South Dakota ELA 9-10.W.1.b
The Standard
- 9-10.W.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Develop claim(s) and counterclaims fairly, supplying valid and sufficient evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
South Dakota English Language Arts Standards (2025)
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students make a claim and explain a reasonable opposing view. They give both sides enough relevant, trustworthy evidence and point out what each side explains well and where it falls short. They account for what readers know and worry about.
What Mastery Looks Like
- In an argument about later school start times, a student uses sleep data to support a later start and bus schedule data to support the counterclaim. They explain a strength and limit of each side. They address parents' pickup concerns without dismissing them.
Common Misconceptions
- Students may treat a counterclaim as a weak objection to dismiss in one line. They may give facts for their side but only opinions for the other. Some spot limits in the opposing view but ignore limits in their own evidence.
How to Assess It
- Exit ticket: A school survey found that 70 of 100 students favor a 9 a.m. start, while 40 of 50 parents worry about bus schedules. Write a claim and counterclaim using these figures, then name one strength and limit of each for a school board audience.
Lesson moves
Ways to Teach It
Give pairs six evidence cards on school start times; have them sort the cards by claim or counterclaim, then label each side's strength and limit.
Ask, 'Would a later start help if buses cannot change routes?' Have students write a fair reply to parents worried about pickups.
Play Evidence Match: students pair school-start survey cards with claims or counterclaims, then challenge one card's limits.
Show a school bell schedule and a mock parent email about bus pickups; students write a board comment weighing a later start against pickup concerns.
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Related Standards
- 9-10.WHST.1.b
Develop claim(s) and counterclaims fairly, supplying valid and sufficient data and evidence for each while pointing out the strengths and limitations of both cl...
- 11-12.WHST.1.b
Develop claim(s) and counterclaims fairly, supplying valid and sufficient data and evidence for each while pointing out the strengths and limitations of both cl...
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