CCSS.ELA-Literacy.RI.8.8
The Standard
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Common Core State Standards for English Language Arts · Reading Standards for Informational Text
What This Standard Means
Students need to trace an author’s argument step by step. They should identify the main claim, smaller claims, reasons, and evidence. Then they judge whether the evidence actually supports the claim and whether there is enough of it.
Mastery looks like a student saying, “This reason works because the data matches the claim,” or “This example is interesting but off topic.” Students often list evidence without judging it. They also mix up a claim with a topic, or accept emotional language as proof.
Ways to Teach It
- Give pairs a short editorial, highlighters, and claim-reason-evidence labels to mark each part of the argument in the margins.
- Ask students to write: Which piece of evidence is strongest, which is weakest, and why?
- Use an exit ticket with one claim and three evidence statements, asking students to circle the irrelevant one and explain their choice.
- Bring in a school lunch policy article and have students test whether the evidence would convince students, parents, and staff.
Before This Standard
If students are struggling here, check these first.
Plan a Lesson for CCSS.ELA-Literacy.RI.8.8
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What This Unlocks
Mastery here sets students up for these next.
Related Standards
- CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evide...
- CCSS.ELA-Literacy.SL.8.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when...