General Information
Test Item Specifications
- Requires the student to select words or phrases from the text to delineate an argument or claim.
- Requires the student to select words, phrases, or sentences from a section of the text that indicate the evidence is or is not relevant or sufficient to support the text’s claim.
- Requires the student to select an example of textual evidence that delineates an explicit argument or claim.
- Requires the student to provide one or more pieces of textual evidence throughout the text that delineates an argument or claim in one or two sentences.
- Requires the student to select multiple examples of evidence from different parts of the text that delineate an explicit claim or argument.
- Requires the student to drag descriptions of a text’s argument or claim into the appropriate areas of a chart and then to match this description with examples of the reasoning or evidence used in the text to delineate this argument or claim.
- Requires the student to select an argument or claim from the choices and then to select the reasoning or evidence used to delineate it.
- Requires the student to complete a table by evaluating the author’s argument with respect to the author’s reasoning or use of evidence.
- Requires the student to select a false statement or fallacious reasoning from the text.
- Requires the student to select a false statement or fallacious reasoning in the text.
- Requires the student to select multiple false statements or examples of fallacious reasoning from the text.
- Requires the student to complete a table by analyzing specific claims, identifying statements that present false reasoning
Items should not ask the student to simply identify the arguments 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, inappropriate, or intentionally false or misleading statements, or on distinguishing fact from opinion.
Items assessing this standard may be used with one or more grade-appropriate informational texts. Texts may vary in complexity.
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
Evaluate the argument or claim in the text, assessing the author’s reasoning. The argument or claim may be identified.
Sample Response Mechanisms
Selectable Hot Text
Multiple Choice
Open Response
Multiselect
Task Demand
Evaluate the argument or claim in the text, assessing the author’s reasoning. The argument or claim may be identified.
Sample Response Mechanisms
Drag-and-Drop Hot Text
EBSR
Table Match
Task Demand
Identify false statements and fallacious reasoning.
Sample Response Mechanisms
Multiple Choice
Selectable Hot Text
Multiselect
Table Match
Related Courses
Related Resources
Lesson Plans
| Name | Description |
| The Surveillance Society – Is Privacy just an Illusion? | "The line between private and public space is as porous as tissue paper." This is lesson two of three in a unit to introduce students to the central idea of privacy. In this lesson, students will continue to explore issues of privacy through their previous research on Edward Snowden. Students will use a graphic organizer to evaluate how an author develops the central idea. Students will be asked to consider to whether or not privacy has become an illusion due to our technological advances. |
| Writing an Argument | In this lesson, students will conduct close readings of a teacher-selected news article that introduces a claim and two sides. As they read, they will implement vocabulary strategies, analyze the article’s claims and their validity. After they read, they will participate in a whole class discussion before choosing a side and writing a three-paragraph argument in the form of a letter. |
| Privacy: A Matter of National Security? | In this lesson, students will embark upon a journey of espionage and inquire how the rights of one can become a barrier for the greater good of a nation. This is the first lesson in a three-part unit evaluating the concept of privacy, surveillance, and technology. After learning briefly about former NSA agent Edward Snowden, students will research to find more information on Snowden’s actions and surrounding events. activity will require students to use textual support, reasoning and relevancy of the text, and analyze an author's claims. Students will synthesize the arguments, information, and claims within the text to participate in a class debate on whether Snowden is should be celebrated or considered a traitor. |
| Exploring Immigration and America: Part 2 | This lesson is the second of a unit comprised of 3 lessons. In this second lesson, students will use small group discussion to analyze informational text, a speech given by Judge Learned Hand entitled "The Spirit of Liberty," in terms of central idea and author’s choices in achieving purpose. |
Original Student Tutorials
| Name | Description |
| The Year-Round School Debate: Identifying Faulty Reasoning – Part Two | This is Part Two of a two-part series. Learn to identify faulty reasoning in this interactive tutorial series. You'll learn what some experts say about year-round schools, what research has been conducted about their effectiveness, and how arguments can be made for and against year-round education. Then, you'll read a speech in favor of year-round schools and identify faulty reasoning within the argument, specifically the use of hasty generalizations. Make sure to complete Part One before Part Two! Click HERE to launch Part One. |
| The Year-Round School Debate: Identifying Faulty Reasoning – Part One | Learn to identify faulty reasoning in this two-part interactive English Language Arts tutorial. You'll learn what some experts say about year-round schools, what research has been conducted about their effectiveness, and how arguments can be made for and against year-round education. Then, you'll read a speech in favor of year-round schools and identify faulty reasoning within the argument, specifically the use of hasty generalizations. Make sure to complete both parts of this series! Click HERE to open Part Two. |
| Evaluating an Argument – Part Four: JFK’s Inaugural Address | Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. In Part Four, you'll use what you've learned throughout this series to evaluate Kennedy's overall argument. Make sure to complete the previous parts of this series before beginning Part 4. |
| Evaluating an Argument – Part Three: JFK’s Inaugural Address | Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. By the end of this four-part series, you should be able to evaluate his overall argument. In Part Three, you will read more of Kennedy's speech and identify a smaller claim in this section of his speech. You will also evaluate this smaller claim's relevancy to the main claim and evaluate Kennedy's reasons and evidence. Make sure to complete all four parts of this series! |
