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Lauren Spenceley, M.Ed.

Secondary ELA Specialist

Arizona Department of Education

lauren.spenceley@azed.gov

Katie Lewis, M.Ed.

K-5 Literacy and Dyslexia Specialist

Arizona Department of Education

katie.lewis@azed.gov

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You're Invited: 9/12/25 Writing Standards Symposium

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You're Invited: 9/12/25 Writing Standards Symposium

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Portal for Arizona Academic Standards
PAASport

Educators now have a PAASport to an interactive way of exploring academic standards using the Portal for Arizona Academic Standards.

PAASport is a state-of-the-art web application that allows educators to browse, search, and more effectively understand and use Board approved learning standards.

In addition to being an interactive solution, PAASport can inter-operate with other learning tools such as learning management systems, student information systems, and learning online curricula. This is possible through the use of a CASE framework. The Competencies and Academic Standards Exchange ( CASE) by 1EdTech is a framework that allows for a consistent exchange of learning data through a machine-readable format.

What can I do with PAASport?

Using PAASport educators can browse, search, and more effectively use and understand standards. You can copy the text of a standard into your lesson plan, print standards, or even export them ( learn more here).

How do I access PAASport?

PAASport is open and available to all Arizona educators. No account needed! Go to standards.azed.go v to start exploring.

How can I get started with PAASport?

Getting started with PAASport is easy! Simply visit standards.azed.gov and start exploring, and applying, the standards! Check out this helpful one-page "How to" for PAASport as you get started ( learn more here).

Is there a support team available to assist with any questions or issues?

Absolutely! Our dedicated support team is available to provide assistance and address any inquiries or technical issues you may encounter while using the standards portal. Contact us at [email protected] with any questions.

How can I use PAASport with Google Classroom?

You can easily copy the text of a standard into one of your assignments if you'd like to revise them to create student learning objectives in Google Classroom.

Your district can download standards from PAASport to be used within your Student Information System, Report Card (if applicable), or Gradebook (if applicable). A System Administrator for your SIS can reach out to us at [email protected] to learn more.

Is it possible to connect to my LMS?

You can easily copy the text of a standard into one of your assignments if you'd like to revise them to create student learning objectives.

Your district can download standards from PAASport to be used within your Student Information System, Report Card (if applicable), or Gradebook (if applicable). A System Administrator for your SIS can reach out to us at [email protected] to learn more.

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Portal for Arizona Academic StandardsPAASport Educators now have a PAASport to an interactive way of exploring academic standards using the Portal for Arizona Academic Standards. PAASport is a state-of-the-art web application that allows educators to browse, search, and more effectively understand and use Board approved learning standards.

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TWR Checklist for Evaluating Writing Samples

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TWR Checklist for Evaluating Writing Samples

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ACT (11th grade) and ACT Aspire (9th grade) - Scroll down to the "Resources" blue bar on each side to find Writing rubrics and other resources.

You will also find "AZ State Standards Alignment Guide for the ACT and ACT Aspire" as well as an "Arizona Alignment Matrix" on this page.

There is also an ACT-hosted website for Arizona.

AASA 6-8 Writing - Scroll down until you find the blue bar that says "AASA Writing Resources" and you will find 6-8 Argumentative Rubric, 6-8 Informative-Explanatory Rubric, and other resources.

You will also find Performance Level Descriptors and Item Specifications here: https://www.azed.gov/assessment/resources

Writing examples https://www.azed.gov/sites/default/files/2023/01/AASA%20Writing%20Resources.pdf

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AASA

Arizona's Academic Standards Assessment (AASA) is the statewide achievement test for Arizona students in Grades 3-8. All Arizona public school students in Grades 3-8 will take the grade level AASA assessments in English Language Arts and Mathematics.

AASA Testing Dates

Spring 2024 Testing

Computer-Based Testing: April 1 - April 26, 2024

Writing must be completed by April 12, 2024

Paper-Based Testing: April 1 - April 10, 2024

Writing must be scheduled for April 1 or 2, 2024

AASA Sample Test
Scoring Guides for Sample Tests ELA Math
Grade 3 Oral Reading Fluency

The Oral Reading Fluency (ORF) test section is administered to all third grade students.

