Module 5: Grades 6-8

The Common Core

and Argument Writing
 Where will this module take you?

1.Standard W1
2.Difference between persuasion and argument
3.Analyzing examples
4.How to write an argument
 Warm Up
• What was your best writing experience?
• What was your worst writing experience?
 Argument Writing from Text
CCR.W.1
• Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.

• What does this mean?????

• Let’s look at the standard at your grade level.

 The Standards
College and Career Readiness Anchor Standard for Writing #1. Write arguments to support claims in
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 The Standards
College and Career Readiness Anchor Standard for Writing #1. Write arguments to support claims in
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 The Standards
College and Career Readiness Anchor Standard for Writing #1. Write arguments to support claims in
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 What Is the Difference between Persuasive
and Argument?
Persuasive - In a persuasive essay, you can
select the most favorable evidence,
appeal to emotions, and use style to
persuade your readers. Your single
purpose is to be convincing . The same
might be said of propaganda and
advertising.
 What Is the Difference between Persuasive
and Argument?
Argument, on the other hand, is mainly
about logical appeals and involves claims,
evidence, warrants, backing, and rebuttals,
Argument is at the heart of critical thinking
and academic discourse; it is the kind of
writing students need to know for success in
college and in life—the kind of writing that
the Common Core State Standards puts first.
 Claim-Evidence-Reasoning
• Claim: An arguable assertion or conclusion
that answers the original question

• Evidence: Support for the claim that is

appropriate and sufficient

• Reasoning: A justification that links the

claim and evidence
What Does Argument Look Like In The Content Areas?
ELA
Claim
Evidence
Reasoning
Math
S.S.
Claim
Claim
Evidence
Evidence
Reasoning
Reasoning

Sci.
Claim
Evidence
Reasoning
 Arguments across disciplines
• “Although arguments in different fields use the same elements
(claims, warrants, etc.), fields have different goals for
argumentation, degrees of formality and precision, and modes
of resolution, with the consequence that evaluative judgments
should be made within fields, not between fields."
 Also. . .
• There are "multiple differences between academic argument
and public argument."
~Miller & Charney
Common Core: What is Argument?

To change reader’s point of view

To bring about some action on the reader’s part

To ask the reader to accept the writer’s explanation or

evaluation of a concept, issue, or problem
 Is it Argument or Persuasion?
• https://www.youtube.com/watch?v=ERRlDEoHG9Y

OR

https://www.youtube.com/watch?v=e6dnbAoJl6U
 Elements of Argument
• Claim
• Cite
o Evidence: relevant and verifiable
• Clarify
o Warrant: explanation of how the evidence supports the
claim; often common sense rules, laws, scientific
principles or research, and well-considered definitions.
o Backing: support for the warrant (often extended
definitions)
• Qualifications and Counter-arguments:
acknowledgement of differing claims
Is it argument or persuasion?
Is it Argument or Persuasion?
Is it Argument or Persuasion?
 Digging Deeper Into Argument
• Claims
• Evidence
• Warrant
• Counterclaims
 Four corners
• The Supreme Court was right to reverse the ban on the sale of
violent video games to children.
• Strongly Agree? Agree? Disagree? Strongly Disagree? Write
for 3 minutes on your opinion.
• Go to corner of room matching your response. In your groups,
you have several minutes to create an argument: claim,
convincing evidence (yes, you can use your laptops), and
explanation to present a two-minute argument to the rest of the
groups.
 Grade-level samples
• Group by grade level and read associated sample. Grade
6 (Dear Mr. Sandler)
Grade 7 (Video Cameras In Classrooms)
Grade 8 (Shut Down Your Screen Week)
• Discuss what the writing reveals about characteristics of
argument writing (according to CCSS).
• Label the elements of an argument within the sample.
• Count off by 3’s. Form a group with your like number and
share your sample group’s findings. Generate a list of
characteristics across samples: what are the qualities of
argument writing, as revealed by these samples (in
connection to standards)? Be prepared to share your
group’s list.
Argument Writing Process
 Choosing an arguable issue
• Arguments need. . .
– An issue – Arguments fail with. . .
– An arguer • No disagreement or reason to
argue
– An audience • Risky or trivial issues
– Common ground • Difficulty establishing common
– A forum ground
– Audience outcomes • Standoffs or fights that result in
negative outcomes
 Building a Topic Bank
School issues Local Issues State Issues National Global Issues
Issues
Narrowing a topic

