state assessment.
  • 8.LS.1.7
    Use informational text to describe that food molecules, including carbohydrates, proteins, and fats, are broken down and rearranged through chemical reactions forming new molecules that support cell growth and/or release of energy. State Assessment Boundary: Specific details of the chemical reaction for cellular respiration, biochemical steps of breaking down food, or the resulting molecules (e.g., carbohydrates are broken down into monosaccharides) are not expected in state assessment.