AASA Blueprints and Cut Scores
AASA ELA Blueprints AASA Math Blueprints AASA Cut Scores
AASA Item Specifications
ELA Item Specifications Math Item Specifications
Performance Level Descriptors

These PLDs are aligned to the 2016 English Language Arts Standards and Mathematics Standards.
ELA Math
AASA Writing Resources
AASA Writing Resources - Descriptions Writing Rubrics Writing Guides Writing Rubric Guides Annotated Writing Samples Guides Writing Prompt Templates
Grade level prompt templates can be found in the Item Specifications documents for your grade level.

AASA Additional ELA Resources
ELA Read-Aloud Guidance for Paper-Based Testing
AASA Additional Math Resources
Math
Read-Aloud Guidance for Paper-Based Testing

ACT Aspire

ACT Aspire is the statewide high school achievement test administered to students in Grade 9/Cohort 2027 in Spring 2024.

ACT Aspire Testing Dates

Computer-Based Testing Window: April 1-26, 2024

Paper-Based Test Window: April 1 - 10, 2024
K-12 Academic Standards Kindergarten Entry Assessment ADE Assistive Technology Resources
AzSCI

AzSCI, Arizona's statewide achievement test for Science, is administered to students in Grade 5 (equally covering domains from Grades 3/4/5 standards), Grade 8 (equally covering domains from Grade 6/7/8 standards), and Grade 11/Cohort 2025 (equally covering domains from high school standards) in Spring 2024.

AzSCI Testing Dates

AzSCI Test Window

March 18 - April 12, 2024

AzSCI Sample Test

Scoring Guides for Sample Tests

Blueprints and Item Specifications
AzSCI Item Specifications
AzSCI Performance Level Descriptors

AzSCI Cut Scores

AzSCI Cut Scores - Board-approved July 2022

AzSCI Exhibits

Additional Resources

ACT

ACT is the statewide high school achievement test administered to students in Grade 11/Cohort 2025 in Spring 2024.

ACT Testing Dates
ACT Test Window 1

Paper (Standard): March 26, 2024

Paper (Accommodations): March 26-29 and April 1-5, 2024

Online (Standard & Accommodations): March 26-29 and April 1-5, 2024

ACT Test Window 2

Paper (Standard): April 9, 2024

Paper (Accommodations): April 9-12 and April 15-19, 2024

Onlnie (Standard & Accommodations): April 9-12 and April 15-19, 2024

For Spring 2024, schools may utilize both published state ACT test windows in order to assess all Cohort 2025 students. Schools are encouraged to administer the ACT during the first test window and to use the second test wnidow, as needed, to complete any makeup testing. Schools administering ACT on paper may also use the online test dates for makeup testing. Any schools that choose to administer the ACT during only the second test window will not have an additional ACT test window to use for makeup testing.

Test window selection will be made in ACT's PearsonAccess next platform in Fall 2023.

Arizona ACT Performance Level Descriptors

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Educator Committees Arizona's test development process involves an extensive review before an item will count toward students' test scores. During the item-development process, all assessment items are written in accordance with Item Specifications. A committee of Arizona educators reviews and approves the items to confirm alignment and appropriateness for inclusion on the test.

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Teacher Checklist: Opinion Writing Keys to Literacy

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Teacher Checklist: Opinion Writing Keys to Literacy

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Opinion Writing Checklist (Peers)- Keys to Literacy

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Opinion Writing Checklist (Peers)- Keys to Literacy

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Opinion Letter Template from Keys to Literacy

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Opinion Letter Template from Keys to Literacy

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Opinion Writing Template from Keys to Literacy

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Opinion Writing Template from Keys to Literacy

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Mentor Texts for Teaching Argument Writing

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As a follow-up to our November 2017 #NCTEchat, Using Mentor Texts, we asked our social media community to share some of their favorite mentor texts with us. In the first part of this series, we've compiled educators' favorite mentor texts for teaching argument writing. To see the original messages this list is based on, click here.

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https://www.azed.gov/standards-practices/

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Argument Writing Components (Keys to Literacy)

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Argument Writing Components (Keys to Literacy)

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Related article: https://keystoliteracy.com/blog/teaching-basic-argument-writing-components/

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ProCon.org - Pros and Cons of 100+ Topics

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Explore both sides of debated issues. Presented in a non-partisan format with supporting background information, statistics, and resources.

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A great strategy you can use before your students work on an argumentative essay. It allows them to really decide what side of the issue they are on, and it blends speaking, listening, reading, and writing skills perfectly.