Preventing Bullying

Tex
Name calling
tin
g
bad
na
me
s
 Elements of Argument
• Claim
• Cite
o Evidence: relevant and verifiable
• Clarify
o Warrant: explanation of how the evidence supports the
claim; often common sense rules, laws, scientific
principles or research, and well-considered definitions.
o Backing: support for the warrant (often extended
definitions)
• Qualifications and Counter-arguments:
acknowledgement of differing claims
 How to Construct an Argument
• Develop a main claim/strong thesis
• Types of claims
• Citing evidence
• Organizing the argument
DDOE Revised Writing Rubrics

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DDOE Revised Writing Rubrics

33
 Writing Rubric: Changes

Changes Then Now

Traits Reading/Research Evidence/Elaboration
Organization Organization/Purpose
Development Lang./Conventions
Lang./Conventions
Reading/Research & Development = Evidence/Elaboration
Weighting Reading/Research – 2 Evidence/Elaboration – 2
Organization – 2 Organization/Purpose – 2
Development – 3 Lang/Conventions - 1
Lang./Conventions - 1
Non-Scorable Responses -------- Added
PL Descriptors 1-4 Added: Above, At,
Approaching, Below
PL4 Approaching next grade At next grade level
level

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 It is strongly suggested that
teachers use the DE Writing Rubric
vs. SBAC Full Write Rubric
Delaware Writing Rubrics SBAC Performance Task Rubrics
Grade Specific Grade Bands – teachers need to know that not all
standards represented are for one grade – watch
asterisks
Discourse Specific Discourse specific
Optional use of research standards; can be used for Research standards are part of this rubric- not
stand alone, text based, or performance tasks optional – this rubric is meant for scoring
performance tasks
Ideal for instruction – analytic nature Meant for high stakes assessment to give holistic
feedback
Standards are listed Standards are not listed
Score point of a 4 is above grade level – standards Score point of a 4 is an extension of the grade level
are noted; “skillfully” if standard language has not standard in the 3
changed from one grade to the next
Language/Conventions Table by grade level with Language/Conventions table by grade band –
standards listed standards not listed

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 What do you think?
• Based upon your grade level rubric, score of 3:
– What do your students need to know?
– What do your students need to be able to do?
– WOWs!?
– Whoas!?

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Activity: Where to start instruction
1. With a partner, analyze a writing
sample(s) from your classe(s).
• Using the rubric, what core descriptors
are used effectively?
• What core descriptors are missing?
2. Take a look at the W1 learning
progression for your grade level.
• Where should instruction begin for
this student?
37
 Reflection
• Why is it important to know core descriptors?
• How will knowing the core descriptors impact classroom
instruction for all learners?
• Why is it important to know the expectations across grade
levels?

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Gradual Release Model

There are four components of the

GRM:
1. Focus Lesson- establish purpose,
brief, and teacher modeling occurs to
activate prior/background knowledge

2. Guided Instruction- teacher

prompts, facilitates, leads instruction.
Student’s needs are addressed.

3. Collaborative Learning-
opportunities for students to problem
solve with peers. Teacher monitors.

4. Independent work- students apply

understanding in new ways.

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 Accommodations for All Learners
• Build upon students’ strengths, interests, and needs
• Build in time every day for review of important concepts
• Make tasks meaningful
• Use symbols/signals to help students follow directions, i.e., arrow to continue, stop sign to stop
• Chunk/highlight key passages using markers or highlighting tape
• Use clear overlays that won’t ruin the book
• Allow students to dictate their stories into a tape recorder

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Students With Disabilities (SWD)

Students with disabilities are a heterogeneous group with one common characteristic: the
presence of disabling conditions that significantly hinder their abilities to benefit from general
education (IDEA 34 CFR§300.39, 2004).

