and Planning DESIGNING BACKWARDS - ICLE | … Dorado County Office of Education_June 16...DESIGNING BACKWARDS ... •Reading standard 1 is a ... of sentences. • Practice reading

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El Dorado, CA

June 16, 2014

DESIGNING BACKWARDSCurriculum and Instruction Planning

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5 Pillars: ELA and

Content Area Literacy

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Text complexity

High-quality, text-dependent questions and tasks

Range and quality of texts

Academic and domain-specific vocabulary

Writing and research that analyze sources and deploy evidence

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Claim

Reason

EvidenceAssessment

Results

EvidenceAssessment

Results

Reason

EvidenceAssessment

Results

EvidenceAssessment

Results

Reason

EvidenceAssessment

Results

EvidenceAssessment

Results

Evidence-Centered Design

Target Target Target

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Claims and Targets

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• Broad statements of the assessment system’s learning outcomes, each of which requires evidence.

• For each Claim, a set of “Assessment Targets” are provided.

Claims

• Ways in which students may be expected to learn and demonstrate their knowledge

• A target represents the prioritized content for summative assessment

Targets

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Claim #1 Reading/ LiteracyClaim #2 WritingClaim #3 Speaking/ListeningClaim #4 Research

Language embedded in all four major claims.

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Claim

Target

EvidenceAssessment

Results

EvidenceAssessment

Results

Target

EvidenceAssessment

Results

EvidenceAssessment

Results

Target

EvidenceAssessment

Results

EvidenceAssessment

Results

Evidence-Centered Design

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Jigsaw Claims ELA Claims 1-4

Claim #____Rationale Evidence

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Claim 1: Students can read closely and analytically to comprehend a range of complex literary and informational texts.

•College and career ready = can

Rationale

•CCSS centers on careful examination of texts

•Must read closely and draw evidence

•College and career ready = can comprehend/ evaluate complex texts across a range of disciplines

•College and career ready = can•Literary vs. Informational: Gr 3 5 50/50% G 6 8 45/55% G

Sufficient Evidence

•Text varieties = literary, informational, literary nonfiction and texts covering science, social studies and technical subjects

•Assessment tasks will focus on reading both one and more than one text

•Reading standard 1 is a component of each target for Claim 1

•Literary vs. Informational: Gr 3 5 50/50% G 6 8 45/55% G

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Claim 2: Students can produce effective and well‐grounded

writing for a range of purposes and audiences.

knowledge and demonstrate di po itio of iti ( ay

Rationale

•Need to understand the purpose for writing and the audience

•Writing activities should be purposeful and should reinforce writing dispositions/ habits of mind

•Proficient writers = consistently apply rhetorical knowledge and demonstrate di po itio of iti ( ay

•Need to: address purpose and audience organize ideas

Sufficient Evidence

•Writing varieties = narrative: real or imaginary, informational/ explanatory, opinions/arguments

•Narrative writing decreases from 35% at elementary to 20% at secondary

• Informational and argument writing increase from 35% at elementary to 40% at secondary

•Need to: address purpose and audience organize ideas

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Claim 3: Students can employ effective speaking and listening

skills for a range of purposes and audiences.

•Develops ability to process

Rationale

•College and career ready = demonstrate active listening, interpersonal communication and ability to integrate oral/visual/graphic information

•Children’s listening comprehension outpaces reading comprehension until middle school

•Develops ability to process presentations and oral

Sufficient Evidence

•Students must: work collaboratively, listen to and express ideas carefully, integrate information from multiple sources, evaluate what they hear

•Students will listen to a variety of non‐print texts and respond to questions

•Two types of summative speaking assessments: audio or video‐recorded presentations and oral

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Claim 4: Students can engage in research/ inquiry to investigate topics and to analyze, integrate and present

information.

integrate reading, writing, speaking/listening skills across

Rationale

• Inquiry and critical thinking = essential attributes of college and career ready

•CCSS include many references to the kinds of research and investigation students should prepare for

•Short research projects provide opportunity to integrate reading, writing, speaking/listening skills across

supporting evidence, oral presentation, visual or graphic

Sufficient Evidence

•Explore a topic, issue or complex problem and/or interpret information from multiple sources

•Select, analyze and synthesize information to craft a coherent response

•Apply literacy skills across content areas

•Response formats may include: written with supporting evidence, oral presentation, visual or graphic

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Overall Claim

(3-8 or 9-12)

Informational Texts

Literacy Texts

Relationship Between Claims and Targets

Claim # 2(WRITING)

Claim # 1(LITERACY)

Target 2

Target 3

Target 4 -7

Target 1

Target 8

Target 9

Target 10-14

How does this help me map?

