CCSS.ELA-Literacy.RI.9-10.8

ELAGrades 9–10Integration of Knowledge and Ideas

The Standard

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Common Core State Standards for English Language Arts · Reading Standards for Informational Text

Teacher's field guide

What This Standard Means

What Students Need to Do: Students trace an author’s main argument, specific claims, reasons, and evidence. They judge whether each reason makes sense and whether the evidence fits and is enough. They also spot false facts and flawed reasoning.
What Mastery Looks Like: Students can map the main argument, supporting claims, reasons, and evidence in an editorial or article. They can explain why the reasoning works or fails, using details from the text. They can also identify unsupported claims, factual errors, and common fallacies.
Common Misconceptions: Students may treat evidence as strong just because it supports their own view. They often confuse relevant evidence with enough evidence. They may call an argument invalid simply because they disagree with its conclusion.
How to Assess It: Exit ticket: From today’s article, name one claim, cite its evidence, and explain whether that evidence is relevant and sufficient. Identify one false statement or reasoning flaw.

Lesson moves

Ways to Teach It

Print claim and evidence cards from a short editorial; pairs arrange them into an argument map and remove irrelevant evidence.
Write: Which claim is least supported, and what additional evidence would make it convincing?
Play Fallacy Match: teams pair six flawed claims with labels such as false dilemma, circular reasoning, and personal attack.
Compare two product ads, then decide which claim has stronger evidence and identify any missing facts or misleading reasoning.

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