For Students with disabilities to be successful they will need:

1. Supports and related services to address their unique educational need
2. An IEP to help them build skills to access the general education curriculum
3. High quality, evidence based, individualized instruction

Teacher should:
4. Be familiar with Standards and decide if student needs to master whole standard or parts
of the standard
5. Analyze test results and determine students Present Level of Performance (PLEP) and
determine how far off grade level the student is working. Be sure to document all data
sources used
6. Define the student in terms that translate directly into instructional intervention

Lessons designed with Universal Design of Learning Principles will allow the student the most
access to grade level standards with minimal to no barriers.

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 Activity
Divide group in half.
Group A read ‘Recommendations’ 1 and 2 and concluding statement
Group B read ‘Recommendations’ 3 and 4 and concluding statement

Each group share out their opinion on the piece of the article that they read.
Do you find the recommendations to be of value? Would you try or have you tried any of these recommendations in your
classroom?

Once finished the groups can also look at the link : http://www.udlcenter.org/advocacy/faq_guides/common_core

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Instructional, Implementation and General Resources
• Application of the CCSS for Students with Disabilities from the Common Core
State Standards Initiative: http://www.corestandards.org/assets/application-to-
students-with-disabilities.pdf

• The IDEA Partnership’s collection of tools and resources on the Common Core and
assessments: www.ideapartnership.org/index.php?
option=com_content&view=article&id=1522&Itemid=151

• http://www.leadered.com/pdf/Special%20Ed%20&%20CCSS%20white
%20paper.pdf

• ASCD webinar and related materials on Common Core State Standards: Where
Does Differentiation Fit?
http://www.ascd.org/professional-development/webinars/tomlinson-and-britt-
webinar.aspx

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 English Language Learners
A single approach to writing will not meet the needs of all students

• 2007-08 10.6% of public school enrollment were English Language Learner

students (5.3 million students)

Quality Instruction has the greatest effect on achievement for these students
• systematic phonics in grades K–1, cooperative learning, and direct instruction
in comprehension and vocabulary skills in all grades
• Explicit vocabulary instruction
• Cooperative learning groups
• Small group tutoring
• Frequent assessment and regrouping

Achievement data should drive all instruction, scheduling , and interventions

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 Table Group Work
In a group of 2 to 3 divide and read the
article: Effective Instruction for English
Language .

Write a summary and share out a strategy for

effectively instructing ELL students.

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ELL Proficiency Levels

• http://languagemagazine.com/?page_id=31244
Calderon whole school approach to ELL and CCSS

• http://widaatwcer.blogspot.com/2012/10/
understanding-proficiency-levels-using.html

• http://www.learnalberta.ca/content/eslapb/
video.html#20 potential videos for ELL

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 Tying It All Together
• Waffles vs. Pancakes
• https://www.youtube.com/watch?
v=r4A5zoRuPoQ
 References
• Caine, Karen. Writing to Persuade: Mini-lessons to Help Students Plan, Draft, and Revise. Portsmouth, NH:
Heinemann, 2008.
• Daniels, Harvey “Smokey,” and Nancy Steineke. Texts and Lessons for Content-Area Reading. Portsmouth,
NH: Heinemann, 2011.
• Dean, Deborah. Strategic Writing: The Writing Process and Beyond in Secondary Schools. Urbana, IL:
NCTE, 2006.
• ---. What Works in Writing Instruction: Research and Practices. Urbana, IL: NCTE, 2010.
• Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves that Matter in Academic Writing. New
York: Norton, 2006.
• Hillocks, George, Jr. Teaching Argument Writing. Portsmouth, NH: Heinemann, 2011.
• Miller, Carolyn R., and Davida Charney. “Persuasion, Audience, and Argument.” Handbook of Research on
Writing. Ed. Charles Bazerman. New York: Lawrence Erlbaum, 2008. 583-598.
• Smagorinsky, Peter, et al. The Dynamics of Writing Instruction: A Structured Process Approach for Middle and
High School. Portsmouth, NH: 2010.
Resources