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Overall Claim

(3-8 or 9-12)

Informational Texts

Literacy Texts

Claim # 2(WRITING)

Claim # 1(LITERACY)

Target 2

Target 3

Target 4-7

Target 1

Target 8

Target 9

Target 10-14

CCSS RL-1CCSS RL-2

CCSS RL-4

CCSS RL-5

CCSS L-5

CCSS L-5c

CCSS L-4

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Pillar 1: Text ComplexityStudents will independently read and comprehend classic and contemporary complex texts to build

knowledge across a broad range of subject matter.

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Defining Text Complexity

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Idea Wave

What makes text challenging for your students?

One feature that makes text challenging for my students is . . .

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Why Text Complexity Matters• College and Career Ready

Independently read and comprehend the kinds of complex texts commonly found in college and the workplace.

• Critical Reading and RereadingUnderstand text through sustained close reading before engaging in opinions and interpretations.

• Preparing ALL StudentsEngage with grade‐level complex text with scaffolds, even if behind in reading.

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Understanding Text Complexity

18© Copyright 2010 by National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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Measures such as:

• Word length

• Word frequency

• Word difficulty

• Sentence length

• Text length

• Text cohesion

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Quantitative Measures

© Copyright 2010 by National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Quantitative: Using Formulas

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Lexile®sentence length + word frequency

Spache sentence length + unfamiliar words

Dale-Chall sentence length + unfamiliar words

Flesch-Kincaid

sentence length + word length in syllables

Fry sentence length + word length in syllables

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Increasing Text Complexity

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Text Complexity Grade Band

Previous Lexile®

RangesLexile Ranges

Aligned to CCR

K–1 N/A N/A

2–3 450L–725L 450L–790L

4–5 645L–845L 770L–980L

6–8 860L–1010L 955L–1155L

9–10 960L–1115L 1080L–1305L

11–College and Career Readiness

1070L–1220L 1215L–1355L


Measures such as:

• Levels of meaning

• Levels of purpose• Structure• Organization• Language use and clarity • Knowledge demands

Qualitative Measures


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Qualitative: Literary Text

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1.

Features

Levels of Meaning • Meaning

Structure • Organization• Graphic Elements

Language Use and Clarity

• Vocabulary• Conventionality• Sentence Structure

Knowledge Demands • Life Experience• Culture/Literary Knowledge

Qualitative: Informational Text

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1.

Features

Levels of Meaning • Purpose

Structure • Organization• Graphic Elements


• Vocabulary• Conventionality• Sentence Structure

Knowledge Demands • Content-Area Expertise• Intertextuality

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Qualitative: Using a Rubric

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Features Score

Levels of Meaning

• Purpose 1 2 3 4 5

Structure • Organization 1 2 3 4 5

• Graphic Elements 1 2 3 4 5


• Vocabulary 1 2 3 4 5

• Conventionality 1 2 3 4 5

• Sentence Structure 1 2 3 4 5

Knowledge Demands

• Content-Area Expertise 1 2 3 4 5

• Intertextuality 1 2 3 4 5

Total Rubric Score: 13 (Moderate 2)

Reader and Task Considerations

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Considerations such as:

• Reader motivation

• Knowledge and experience

• Purpose for reading• Complexity of text‐basedtask

• Complexity of text‐basedquestions


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Reader-Task: Using a Checklist

Will my students be interested in the topic?

Do my students know a lot about the topic?

Is the content relevant to my students’ lives?

What is the purpose for reading the text?

What do I want students to do with the text?

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• Engage students in focused and on-task reading.

• Build comprehension while ensuring accountable reading.