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Philosophical Chairs is an exercise that fosters careful listening and encourages every student to contribute their thoughts.

An exercise called Philosophical Chairs is a versatile way to get students speaking and listening to one another. It's a student-centered strategy that can be used in any content area around a multitude of topics. It's set up like a debate-and one explicit objective is for students to be open to changing their minds.

The other objectives-which can be tied to standards-are for students to practice respectful dialogue, provide evidence for claims using prior knowledge, organize their thinking and logical reasoning, and avoid disputable statements. The exercise also provides a venue to challenge students' assumptions.

Getting Set Up

The teacher or a student presents a statement for the class to consider;

All students spend three minutes writing their ideas about the statement;

They decide which position they'll take on the statement (yes, no, undecided);

They discuss their ideas and positions for about 10 to 15 minutes; and

They write a reflection that includes the comment that most challenged their thinking; whether they changed their mind or not; and how open-minded they were at the start of the conversation.

The basic outline of Philosophical Chairs is this:

One person speaks at a time;

Look at the speaker and use body language that shows you're listening;

Restate what the person before you said;

Let three people on your side speak after you before you speak again; and

Gently and quietly remind others if they're not following the norms.

Before starting any speaking and listening activity, it's important to have discussion norms. In my class, the norms generally include:

I provide students with a sheet of sentence stems for politely disagreeing, adding on to someone else's comments, and redirecting the conversation back to the topic. We use these for the first few discussions, but after that students generally don't need them.

An In-Depth Look

A more detailed explanation of Philosophical Chairs goes something like this. A statement about a topic is presented to the class by the facilitator-it can be either teacher- or student-generated.

It's a statement that doesn't have a right or wrong answer, but is relevant to the content. For example, in a health class, Philosophical Chairs could begin with this: "Tobacco products should be allowed for ages 12 and up if monitored by an adult." In math class: "Using a car-sharing service makes more financial sense than owning a car."

I like to give students at least five statements to ensure that we have some with sufficient disagreement to generate a good discussion, and they spend a few minutes writing their responses to each one-yes, no, or undecided-and providing a rationale. I quickly poll the class before we begin to ensure there's a fair division of opinion-if there is not enough for a robust discussion, I'll drop a statement, or participate with the side that has less advocates, but otherwise I'm an observer.

After students write their initial responses and thoughts, they move to sit or stand in a yes row and a no row facing each other. Undecided students stand at the end of the two rows, facing them.

A student facilitator moderates the discussion. They read the statement, call on students to speak, and gently remind students to stay focused on the topic. I coach facilitators ahead of time, teaching them how to ask clarifying questions, and asking them to call on those who seem like they have something to say but are not raising their hand.

The two sides alternate speaking at first. But as the year goes on, and the class gets better at listening and respecting each other, it's normal for students to relax about the order-everyone still contributes.

I give the facilitator a roster so they can mark off who they've called on, in an effort to broaden the number of students who talk at least once. Students are not required to speak. I ask for everyone to show that they're listening respectfully, but it's important to let kids not talk. Eventually they will-I've never had a student who never speaks, because their classmates eventually prompt them, and they do share their thoughts.

As the discussion begins, the first person to speak gives a clear rationale for their belief. The next student must then summarize what that person said before they share their own thoughts.

Students are allowed to switch sides at any time. They don't give an explanation-they just move. They frequently speak up soon after moving to share what point changed their mind, and then add their thoughts.

Students who are undecided never have to pick a side, but they do have to share what they see as the strongest points from either side and say why they thought those points were the most compelling, even it they were not ultimately convinced. The facilitator shares their opinion at the end of the discussion.

Occasionally, when I sense that both sides are not being open-minded about a statement, I'll have them do something I call a Lincoln Debate-everyone has to switch sides and argue for the opposing position. This challenges students' thinking and pushes them to see other perspectives.

I think it's important to praise students for open-mindedness, and not for their excellent points. They get a lot of positive feedback on zingers, but how often do we acknowledge open-mindedness as a skill we want to cultivate?

It's illuminating for me to listen to the insightful commentary my students share. But the best part is reading their reflections, and seeing the growth on the page: "I changed my mind because...," or "I didn't change my mind because..., but I learned that...." I can see their growth in their own words.

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Philosophical Chairs is an exercise that fosters careful listening and encourages every student to contribute their thoughts. An exercise called Philosophical Chairs is a versatile way to get students speaking and listening to one another. It's a student-centered strategy that can be used in any content area around a multitude of topics.