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 Self-Paced eLearning Courses
• ELA/Literacy: CCSS Writing Standards and the Delaware
Writing
Rubrics
– Elementary
– Secondary
• Register through PDMS
– https://login.doe.k12.de.us/
• ELA/Literacy eLearning Course Catalog 
– http://www.doe.k12.de.us/Page/2427

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 Learning Progressions Webinar
• https://sas.elluminate.com/site/external/recording/playback/link
/meeting.jnlp?suid=M.D1D5EDABF616B45B58C2E41B464A
72&sid=2011040
  

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 Argument Resource Packet
Resources to further clarify for your students.
 Introducing others’ ideas
• Put source names either before the idea [Painter insists that the
hula hoop can help fight diabetes] or after the idea in
parentheses [Others find the idea ridiculous (Smith, Wilson)].
• Use vivid and precise verb signals more than “says” or
“believes” to show how an author feels or how an idea might
relate to other ideas: agrees, recommends, insists, explains
• Make sure the idea adds to the point you are making. Dropping
in unrelated quotes or names diminishes your credibility.
SHOW how the idea contributes to YOUR argument.
 Quoting

• Why use quotations?

– when the speaker’s name and reputation add credibility
– when the phrasing of the quotation is interesting or revealing and
cannot be stated another way as effectively
• How effective are these examples?
– Many students “improve their reading ability” by looking at a
text closely and by giving their first reactions to it (Burke 46).  
– Mem Fox contests, “worksheets are the dead-end streets of
literacy: there’s a non-message on each line, going nowhere, for
no reason” (69).
• Hints: cut quotes to the core and use them like spice,
sparingly
 Using others’ ideas appropriately
• Quoting: using the exact words of another. Words must be placed in
quotation marks and the author cited.
• Summarizing: putting the ideas of another in your own words and
condensing them. Author must be identified.
• Paraphrasing: putting someone else’s ideas in your words but
keeping approximately the same length as the original. Paraphrase
must be original in both structure and wording, and accurate in
representing author’s intent. It can not just be switching out
synonyms in the original sentence. Author must be identified.
 Summarizing
• Summaries
– Should be shorter than original text
– Should include the main ideas of the original
– Should reflect the structure of the original text somewhat
– Should include important details
Is this an effective summary of Source B?
At the moment of harvest, food begins to lose vitamins, minerals, and
phytochemicals important for fighting disease and maintaining health.
Because the decrease is negligible, however, even if food is days or weeks
from harvest, it’s still possible to derive nutrition from it and be healthy by
making smart food choices.
 Paraphrasing
• Source: “People of African descent in the Diaspora do not
speak languages of Africa as their mother tongue.”
• Inappropriate Paraphrase: “People of African descent no
longer speak the languages of Africa as their first language.”
• Appropriate Paraphrase: “Painter contends that cultural
factors like language and religion divide African Americans
from their ancestors. Black Americans speak a wide variety of
languages, but usually these are not African.”
 Scaffolding instruction- additional practice
• Day 1: explore the genre. Read samples and analyze parts. Do fact/opinion work with essays.
• Day 2: Read and analyze more letters to the editor. Rank them in order of effectiveness. Begin list of criteria for this writing. Begin to
generate possible topics.
• Day 3: Read and analyze some argument essays. Consider claims, evidence, organization, tone (snarl words and purr words). How do
these apply to letters to editor? Homework: What do you want to write to editor about? Write your claim,why you hold the opinion and
why someone might disagree with you.
• Day 4: Choosing newspaper and identifying audience. Look at more letters in your target newspaper. What topics? What language? How
long? How organized? What do these things tell about the anticipated audience? Note to leave class: Which newspaper? Describe
audience.
• Day 4: Inquiry—time in library for finding evidence. Homework, too?
 Scaffolding instruction
• Day 5: Fill in graphic organizer; evaluate quality of evidence. Take one piece of evidence and explain how it supports claim (teacher
modeling). Turn in.

Level of
Evidence Type of evidence importance to
audience
• Day 6: Logic and organization, transitions
• Day 7: Drafting, returning to models
• Day 8: Peer evaluation
• Day 9: Revision and further inquiry if necessary
• Day 10: Polishing; sentence combining and word choice
• Day 11: Due with addressed envelope