• Demonstrate fluent reading.

• Provide access to the text, laying the foundation for making meaning.

Daily Reading Routines

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Using Reading Routines

READING ROUTINES

LEV

EL

OF

SC

AF

FO

LDIN

GHIGH

MEDIUM

LOW

Mo

del

ed F

luen

t

Rea

din

g

Ora

l Clo

ze

Cho

ral

Rea

ding

Par

tner

C

loze

Inde

pend

ent

Rea

ding

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Establishing a Purpose for Reading

1. Determine and articulate the purpose for reading.• After reading, be prepared to identify ___.• After reading, be prepared to discuss ___.

2. Assign a text-based, active reading task.• During reading, circle a detail about ____.• During reading, underline what happens

when ____.30

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Modeled Fluent Reading Routine

1. Preview the text.• Chunk the text.• Practice reading aloud.

2. Provide an active reading prompt.

3. Read aloud and have students follow along.

4. Pair students to discuss their responses tothe reading prompt.

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Oral Cloze Routine1. Preview the text and select words to omit.

• Select familiar or pre-taught words near the end of sentences.

• Practice reading aloud.

2. Explain the purpose of the routine.

3. Read aloud and have students chime in chorally.

4. Monitor students’ responses and engagement.

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Independent Reading Routine

1. Explain to students that they will now read silently on their own.

2. Assign a prompt or text-marking task for students to think about as they read.

3. Monitor as students read and redirect students as necessary.

4. Discuss student responses to the task.

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1. Number the paragraphs.

2. Circle key terms, names, and dates.

3. Underline the author’s claims.

4. Star relevant information, such as details that connect with another text.

5. Use symbols, such as check marks or exclamation points, to react to text.

Close Reading With Text Marking and Annotation

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Coding Complex Text

√ Place a check mark next to something you already knew.

* Place a star next to any new and important information.

? Place a question mark next to anything that confuses you.

! Place an exclamation point next to a connection you can make.

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Connecting Assessment to Instruction

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“If we do not inextricably ally assessment with instruction—as in what happens daily in each classroom—we will continue to enforce the separation of tests from instruction, and teachers will continue to see the tests as an external judge and jury.”

—Mari Pearlman in Innovative Assessment for the 21st Century

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Selecting Texts for Assessment

37“Where the Mountain Meets the Moon” and “Diamonds in the Sky” worksheets from the Smarter Balanced Assessment Consortium: English Language Arts & Literacy Stimulus Specifications, April 16, 2012. Copyright © 2012 by Smarter Balanced Assessment Consortium. All rights reserved.

Pillar 2: Range and Quality of TextsStudents will discern the key points of text, request

clarification, ask relevant questions, and cite specific text‐based evidence when offering an interpretation

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Why Text-Dependent Questions and Tasks Matter

• Demonstrate comprehension, make inferences that follow what is stated, and build content knowledge from the text

• Answer questions that require careful reading and textual evidence to support inferential thinking and critique

• Set and adjust a purpose for reading based on the stated task

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To be prepared for college and career, students need to be able to:

Evidence-Related Standards

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A1. 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.

A5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

A8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

READING


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Asking Text‐Dependent Questions• According to the author, what must happen

(before/when) _____?

• Which (paragraph/section) tells about _____?

• How can you tell from the text that _____?

• What is the author’s claim about _____?

• What evidence does the author provide to support the claim that _____?

• How is this account (similar to/different from) _____?

• Based on the text, what can you infer about _____?

• How does the (diagram/chart/image) support the claim that _____?

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Sequencing Text-Dependent Questions

Word AnalysisDetails

Identifying Arguments

Inferences and Judgments

Applications and Evaluations

Why don’t hurricanes start over the Arctic Ocean? Support your response with evidence from the text.

According to the author, how do hurricanes develop?

In paragraph 1, what does the word tropicalmean?

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Guiding Students to Ask Text-Dependent Questions

Benefits Strategies/Scaffolds

Provide frames. • Could you clarify the part of the text that says _____?

• Could you explain the task again? •What do you mean by _____?

Allow questioning in pairs or small groups to build confidence.

