6

Click here to load reader

  · Web viewTeach students how to differentiate between strong and weak ... Teach students how to use boxes and bullets to write a summary of a ... Use all forms of

  • Upload
    hoangtu

  • View
    213

  • Download
    1

Embed Size (px)

Citation preview

Page 1:   · Web viewTeach students how to differentiate between strong and weak ... Teach students how to use boxes and bullets to write a summary of a ... Use all forms of

Argument Reading Unit Calendar

Day 1

Teach students how to read to determine the claim of the author.

Day 2

Teach students how to read for author’s point of view. Is one claim being supported or is that author neutral and presenting both sides of the claim.

Day 3

Teach students how to read to find the author’s reasons to support a particular opinion.

Day 4

Teach students how to read to find the author’s evidence to support their reasons.

Day 5

Teach students how to reconstruct boxes and bullets to illustrate the author’s claim, reasons and evidence.

Day 6

Teach students how to differentiate between strong and weak evidence.

Day 7

Vocabulary Instruction -Teach students the language of argument.

Day 8

Teach students how authors use text features (pictures, illustrations, graphs, charts, maps, time lines etc) to support an argument.

Day 9

Teach students how to determine the meaning of unfamiliar words by using the context before and after the word and possibly recognizable word parts.

Day 10

Assessment

Reconstructing an author’s claim using boxes and bullets.

Day 11

Teach students how to evaluate specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Day 12

Teach students to determine the main idea of a paragraph or section and state the main idea using the language of text structure.

Day 13

Teach students how to analyze the language of the text to determine author’s tone.

Day 14

Vocabulary InstructionTeach students the language of argument.

Assessment – Context Clues

Day 15

Teach students how to use their knowledge of text structure to determine author’s purpose specific to the text.

Page 2:   · Web viewTeach students how to differentiate between strong and weak ... Teach students how to use boxes and bullets to write a summary of a ... Use all forms of

Day 16

Teach students how to analyze the words and information presented to determine an author’s point of view or perspective.

Day 17

Teach students how to analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Day 18

Vocabulary Instruction

Teach students how to determine the connotative and figurative meanings of words.

Day 19

Teach students how to use boxes and bullets to write a summary of a whole article.

Day 20

Teach students how to apply what they know about note taking to videos and other non-print sources.

Day 21

Teach students how to differentiate author’s point of view in two or more related articles or passages.

Day 22

Teach students how to ask critical and essential questions as they are reading. “How come…” I wonder … Why….

Day 23

Inquiry – Teaching students to take notes with a lens toward their essential and critical questions.

Day 24

Vocabulary Instruction

Teach students how to determine the connotative and figurative meanings of words.

Day 25

Assessment – Summary Writing

Note 1: Use all forms of opinion, argument and debate text, such as speeches, advertisements, books, magazine articles, news articles, essays, reviews etc. Use visual images and videos as well.

Note 2: Have students flash draft often to stretch their opinion/argument writing muscles and build writing speed and stamina.

Note 3: Select one mentor text. Read it aloud before the unit starts and use passages from it to illustrate teaching points in minilessons throughout the unit.

Page 3:   · Web viewTeach students how to differentiate between strong and weak ... Teach students how to use boxes and bullets to write a summary of a ... Use all forms of

Vocabulary Development and Background Knowledge

Regularly teach related vocabulary words in context and authentically to build background knowledge around a specific topic or to increase your student’s use of Tier 2 and Tier 3 words in speech and writing. Have students keep a personal word wall in addition to the class word wall. This builds in differentiation into vocabulary instruction and development. Continually analyze explicit, figurative, connotational and technical meanings of words. Teach specific common base words, prefixes and suffixes. Remember, vocabulary cannot be taught in isolation. The words you focus on should be words the children can then use in their speech and writing on a regular basis. Vocabulary tests have been shown through research to be an ineffective way to retain the meaning of the words. Assess the use of vocabulary words through how students incorporate Tier 2 and Tier 3 words into their writing. For example, give them a vocabulary grade when writing in all subject areas. If you don’t have Word Work built into your schedule, use time during Reader’s Workshop, Math, Social Studies and Science for vocabulary instruction using a research-based model such as the LINKS or Marzano model of vocabulary instruction.

Research and Text Choice

The common core focuses on three main genres - narrative, informational and argument. However there is a particular focus on argument. While, it is recommended that children should be reading at their instructional level most of the time, they should be taught how to navigate more complex opinion and debate oriented text. It is recommended that this be done by children reading many articles and essays and being involved in debates often. The language the children use during the debates should be rehearsal for writing. This will build their knowledge of the sound, structure and vocabulary of argument writing and lay the groundwork for the children to be able to research and write their own arguments, letters and essays during Writer’s Workshop. There is a direct link between student choice, engagement and achievement, so children should be making their own

Page 4:   · Web viewTeach students how to differentiate between strong and weak ... Teach students how to use boxes and bullets to write a summary of a ... Use all forms of

choices of texts most of the time. Further, it is recommended that children be immersed in any genre that they will be focusing on in writing at least two weeks before the writing unit begins and receive instruction in navigating text in that same genre.

Assessment

Build regular weekly standards based assessments into the unit of study. Be sure you are assessing:

Central Idea and Supporting Details Vocabulary Paraphrasing (Reading Closely to determine what the text says explicitly) Inferring Summarizing Text Structure Point of View and Purpose How maps, graphs and photographs support the central idea Evaluating the strength of an argument, in particular its claims, reasons and evidence How central ideas develop over two or more texts