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Pg. 180 - Completing sentence stems using because, but, so develops students' ability to connect a claim to evidence, introduce a counterclaim, and describe cause -and-effect relationships

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From HMH: Teaching Fact vs. Opinion: Tips, Activities, and Resources

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Learning to distinguish fact and opinion is one of the most important skills students can learn in school. It serves students for a lifetime and in all aspects of life-from knowing how advertisers get them to buy products to analyzing news stories and the sources. No matter their political leanings, students need to know how to analyze information and differentiate between fact and opinion. They need to be able to pick reliable sources when conducting their own research as well.

Unfortunately, many students do not learn this skill, and that has a negative impact on our country and on their own lives. Perhaps it is because we, as teachers, focus more on memorization than analysis. Students learn analytical skills by doing, not reading and memorizing. It is like learning how to ride a bike, swim, or read. You cannot learn to ride a bike by reading about it or by watching someone else do it. You need to do it yourself.

We cannot function as a democracy if people don't know the difference between fact and opinion-and how to speak up and make an informed argument. We need students in school to practice being an informed electorate. That is one of the challenges we are encountering today: students are not practicing in school, they are memorizing. They don't know whether to believe what they read or not. They don't know how to check to see if what they are reading is actually "fake news."

In a 2018 Pew Research Center study, U.S. adults had difficulty telling the difference between fact and opinion, with just 26% of those surveyed able to correctly classify a full list of five factual statements and 35% of adults able to correctly classify five opinions. According to Pew, "The politically aware, digitally savvy, and those more trusting of the news media fare better." It makes sense.

We all want to fare better. It is in the best interests of our country for all adults to fare better. Teaching this skill should begin in elementary school when kids are learning to read.

There is only one way to legitimately incorporate opinion into news, and that is to quote a source saying something. The source has a right to be opinionated. However, if reporters only quote one side of an issue, the story is biased. They need to quote credible sources on both sides to balance the story. That doesn't always happen, but the reader should be able to note that. They should ask, where is the information from the other side? News can be biased by citing sources from only one perspective.

"No matter their political leanings, students need to know how to analyze information and differentiate between fact and opinion."

Defining Fact and Opinion for Students

Use simple definitions to help kids-especially those in elementary school-differentiate between fact and opinion.

A fact is a statement that can be verified.

An opinion is an expression of belief about something.

You can add additional qualifiers to your explanation. Facts rely on observation or research and generally involve the use of empirical data and information. In many cases, facts also involve our physical senses, like hearing, seeing, smelling, touching, or tasting. Opinions are based on assumptions that cannot be proven and reflect somebody's views, beliefs, personal perspectives, or values. In a news story, all opinions must be quoted from a source, and sources from both sides should be cited. Even a statement like "it is too hot outside" can be an opinion. Some people prefer hot weather, whereas others do not. Opinions cannot be verified.

Fact Clues

The research confirms...

The doctors recently discovered that COVID-19 is airborne..., COVID-19 is ...

"According to [source]" is usually followed by a fact. But it can also be followed by an opinion statement. You need to know your source.

The source of a fact has to be credible. It cannot simply be your mother or your relatives-unless they are a recognized authority.

Opinion Clues

I think, I believe, I feel, In my opinion, Some people think, My friends think, My parents think, Some people claim, He/she claims

Always/Never, Awful/Wonderful, Beautiful/Ugly, Better/Best/Worst, Delicious/Disgusting, Enjoyable/Horrible/Favorite, For/Against, Good/Bad,, Inferior/Superior, Oppose/Support, Terrible/Unfair, Worthwhile

Fact vs. Opinion Activities

There are many fact or opinion activities you can use to teach these critical thinking skills. Here are some ideas.

Analyze News Stories vs. Editorials: As a straightforward and effective activity, have students actively pick out the opinions and facts from an editorial they find themselves. Students share their findings with the class, and then follow up with a news story about the same topic after doing the same type of analysis. Have them compare what they found in each article. A teacher can also find a digital news story and engage the entire class with the same article. Students should have a routine where they find a news story and analyze it at least once a week for the semester. After a semester of doing that, they will have embedded that learning.