Provide multiple opportunities to practice questioning.

Teaches students how to ask for clarification

Encourages a closer look atthe text

Supports students in questioning text

Builds academic language

Deepening Text Analysis

From . . . To . . .

Do hurricanes grow in times of low pressure or high pressure?

Draw a simple diagram that illustrates what is happening in the atmosphere as a hurricane is born.

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Reflection

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Reflect: How will you change your current practice of asking questions about texts?

Write your response.

Exchange ideas with three people.

Discuss the ideas.

STEP 1

STEP 2

STEP 3

STEP 4

Give One‐Get One

Pillar 3: Range and Quality of TextsStudents will engage with and evaluate complex texts across a range of types and disciplines and consider

multiple perspectives that represent a variety of periods, cultures, and worldviews.

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Definition of High-Quality Text

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A high‐quality text has:

Literary meritCultural significanceRich contentRich languageComplex structure


Why Text Range and Quality Matter

• Independent, Real‐World ReadingIndependently read and comprehend a range of high‐quality texts.

• Deep AnalysisRead and gain insight from informational texts that make extended arguments and require close examination.

• Multiple PerspectivesUnderstand and critically evaluate other perspectives and cultures through classic and contemporary works.

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Focusing on Informational Text

Grade Literary Text

Informational Text

4 50% 50%

8 45% 55%

12 30% 70%


Features of Informational Text

Reading to learn

Table of contents, glossary, index

Plans, directions, instructions

Visuals as sources of information

Non-chronological organization

Chapter titles, headings, captions

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Informational Text: Subgenres

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Autobiographies

Directions

Forms

Graphs

Charts

Maps

Histories

Articles

Personal Essays

Speeches

Opinion Pieces

Biographies

Memoirs

Journalism

Digital Resources

Technical Writing

INFORMATIONAL TEXT

INFORMATIONAL TEXT

INFORMATIONAL TEXT

Exposition

Explanation

Reading Like a Historian

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What historians read How they read

Disciplinary literacy requires students to understand:

Primary source documents

Conflicting eyewitness accounts

Works by other historians

Seminal texts in the discipline

Read with an investigative eye

Corroborate, or cross‐check, information

Develop questions

Contextualize documents

Reread

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Reading Like a Scientist

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What scientists read How they read

Science reports/case studies

Biographies of scientists

Science‐fiction novels

Manuals/technical texts


Read with an investigative eye

Use text features such as diagrams, tables, and charts

Develop questions

Look for patterns

Formulate theories

Reread


Reading Like an Artist

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What artists read How they read

Read with a critical eye

Read with an emphasis on visual literacy

Develop questions

Contextualize artwork

Reread

Books about their craft

Biographies of artists

Works of art (music, paintings, etc.)

Reviews/critiques of artwork



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Reading Like a Mathematician

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What mathematicians read How they read

Technical books

Books on theories

Biographies of mathematicians


Read with a critical eye

Use text features such as diagrams, tables, and charts

Develop questions

Look for patterns

Reread


Well-Rounded Approach to Texts

Anchor Media/Data File

Main Content‐Area

Text orTextbook

Primary Source Text

Secondary Source Text

Literary Text

Text Feature

Digital/Media Text

Film orDocumentary

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Grouping Texts and Media

Consider the broad range of informational texts.

Include primary and secondary sources.

Balance visual and written texts.

Embed multiple and opposing viewpoints.

Enrich content‐area study with literary text.

Anticipate what students will do with the text.

Support the needs of all students.

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Staircasing Complex Texts

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Text at Low End of Grade Band

Text Between Low End and Middle of Grade Band

Text Near Middle of Grade Band

Text Between Middle and High End of Grade Band

Text at High End of Grade Band

Beginning of Year

End of Year

Toward CCR

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Using Lexile Measures to Staircase Texts

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www.lexile.com/fab

“Lexile Find‐a‐Book Tool” from the Lexile.com website. Copyright © 2013 by MetaMetrics, Inc. All rights reserved.

