ELA.3.9.E.i | TEKS Guide

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

Demonstrated Proficiency of ELA.3.9.E.i

Consider pairing SE 3.9.E.i with SE 3.9.E.iii and asses both SEs at the same time. With SE 3.9.E.iii, students identify the intended audience or reader of an argumentative text. Have students work with a partner to read an argumentative text and identify the claim and intended audience of the text. Ask partner groups to share the claim and intended audience of the text. Require students to provide text evidence to support their ideas.

Further Explanation

This assessment example requires students to understand that argumentative texts have unique characteristics such as a claim, an intended audience, and the use of facts over opinions. Students must determine the position or arguable statement that the author holds about the topic or issue being discussed in the text.

Glossary Support for ELA.3.9.E.i

argumentative text

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.

identifying the claim

When students read an argumentative text, they are expected to determine the author’s claim, a position or arguable statement about the topic or issue being discussed. The claim is usually the main idea, or the essence of the argument. A claim must offer facts and reasons to show the author's point of view and be backed up with evidence.

recognize characteristics and structures

Recognizing characteristics requires students to determine the specific components of something. In reading, students are expected to have a clear idea of the particular attributes of a variety of genres. For example, they should know that argumentative texts have unique characteristics, such as a claim, an intended audience, and the use of facts to support opinions. Students should recognize structures of argumentative text (e.g., introduction, claim, facts, and conclusion). Each one of these structures has a specific function in an argumentative text that students should identify and explain.

Supporting Information for ELA.3.9.E.i

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.