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Published by cldising, 2017-07-20 13:50:03

CT Course Standards

CT Course Standards

M/J Critical Thinking, Problem Solving, and Learning
Strategies (#1700100)

This document was generated on CPALMS - www.cpalms.org

Course Number: 1700100 Course Path: Section: Grades PreK to 12 Education
Courses > Grade Group: Grades 6 to 8 Education
Course Status: Course Approved Courses > Subject: Research and Critical Thinking >
Grade Level(s): 6,7,8 SubSubject: General >
Abbreviated Title: M/J CRIT THINK
Course Length: Year (Y)

Course Level: 2

GENERAL NOTES

The purpose of this course is to enable students to develop learning strategies, critical-thinking skills, and problem-solving skills to enhance their performance in academic and
nonacademic endeavors.

The content should include, but not be limited to, the following:
strategies for acquiring, storing, and retrieving information
strategies for oral and written communication
critical-thinking operations, processes, and enabling skills
problem-solving skills and strategies
strategies for linking new information with prior knowledge

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional
purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level
words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area
concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting
document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition
at [email protected].

Course Standards

LAFS.7.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.

Name Description

LAFS.68.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources.

LAFS.68.RST.1.1: Cite specific textual evidence to support analysis of science and technical texts.

LAFS.68.RST.1.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

LAFS.7.RI.1.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.7.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

LAFS.7.RI.3.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the
delivery of a speech affects the impact of the words).

LAFS.7.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes
and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

LAFS.7.SL.1.1b: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

LAFS.7.SL.1.1c: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion
back on topic as needed.

LAFS.7.SL.1.1d: Acknowledge new information expressed by others and, when warranted, modify their own views.

LAFS.7.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear pronunciation.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification,

LAFS.7.W.1.2a: comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding

comprehension.

LAFS.7.W.1.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

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LAFS.7.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
LAFS.7.W.2.5: expectations for writing types are defined in standards 1–3 above.)
SC.7.N.1.1: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
SC.7.N.1.4: new approach, focusing on how well purpose and audience have been addressed.
SC.7.N.1.7: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out
scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in
MAFS.K12.MP.1.1: charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

MAFS.K12.MP.3.1: Remarks/Examples:
Florida Standards Connections: LAFS.68.RST.1.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements,
MAFS.K12.MP.6.1: or performing technical tasks.
ELD.K12.ELL.SI.1:
Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.
Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community.
Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They
analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway
rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem
in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending
on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information
they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw
diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete
objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different
method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems
and identify correspondences between different approaches.

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments.
They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by
breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to
the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data
arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning
from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete
referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized
or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read
the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own
reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about
specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently,
express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully
formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

English language learners communicate for social and instructional purposes within the school setting.

There are more than 387 related instructional/educational resources available for this on CPALMS. Click on the following link to
access them: http://www.cpalms.org/Public/PreviewCourse/Preview/13620

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