Using Lexile Measures to Staircase Texts

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www.scholastic.com/bookwizard“Scholastic Book Wizard screenshot” from the Scholastic.com website. Copyright © 2013 by Scholastic Inc. All rights reserved

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Using Lexile Measures to Staircase Texts, K–3

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430L

490L

590L

610L

790L

Using Lexile Measures to Staircase Texts, 4–6

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760L

800L

870L

900L

920L

980L

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Using Lexile Measures to Staircase Texts, 7–12

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1040L

1080L

1110L

1130L

1180L

1310L

Guidelines for Staircasing Texts

1. Choose a set of informational and literary texts that focus on a single topic or theme.

2. Determine the quantitative measures.

3. Assess the qualitative measures.

4. Consider the reader and task.

5. Order the texts by increasing complexity.

6. Calculate the percentages of informational and literary texts and make adjustments.

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PTR page 61

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Reflection

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Write one question you still have about selecting a range of high-quality texts.

“Parking Lot” Question

Pillar 4: Academic and Domain‐Specific Vocabulary

Students will encounter and use academic vocabulary in reading, writing, speaking, and listening tasks in order to appreciate nuances, such as how text composition and

author’s word choice affect meaning.

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A4. Determine or clarify the meaning of unknownand multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Examining Vocabulary Standards

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LANGUAGE

A5. Demonstrate understanding of figurativelanguage, word relationships, and nuances in word meaning.

A6. Acquire and use accurately a range of general academic and domain‐specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Why Vocabulary Instruction Matters

• Lexical DexterityBuild and deepen knowledge of rich and varied academic vocabulary.

• Word Consciousness Identify connections and patterns in language to support understanding of words.

• Interaction With Real‐World TextsComprehend, discuss, and write about texts encountered as students, workers, and citizens.

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Academic Words

Part of the language of school and the workplace

Vocabulary needed to develop concepts and build knowledge

Words that help students understand complex text

Precise words that students can use in speaking and writing tasks

Highly portable words worthy of instruction

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TAPIRThough tapir’s got a funny shape, his trunk‐like snout helps him escape.

When threatened, in the pond he goes—Submerged, all but his snorkel nose.

Academic Words: An Example

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Though tapir’s got a funny hide (dark at both ends, with white inside),

To predators, It isn’t clearIf tapir’s there, or tapir’s here.

“Tapir” and book cover from Around the World on Eighty Legs by Amy Gibson. Text © 2011 by Amy Gibson. Illustrations © 2011 by Daniel Salmieri. Used by permission of Scholastic Inc.

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Strategic Vocabulary Instruction

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“If all words in the language

required instruction equally, clearly

there would be too many words

to cover in school.”

—Isabel Beck et al., in Bringing Words to Life: Robust Vocabulary Instruction

“If all words in the language

required instruction equally, clearly

there would be too many words

to cover in school.”

—Isabel Beck et al., in Bringing Words to Life: Robust Vocabulary Instruction

Categorizing Vocabulary

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more common, more applicable

less common, less applicable

TIER ONE WORDS(e.g., mess, parts)

TIER TWO WORDS(e.g., chaos, components)

TIER THREE WORDS(e.g., aorta, circumference)

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Tier One Words

Words of everyday speech

Basic words

Used in a variety of topics and contexts

Rarely require instruction

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TIER ONE WORDSbabyclockhappywalk

Tier Two Words

General academic, high-frequency words

Can be used across all content areas

More precise than everyday words

Represent mature language use

Often require instruction

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TIER TWO WORDScoincidenceevaluatepolicyspecific

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Tier Three Words

Domain‐specific words

Low‐frequency words

Specific to a topic or content area

Represent specialized content knowledge

Always require instruction

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TIER THREE WORDSaorta

circumferenceironylava

Classifying Words

tree allegory beneficial

alliteration significant help

experience small autobiography

enough symbolism justify

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1

11

12

2

223

33

3

Decide which words are Tier One, Two, and Three.

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Using Online Tools

1. The Academic Word List

2. The AWL Highlighter

3. Wordsift

4. Lexipedia

5. Wordnik

6. Lingro

7. Wordle

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““Thinking in terms of tiers is just a starting point—a way of framing the task of choosing candidate words for instruction.”

