• Cognitive Skill Levels
    Draw conclusions : Analysis
    Construct new understandings : Synthesis
    Common Core State 
    English Language 
    College and career readiness
    Anchor Standard for writing
  • 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
  • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
    8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
    9. Draw evidence from literary or informational texts to support analysis, reflection, and research
    10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
    English Language Arts 
    W 6.1 : W 7.1 : W 8.1

    Write arguments to support claims with clear reasons and relevant evidence.

    • Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
    • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
    • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
    • Establish and maintain a formal style.
    • Provide a concluding statement or section that follows from and supports the argument presented.

    W.6.2.: W 7.2: W 8.2
    Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • Use appropriate transitions to clarify the relationships among ideas and concepts.
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Establish and maintain a formal style.
    • Provide a concluding statement or section that follows from the information or explanation presented.--
    W 6.4: W 7.4: W 8.4
    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
    W 6.5: W 7.5: W 8.5
    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 
    W 6.6: W 7.6: W 8.6
    Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. 
         English Language                  Arts
                Reading Standards:
         Informational Text
    R 6.1: R 7.1: R 8.1
     Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 
    R 6.2: R  7.2: R 8.2
    Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
    R 6.3: R 7.3: R 8.3
     Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
    R 6.6: R 7.6: R 8.6
     Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. 
    Standards for the 21st Century Learner
    American Association of School Libraries
    Inquire,think critically and gain knowledge

    1.3 Responsibilities

    1.3.1 Respect copyright/ intellectual property rights of creators and producers.

     1.3.2 Seek divergent perspectives during information gathering and assessment.

    1.3.3 Follow ethical and legal guidelines in gathering and using information.
    1.3.4 Contribute to the exchange of ideas within the learning community. 
     1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
    Self- Assessment Strategies
    1.41 Monitor own information-seeking processes for effectiveness and progress, and adapt 
    as necessary.
    1.4.2 Use interaction with and feedback from teachers and 
    peers to guide own inquiry process.
    1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
    1.4.4 Seek appropriate help when it is needed.

    Drawing Conclusions

    2.1 Skills

    2.1.4 Use technology and other information tools to analyze and organize information.

    2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve 


     2.1.6 Use the writing process, media and visual literacy, and 
    technology skills to create products that express new 
    2.2.2 Use both divergent and convergent thinking to formulate 
    alternative conclusions and test them against the evidence.
    2.2.3 Employ a critical stance in drawing conclusions by 
    demonstrating that the pattern of evidence leads to a decision or 
    2.2.4 Demonstrate personal productivity by completing products 
    to express learning.