Unit – Drawing Conclusions
Pattern
Statement:
Explicit information
combined with prior experience or knowledge can lead to an interpretation that
may or may not be correct.
Process
Questions:
·
What message is the author implying with his
choice of words? What words or phrases
make me think so?
·
What facts are related and can be combined to
lead to a logical conclusion?
·
What “If…then” statements are implied by some
or all of the conclusions?
·
Have I had a similar personal
experience? How does this support a
conclusion? [Proficient level question]
·
What fact from another source supports a
conclusion? [Proficient level question]
·
Given an identified conclusion and its
supporting facts, does an alternative conclusion exist considering the same
supporting facts? What could it be?
[Exemplary level question]
·
Does a different conclusion exist based on
additional support considerations? [Exemplary level question]
·
Is there information that could be used to
refute any conclusion except the one already drawn? [Exemplary level question]
EXEMPLARY
|
PROFICIENT
|
MEETS OBJECTIVE
|
NOT YET
|
·
All Proficient descriptors plus…
·
Student either:
a)
reexamines the conclusion and its support,
develops a logical alternative that presents a different conclusion based on
additional support, or
b)
presents a convincing argument to
refute any conclusion except the one already drawn
Note: The purpose here is not to simply present a
different conclusion, but to encourage a different perspective that may bring
a deeper understanding of the text by considering all possibilities or
recognizing the original conclusion as valid for the purpose of directing
further reading
|
·
Meets
objective, plus….
·
Student
strengthens support for a conclusion by adding anecdotal evidence from a
personal experience or knowledge learned from another source
|
·
Student
combines two facts or a message implied by the author from the text to draw a
logical conclusion (i.e., Fact A combined with Fact B logically leads to
Conclusion C or Fact A combined with an Author’s Implied Message B logically
leads to Conclusion C)
·
Student
develops “If… then” statements implied by at least one conclusion, adding
notes below the conclusion cloud (e.g., if Conclusion A turns out to be true,
the character may try to find the treasure; or, this conclusion, if true,
explains why the character acted strangely when the boat appeared)
|
·
Anything
less than meeting the objective
|
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