—Beck, McKeown, and Kucan in “Choosing Words to Teach”

Choosing Words to Teach

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Choosing Candidate Words

• Importance and utility: Words that are characteristic of mature language users and appear frequently across a variety of domains

• Instructional potential: Words that can be worked with in a variety of ways so that students can build rich representations of them and of their connections to other words and concepts

• Conceptual understanding: Words for which students understand the general concept but provide precision and specificity in describing the concept

79From Bringing Words to Life: Robust Vocabulary Instruction by Isabel L. Beck, Margaret G. McKeown & Linda Kucan. Copyright © 2002 by Isabel L. Beck, Margaret G. McKeown & Linda Kucan. Published by Guilford Press. All rights reserved.

Identifying Academic Words

“Blood, Toil, Tears, and Sweat” by Winston Churchill

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TIER TWO WORDSpolicysurvivaltaskaid

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Narrowing Tier Two Words

The word is central to understanding the text.

The word choice and nuance are significant.

Students are likely to see the word frequently.

Students will be able to use this word when writing in response to the text.

It is a more mature or precise label for a concept students already know.

The word lends itself to teaching a web of words and concepts.

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Rethinking Vocabulary Instruction

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From . . .

Students only look up meaning of new words in a dictionary.

Teacher provides unplanned instruction, isolated from the text.

Students use context clues alone to determine word meaning.

Students are asked to use new words in sentences unrelated to topic.

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Rethinking Vocabulary Instruction

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To . . .

Wide reading of informational texts results in multiple encounters with academic words.

Explicit, deliberate instruction is targeted, using carefully selected words from text.

Students learn various word-study strategies, such as word parts, word endings, common roots, cognates, etc.

Students engage in academic discussion about words in the context of text—and beyond.

Using a Concept Definition Map

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Definition: _________________________________________

What is it? What is it like?

What are some examples?

(category)

(property)

(illustration)

(concept)Tropical Waters

noun phrase; some kind of ocean water

warm

near the equator

home to fish

Caribbean Indian Ocean

warm ocean waters found near the equator

(illustration)

(property)

(property)

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Using a Concept Wheel

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• a space

• a measurement

• a sectioned‐off place

• “The subway covers a large area of the city.”

area a space

A sectioned‐off place

“The subway covers a large area of the city.”

Brainstorm List

Previewing Sample Assessments

• What do you notice about the sample test items?

• How might you prepare students to answer these types of questions?

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Sample Test Items

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Read the sentences from the passage. Then answer the question.

“My grandma pulled the ball out, unwrapped it, and held it out for us to see. The ball was scarred almost beyond recognition. It had dog bite marks, dirt scuffs, and fraying seams. Right in the middle was a big signature in black ink that I had somehow overlooked. It was smudged now and faded, but it still clearly said ‘Babe Ruth.’ I began to shake inside.”

Click on two phrases from the paragraph that help you understand the meaning of scarred.

Sample Test Items

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Part A What does the word vanitymean in these lines from the text “Daedalus and Icarus”?

“Proud of his success, the foolish Icarus forsook his guide, and, bold in vanity, began to soar” (lines 345–349)

a. arrogance c. heroismb. fear d. enthusiasm

Part B Which word from the lines from the text in Part A best helps the reader understand the meaning of vanity?

a. proud c. foolishb. success d. soar

Copyright © Achieve, Inc. All rights reserved.

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Reflection

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Think: What can I do now to prepare students for vocabulary assessments?

Complete the sentence frame:Three steps I can take to prepare students for vocabulary assessments are 1. _____, 2. _____, and 3. _____.

Share ideas with the group.

STEP 1

STEP 2

STEP 3

Pillar 5: Writing and Research That Analyze Sources and Deploy Evidence

Students will refine and share knowledge through a variety of research and writing tasks and use relevant evidence from multiple sources, including digital media,

to support their viewpoints.

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Three Types of Writing

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Argument (Opinion)

Informative/ ExplanatoryNarrative

Grade 4 Grade 12

Producing Complex Analytical Writing

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“People woke in terror to dark houses, without electricity. The wind, sometimes shrieking, sometimes growling like a rushing freight train, snatched at shutters and shingles and pounded the sides of houses.”

