English Language Arts and Reading.3.12.C

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The student is expected to

compose argumentative texts, including opinion essays, using genre characteristics and craft; and

composition strand teks talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

Have students compose an opinion essay that includes a claim and support for the claim.

Further Explanation

Students are expected to compose an effective argumentative text that demonstrates how a certain position on a topic is logical and correct while other positions are incorrect. Their writing must have a clear central argument or claim that is supported by evidence. Their writing is expected to be organized, coherent, and include an introduction and a conclusion.

a text written to demonstrate to an audience that a certain position or idea is valid and that others are not The writer appeals to reason, develops, defends, or debates the topic, connecting a series of statements in an orderly way so they lead to a logical conclusion.
Students will compose effective argumentative papers. They are expected to understand that an argumentative text demonstrates to an audience that a certain position on a topic is logical/correct while other positions are incorrect. Their writing must have a clear central argument, or claim, that is supported by evidence. Their writing is expected to be organized and coherent and include an introduction and a conclusion.
an essay that describes a position on a particular topic or issue and develops the argument with supporting evidence

Research

Nunez-Eddy, E., Wang, X., & Chen, Y.-C. (2018). Engaging in Argumentation: Strategies for early elementary and English language learners. Science and Children, 56(2), 51+. Retrieved from https://link.galegroup.com/apps/doc/A552763085/PROF?u=tea&sid=PROF&xid=45f308cb

Summary: This article describes argument strategies and activities that can be integrated within the 5E model (Bybee 1997) and demonstrates how argumentation can be assimilated into elementary classrooms. In this lesson exemplar, 25 students in a first-grade English Language Development classroom (all of whom were ELLs) were learning about animals and natural habitats. Because this class contained quite a few students in gifted education, a second-grade standard was chosen to facilitate differentiation and meet the needs of more advanced learners.