Grade 7: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Grade 6: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). As can be seen in the Common Core State Standards for Reading: Informational Text, student should be able to: As students advance through the middle grades, college and career readiness standards reflect a progression in skills associated with perspective-taking. Whereas opinion responses rely heavily on one perspective-the student’s-it is just as important for skilled readers to consider alternative perspectives. Take, for example, this quotation, taken from page 418 of the essay Prejudice and the Individual by Gordon Allport: Much prejudice is caught rather than directly taught. Perspective-Takingīoth the reader’s and author’s perspectives influence reading comprehension. When you use a q uotation as evidence, you should integrate it into your own writing using a signal phrase. In contrast, they would need to not only read but also to understand and be able to cite from the passage to answer the questions from Assignment B. Students’ responses might demonstrate creativity, but even an especially creative and well-articulated response could be crafted with little basis in the curricular materials about climate change. Use the commas and quotation marks to set off the exact words which support what you think. 
Your text states, “Even with the best scientific data available, people see only what they believe to be true.” Do you agree with this statement? Justify your response, citing information from the passage.Īlthough the questions from Assignment A might tap into students’ prior knowledge-something that does support comprehension-students would not have to cite textual evidence from the passage in order to complete the assignment. Quoting the exact passage or sentence to support what you have to say.Describe how changes to these methodologies in the late twentieth century affected theories of global climate change.For students new to citing and explaining text evidence, phrases like In the text. You can search them up individually to use that evidence for yourself, but by giving credits of course. Give sentence starters for sharing evidence. The citations contain all the references to the work of other authors that are mentioned in the text. If you want to use evidence from a text, look at the citations. They refer to the work of other authors that have been approved. Include the major findings of each as well as methodological weaknesses. The biggest evidence of an authors work is a citation.
Compare the methods of global climate change detection that used oceanographic, glacial, and varves analyses in the early twentieth century. After reading the passage on global climate change in your textbook, answer the following questions:
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