4.9.E.i
The Standard
identifying the claim
Texas Essential Knowledge and Skills for English Language Arts and Reading · The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students figure out the main position a writer is trying to prove. They separate that position from the reasons, facts, examples, and opinions used to support it.
What Mastery Looks Like
- Students state the writer’s position in their own words. They point to a sentence or repeated idea that proves their answer.
Common Misconceptions
- Students may choose the topic instead of the writer’s position. They may also mistake a supporting reason, fact, or attention-grabbing opening for the main point.
How to Assess It
- Give students a short opinion paragraph and ask, “What does the writer want readers to believe or do?” Students underline the sentence that best shows it.
Lesson moves
Ways to Teach It
Post four short opinion paragraphs, then have pairs highlight each writer’s position and label the supporting details with sticky notes.
Ask students to write one sentence answering, “What does the writer want the reader to believe, and which words show that?”
Play Claim or Detail by reading statement cards aloud while students hold up C for the main position or D for support.
Compare two school lunch advertisements and identify what each one wants students or families to believe or do.
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