Have Students Practice Writing: Recognizing a biased story is one skill, but going one step further is being able to write balanced news. If students learn to write balanced news and then editorials, they don't forget the distinction. For example, have them choose a topic they are interested in and then write an objective article on that topic, followed by an editorial where they voice their opinion. When students actually do something, they tend to learn it.

Try this free activity from Human Geography for the AP® Course, which gives geographic context to global, national, and local issues while teaching students to think and write critically about them.

Give Students Examples: Are these opinions or facts? Give kids some examples. You can use the ones below or others you find or come up with, depending on their grade level.Chocolate is the best flavor for ice cream.The beach is more fun than the mountains.The fires are burning north of Sacramento.Football is a dangerous sport.Tennis is a great sport for kids to learn.Audio books are an easier way to read a book.School uniforms make kids happier.It is difficult for sea turtles to lay their eggs on land.A university education is the key to success.

Choose and Analyze Opinion Columns: Tell students to pick out two of their favorite columnists, analyze their writing, and state how the columnists supported their opinions. Just finding their favorite columnists will take a lot of researching, and they will learn a lot just in that process. They can then find news stories on the same topic and compare the two types of articles.

Analyze Speeches from Political Candidates: Have students look for examples of opinions in speeches given by various political candidates and determine whether they back up their statements with facts. What do they claim? Is it factual? How do they support their statements? I used a movie that is still available on Netflix called OutFoxed, which shows how Fox News treats opinion as fact. I had the kids watch Fox News and pick out an opinion that was treated as fact. It is easy to find. Here it is on YouTube.

Hold a Competition: Have students organize into groups or have classes compete in an activity where they earn a point for every fact or opinion they correctly identify.

Teaching About Fake News and Misinformation

Being able to distinguish fact from opinion is also related to being able to discern that a news story may be fake. Being analytical and knowing fact from opinion is the first step to making that determination.

How do you know if a news story might actually be fake? Here is a great list from Forbes:

1. Unusual or unknown web addresses

2. A lack of corroboration

3. An old date on a "breaking" news story

4. An obvious slant or bias by the authors

5. A sensational headline

You should also explain to students that when politicians say something is "fake news," they are usually trying to defend themselves. The facts may indeed be true, but the politician may just not like something that was said. For example, when authorities say, "We will have a vaccine very soon," they have to cite sources, or you should not believe them. The sources have to be credible. Be careful of politicians who make opinion statements sound like fact. No one can accurately predict with complete certainty that we will have a vaccine very soon.

How do we know if a story is factually correct? Here are some excellent resources for teachers and parents to help kids distinguish fact from fiction.

Here are sites to help kids determine whether something is fact or fiction. Have them pick out their favorite and use it on a regular basis.
The views expressed in this article are those of the author and do not necessarily represent those of HMH.
***
For a 6-12 ELA curriculum that offers daring texts and inspires confident writers, check out HMH Into Literature. This blog post, originally published in 2020, has been updated for 2021.

Jennifer Corujo
Shaped Editor

Alicia Ivory
Shaped Editor

Alicia Ivory
Shaped Editor

Jennifer Corujo
Shaped Editor

Alicia Ivory
Shaped Editor

Alicia Ivory
Shaped Editor

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How to Teach the Difference Between Factual and "Fake" News

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Learning to distinguish fact and opinion is one of the most important skills students can learn in school. It serves students for a lifetime and in all aspects of life-from knowing how advertisers get them to buy products to analyzing news stories and the sources.

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W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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Visit the English Language Arts Webpage to access:

the 6-12 Standards

Vertical Articulation document

Glossary of terms

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Vertical Articulation of Writing Standards

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Vertical Articulation of Writing Standards

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Lesson for teaching difference between persuasive and argumentative

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Lesson for teaching difference between persuasive and argumentative

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https://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments

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6th grade – counterclaim not mentioned

7th grade – counterclaim not mentioned, however “acknowledge alternate/opposing claims”

8th grade and beyond – explicitly mentions counterclaim

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Mentor texts for argument writing

Argument Writing Sentence Frames

Argument Writing Graphic Organizer

Argumentative Writing Self Editing Checklist

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Lauren Spenceley, M.Ed.

Secondary ELA Specialist

Arizona Department of Education

lauren.spenceley@azed.gov

Katie Lewis, M.Ed.

K-5 Literacy and Dyslexia Specialist

Arizona Department of Education

katie.lewis@azed.gov

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Spenceley and Lewis TILC25 Opinion to Argument Slide deck