“People who live in low-lying areas may be told to evacuate—to leave for some place safer. They should do so at once.”

1

2

From Hurricanes: Earth’s Mightiest Storms by Patricia Lauber. Copyright © 1996 by Patricia Lauber. Used by permission of Scholastic Inc.

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• Convincingreaders

• Logic of claims

• Merit of reasonedproofs

• Logos

• Emotions of readers/audience

• Credibility of thewriter

• Pathos, ethos

Argument Persuasion

Defining Argument Writing

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Analyzing an Ad

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Join us, America!

Screen‐Free WeekApril 30–May 6TURN OFFTV, video games, cell phones, laptops, touch tabletsTURN ONoutdoor play, conversation, books, walks, bike rides, family meals, LIFE!

Celebrate the MAGIC of being UNPLUGGED!

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A1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

A8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

A9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Evidence-Based Argument Writing

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WRITING


Why Evidence‐Based Writing Matters

To be college and career ready, students need to:

• Write coherent arguments on substantive topics and issues

• Analyze and synthesize print and digital sources to support and evaluate claims with evidence

• Consider task, purpose, and audience when selecting words and evidence

• Respond to and challenge claims by peers with relevant follow‐up questions and evidence

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“Academic writing in particular calls on writers not simply to express their own ideas, but to do so as a response to what others have said.”

—Graff and Birkenstein, 2006

Supporting Evidence-Based Writing

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Summarizing

others’ viewsResponding with our ideas

Listening/ reading closely

Rethinking Argument

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Thesis

Reasons

Support

Conclusion

THEN NOW

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Elements of Argument

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CLAIM

Reason

Evidence Evidence Evidence Evidence Evidence Evidence

COUNTERCLAIM

CONCLUSION

Reason Reason

Grades K–6Label each statement with a C for claims or an X for non‐claims.

1. ___ Tropical fish make the best pets.2. ___ Virginia Hamilton wrote many famous novels for young adults.3. ___ The paper crane was a magic crane.

Grades 7–12Label the claim types by writing F for fact, V for value, and P for policy.

1. ___ The US should build a colony in space.2. ___ William Shakespeare could not have written all the work he has

been credited with writing.3. ___ Dr. Martin Luther King, Jr. was the most influential American of the

20th century.

Types of Claims

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Fact(Substantiation)

Value(Evaluation)

Policy(Recommendation)

Claim that something exists or that it is a fact

Claim aboutthe value of something

Claim that somethingshould be done

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Reason 1: When King spoke of a “sweltering summer of discontent,” he was writing 50 years ago. Today, many Americans are still dissatisfied.

Reason 2: King described a “lonely island of poverty in the midst of a vast ocean of prosperity.” The divide between rich and poor is even greater now.

Claim: After reading “I Have a Dream” by Martin Luther King, Jr., I am convinced that his statement, “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges,” still rings true today.

Elements of Argument: Reasons

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Reason 2: King described a “lonely island of poverty in the midst of a vast ocean of prosperity.” The divide between rich and poor is even greater now.

Evidence 2: Incomes for 90 percent of Americans have been stagnant for a generation or more, while the wealthiest 10 percent have seen their incomes rise astronomically. The wealthiest 1 percent have done the best, improving their incomes by 33 percent in just two decades (Vasquez 11).

Elements of Argument: Evidence

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People may say that King was speaking of racial disparities, and that today’s situation is not parallel, but I disagree. King spent the final years of his life working for economic justice (Garrow 24). I think he would say that the “bright day of justice” is not here yet as long as such imbalanced economic divisions still exist.

Elements of Argument: Counterclaim

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To conclude, the current economic conditions have created an atmosphere of uncertainty and many citizens are displeased with the status quo. For this reason, I maintain that Martin Luther King, Jr. would urge us all to continue with the “whirlwinds of revolt” he helped to start. I, too, believe we should never stop protesting against economic and social inequality until we achieve true justice for all.

Elements of Argument: Conclusion

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Setting Writing Expectations

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From . . . To . . .What was Martin Luther King, Jr.’s greatest contribution? Write a persuasive essay that supports your opinion.