| Evaluating an Argument – Part Two: JFK’s Inaugural Address | Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. By the end of this four-part series, you should be able to evaluate his overall argument. In Part Two, you will read more of Kennedy's speech, identify the smaller claims in this part of his speech, and examine his reasons and evidence. Make sure to complete all four parts of this series! Click HERE to launch Part One. Click HERE to launch Part Three. Click HERE to launch Part Four. |
| Evaluating an Argument – Part One: JFK’s Inaugural Address | Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. By the end of this four-part series, you should be able to evaluate his overall argument. In Part One, you will read the beginning of Kennedy's speech, examine his reasons and evidence in this section, and identify the main claim of his argument. Make sure to complete all four parts of this series! Click HERE to launch Part Two. Click HERE to launch Part Three. Click HERE to launch Part Four. |
| Claims, Reasons, and Evidence: Examining Fair Arguments | Learn about claims, reasons, and evidence using excerpts from a speech by author J.K. Rowling. In this interactive tutorial, you'll learn how to identify an author’s claims and examine the fairness of an argument based on the soundness of its foundation, which should be built layer by layer with solid claims, reasons, and evidence. |
Unit/Lesson Sequence
| Name | Description |
| Sample English 2 Curriculum Plan Using CMAP | This sample English II CMAP is a fully customizable resource and curriculum-planning tool that provides a framework for the English II course. This CMAP is divided into 14 English Language Arts units and includes every standard from Florida's official course description for English II. The units and standards are customizable, and the CMAP allows instructors to add lessons, class notes, homework sheets, and other resources as needed. This CMAP also includes a row that automatically filters and displays e-learning Original Student Tutorials that are aligned to the standards and available on CPALMS. Learn more about the sample English II CMAP, its features, and its customizability by watching this video: Using this CMAPTo view an introduction on the CMAP tool, please . To view the CMAP, click on the "Open Resource Page" button above; be sure you are logged in to your iCPALMS account. To use this CMAP, click on the "Clone" button once the CMAP opens in the "Open Resource Page." Once the CMAP is cloned, you will be able to see it as a class inside your iCPALMS My Planner (CMAPs) app. To access your My Planner App and the cloned CMAP, click on the iCPALMS tab in the top menu. All CMAP tutorials can be found within the iCPALMS Planner App or at the following URL: http://www.cpalms.org/support/tutorials_and_informational_videos.aspx |
Student Resources
Original Student Tutorials
| Name | Description |
| The Year-Round School Debate: Identifying Faulty Reasoning – Part Two: | This is Part Two of a two-part series. Learn to identify faulty reasoning in this interactive tutorial series. You'll learn what some experts say about year-round schools, what research has been conducted about their effectiveness, and how arguments can be made for and against year-round education. Then, you'll read a speech in favor of year-round schools and identify faulty reasoning within the argument, specifically the use of hasty generalizations. Make sure to complete Part One before Part Two! Click HERE to launch Part One. |
| The Year-Round School Debate: Identifying Faulty Reasoning – Part One: | Learn to identify faulty reasoning in this two-part interactive English Language Arts tutorial. You'll learn what some experts say about year-round schools, what research has been conducted about their effectiveness, and how arguments can be made for and against year-round education. Then, you'll read a speech in favor of year-round schools and identify faulty reasoning within the argument, specifically the use of hasty generalizations. Make sure to complete both parts of this series! Click HERE to open Part Two. |
| Evaluating an Argument – Part Four: JFK’s Inaugural Address: | Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. In Part Four, you'll use what you've learned throughout this series to evaluate Kennedy's overall argument. Make sure to complete the previous parts of this series before beginning Part 4. |
| Evaluating an Argument – Part Three: JFK’s Inaugural Address: | Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. By the end of this four-part series, you should be able to evaluate his overall argument. In Part Three, you will read more of Kennedy's speech and identify a smaller claim in this section of his speech. You will also evaluate this smaller claim's relevancy to the main claim and evaluate Kennedy's reasons and evidence. Make sure to complete all four parts of this series! |
| Evaluating an Argument – Part Two: JFK’s Inaugural Address: | Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. By the end of this four-part series, you should be able to evaluate his overall argument. In Part Two, you will read more of Kennedy's speech, identify the smaller claims in this part of his speech, and examine his reasons and evidence. Make sure to complete all four parts of this series! Click HERE to launch Part One. Click HERE to launch Part Three. Click HERE to launch Part Four. |
| Evaluating an Argument – Part One: JFK’s Inaugural Address: | Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. By the end of this four-part series, you should be able to evaluate his overall argument. In Part One, you will read the beginning of Kennedy's speech, examine his reasons and evidence in this section, and identify the main claim of his argument. Make sure to complete all four parts of this series! Click HERE to launch Part Two. Click HERE to launch Part Three. Click HERE to launch Part Four. |
| Claims, Reasons, and Evidence: Examining Fair Arguments: | Learn about claims, reasons, and evidence using excerpts from a speech by author J.K. Rowling. In this interactive tutorial, you'll learn how to identify an author’s claims and examine the fairness of an argument based on the soundness of its foundation, which should be built layer by layer with solid claims, reasons, and evidence. |