Standard 3-2 The student will read and comprehend a variety of by u2iYRnM

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									Standard 8-2        The student will read and comprehend a variety of informational
                    texts in print and nonprint formats.


Students          in        grade        eight         read         informational
(expository/persuasive/argumentative) texts of the following types: essays,
historical documents, research reports, contracts, position papers (for example,
persuasive brochures, campaign literature), editorials, letters to the editor,
informational trade books, textbooks, news and feature articles, magazine articles,
advertisements, encyclopedia entries, reviews (for examples, book, movie,
product), journals, and speeches. They also read directions, schedules, and recipes
embedded in informational texts. In addition, they examine commercials,
documentaries, and other forms of nonprint informational texts.

The teacher should continue to address earlier indicators as they apply to more
difficult texts.


Indicator 8-2.3     Analyze informational texts for author bias (for example, word
                    choice and the exclusion and inclusion of particular information).

Definition of Revised Bloom’s Verb
Analyze: Break material into its constituent parts and determine how the parts
         relate to one another and to an overall structure or purpose.

A student might demonstrate analysis of an informational text by listing the
elements which indicate bias (for example, all the loaded words with negative
connotations), and explain how the words affect the meaning of the text and the
impact of the text upon the intended audience.

Explanation of Indicator
Author bias is a personal and largely unreasoned judgment either for or against a
particular person, position, or thing; a prejudice. Word choice is the effective use of
the words to enhance style, tone, or clarity in writing or speaking. For example, an
author who is biased in favor of small schools might write a text showing all the
benefits of attending a small school and none of the problems of attending a small
school.

Instructional Progression of Indicator
The level of difficulty of the text increases at each grade level. Additionally, some
areas of focus for the author bias differ at each grade level.

      What do students need to know before they can understand
      author bias?
       Students must be able to differentiate between fact and opinion.
       Students must be able to identify relevant facts and other types of
         support for opinions. Relevant facts are those that are clearly
         applicable to the judgment. Support for opinions includes (but is




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         not limited to) explanations, examples, anecdotes, statistics, and
         logical reasons.
        Students must be able to identify sufficiently supported opinions.
        Students must be able to understand the effect of word choice on a
         text.

     Within author bias, what have students been taught and what
     will they be taught in the future?
     The words in bold indicate a change from grade to grade.
     3-2.3 Distinguish between facts and opinions in informational
             texts.
     4-2.3 Analyze informational texts to locate and identify facts and
             opinions.
     5-2.3 Analyze a given text to detect author bias (for example,
             unsupported opinions).
     6-2.3 Summarize author bias based on the omission of relevant
             facts and statements of unsupported opinions.
     7-2.3 Identify author bias (for example, word choice and the
             exclusion and inclusion of particular information).
     E1-2.3 Analyze informational texts for author bias (including word
             choice, the exclusion and inclusion of particular information,
             and unsupported opinions).
     E2-2.3 Analyze informational texts for author bias (including, word
             choice, the exclusion and inclusion of particular information,
             and unsupported opinions).
     E3-2.3 Analyze informational texts for author bias (including word
             choice, the exclusion and inclusion of particular information,
             and unsupported opinion).
     E4-2.3 Analyze informational texts for (author bias including word
             choice, the exclusion and inclusion of particular information,
             and unsupported opinion).

     When teaching author bias, what connections, links, or ties can
     be made to other indicators and/or content areas?
     8-1.1 Compare/contrast ideas within and across literary texts to
           make inferences.
     8-1.3 Interpret devices of figurative language (including extended
           metaphor, oxymoron and paradox).
     8-1.5 Analyze the effect of author’s craft (including tone and the use
           of imagery, flashback, foreshadowing, symbolism, irony, and
           allusion) on the meaning of literary texts.
     8-1.8 Read independently for extended periods of time for pleasure.
     8-2.1 Compare/contrast ideas within and across informational texts.
     8-2.2 Compare/contrast information within and across texts to draw
           conclusions and make inferences.
     8-2.7 Identify the use of propaganda techniques (including card
           stacking, plain folks, and transfer) in informational texts.




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      8-2.8    Read independently for extended periods of time to gain
               information.
      8-3.3 Interpret the meaning of idioms and euphemisms encountered
               in texts.
      8-3.4 Interpret the connotations of words to understand the
               meaning of a given text.
      8-4.3 Create multiple-paragraph compositions that include a central
               idea with supporting details and use appropriate transitions
               between paragraphs.
      8-4.5 Revise writing to improve clarity, tone, voice, content, and the
               development of ideas. (See Instructional Appendix: Composite
               Writing Matrix.)
      8-5.1 Create informational pieces (for example, reports and letters
               of request, inquiry, or complaint) that use language
               appropriate for the specific audience.
      8-5.2 Create narratives (for example, memoirs) that communicate
               the significance of particular personal relationships.
      8-5.3 Create descriptions for use in other modes of written works
               (for example, narrative, expository, and persuasive).
      8-5.4 Create persuasive pieces (for example, editorials, essays, or
               speeches) that support a clearly stated position with concrete
               evidence.
      8-6.8 Design and carry out research projects by selecting a topic,
               constructing inquiry questions, accessing resources, evaluating
               credibility, and selecting and organizing information.
      In social studies students will read historical speeches, documents, and
      other non-fiction writings and will need to identify author bias in order
      to understand the works.

Classroom Assessment
Students should be taught and assessed using similar methods. For example, in this
indicator, the verb is “analyze.” Students should be challenged to analyze author
bias in a variety of informational texts and to demonstrate how author bias
contributes to the overall meaning and effect of the text. When it’s time for
assessment, students should be asked to show what they have learned in the same
way they were taught, using cold text (text the students have not previously
experienced). Students should not be given a list of terms to match with definitions
because this does not allow them the opportunity to analyze.

The teacher may provide examples of print or nonprint informational text that is
biased for students to identify the specific elements of bias and explain how those
elements of bias impact the intended message of the piece. The teacher may
provide a letter to the editor for students to determine the bias of the piece.
Students could examine a video for tourists showing a variety of wonderful sites to
visit in South Carolina, but ignoring sites of danger or poverty in South Carolina and
explain the effect of the omitting South Carolina’s places of poverty.




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Suggested Instructional Resources
Professional Texts
Considine, David M. and Gail E. Haley. Visual Messages: Integrating Imagery into

      Instruction. Englewood, CO: Teacher Ideas Press, 1999.

Christel, Mary T. and Scott Sullivan, eds. Lesson Plans for Creating Media-Rich

      Classrooms. Urbana, IL: National council of Teachers of English, 2007.

Olsen, Carol Booth. The Reading/Writing Connection. New York: Pearson, 2007.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. Portland, ME:

      Stenhouse, 2001.

Student Texts
There are many titles that teachers and students may select to better understand
author bias. Library Media Specialists from the South Carolina Association of School
Librarians (SCASL) are collaborating with the South Carolina Department of
Education to provide a sampling of texts to match the indicators. This will continue
be a work in progress. Teachers should collaborate with their library media
specialists for additional suggestions. These titles can be used for read alouds,
shared reading, and independent reading. While each title on the list has been read
and reviewed by professionals, some of these titles may not meet the needs of each
classroom environment. Teachers are encouraged to read the texts prior to using
them in class. Use the following link for the SCASL suggested texts
http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials
http://www.frankmbaker.com

http://www.sctv. org/education/streamlines/index.cfm

http://www.American rhetoric.com

http://www.Readwritethink.org

http://www.WebEnglishTeacher.com

Best Practices
http://ed.sc.gov/agency/offices/cso/standards/ela/index.html




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