What was Martin Luther King, Jr.’s greatest contribution? Summarize the writer’s points and develop a claim of your own. Give three clear reasons in support of your claim. Identify and respond to a counterclaim. Conclude by explaining why the reader should care.

Reflection

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Give One‐Get One

Reflect: What challenges do you foresee with teaching your students argument writing?

Write your response.

Exchange ideas with three people.

Discuss the ideas.

STEP 1

STEP 2

STEP 3

STEP 4

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A7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

A8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

A9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Research Writing Standards

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WRITING


Short vs. Sustained Research

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• Shorter time frame

• Grades 6–12

• Extended time frame

• Grades 9–12

Common features include . . .

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Features of Short and Sustained Research

• Answer a focused question.• Gather relevant information from multiple print

and digital sources.• Assess the credibility, accuracy, and

usefulness of each source.• Avoid plagiarism.• Follow standard format for citation.• Draw evidence from informational texts to

support analysis, reflection, and research.

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4 Cs of Research

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1. CollectEvidence

4. Cite 2. Categorize

3. CraftArgument

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4 Cs and the Writing Process

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1. CollectEvidence

4. Cite 2. Categorize

3. CraftArgument

DRAFTING

PREWRITINGREVIEWING

REVISING &EDITING

Identifying Purpose and Audience

• I am conducting research on ____ for an audience that includes ____.

• I hope to learn ____ because ____.

• In this (product) ____, my goal is to ____ my audience (about/that) ____.

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Focusing the Research Topic

• What have you read about ____?

• Based on your reading, what opinions have you formed about ____?

• What evidence can you use to support your claim that ____?

• What can you explore further about ____?

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Collecting Evidence

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Primary Sources Secondary Sources Tertiary SourcesAutobiographies Biographies Almanacs

Diaries Commentary Chronologies

Interviews Criticism Databases

Letters Editorials Directories

Newspaper articles Histories Encyclopedias

Photographs Magazine articles Fact books

Poetry or Fiction Nonfiction Guidebooks

Speeches Scholarly journals Manuals

Websites Textbooks Statistics

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Evaluating Search Results

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Which website would be most/least reliable?

The most/least reliable website would likely be ____ because . . .

www.epa.gov/climatechange

www.climateark.org/blog

www.newscientist.com/topic/climate‐change

Evaluating Evidence: CARRDSS

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CREDIBILITY

ACCURACY

RELIABILITY

RELEVANCE

DATE

SOURCES

SCOPE

From Power Tools Recharged: 125+ Essential Forms and Presentations for Your School Library Information Program by Joyce Kasman Valenza. Copyright © 2004 by Joyce Kasman Valenza. All rights reserved. Reprinted by permission of the American Library Association. All rights reserved.

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Crafting an Argument

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Claim

Reason 3

Reason 2

Reason 1

Options for Citing Sources

1. Summarize or paraphrase: Put the information in your own words with a citation.

2. Use direct quotations: Use the author’s words, with “quotation marks around them” and a citation.

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Citing Sources

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PARENTHETICAL IN‐TEXT CITATIONSAuthor‐date (APA style)………………..Author‐title (MLA style)………………..Author‐page (MLA style)……...…..…... Author‐title‐page (Chicago style)……..

BIBLIOGRAPHICAL CITATIONSAPA style Lauber, P. (2001). Hurricanes: Earth’s Deadliest

Storms. Boston, MA: Houghton Mifflin.

MLA style Lauber, Patricia. Hurricanes: Earth’s Deadliest Storms. Boston: Houghton Mifflin, 2001. Print.

Chicago style Lauber, Patricia. Hurricanes: Earth’s Deadliest Storms. Boston: Houghton Mifflin, 2001.

(Lauber, 2001)(Lauber Hurricanes)(Lauber 32) (Lauber, Hurricanes, 32)

Reflection

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Reflect: What are three steps that you can take to prepare students at your grade level for research writing?

Complete the frame: Three steps that I can take to prepare students at my grade level for research writing are 1. ___, 2. ___, and 3. ___.

Share with the group.

STEP 1

STEP 2

STEP 3

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