English Language Arts and Reading.4.9.E.i

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The student is expected to

recognize characteristics and structures of argumentative text by:

 

identifying the claim;

multiple genres TEKS talk image

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.

A teacher may wish to pair SE 4.9.E.i with SE 4.9.E.ii and assess them together. With SE 4.9.E.i, students explain how the author has used facts for an argument. Have students work with a partner to read a text in which someone is arguing a point and determine the claim made in the text. Once students have clearly established the claim, have them read the text again and identify how the author has used facts to support and oppose the argument. Ask students to explain their responses.

 

Further Explanation

Students should be able to determine the author’s position about the topic or issue being discussed in the text. Students should identify the claim as the main idea that represents the essence of an argument. Ensure students have identified the claim correctly before asking them to discuss the facts.

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.
When students read an argumentative text, they are expected to determine the claim or arguable statement that the author holds about the topic or issue discussed in the text. The claim is usually the main idea that represents the essence of an argument. The claim must offer facts and reasons to show the author's point of view and be backed up with evidence.
Students are expected to have a clear idea of the particular attributes of argumentative texts. For example, students should know that argumentative texts have unique characteristics such as a claim, an intended audience, and the use of facts in support or refutation of an argument. Students should also recognize structures, such the introduction, claim, facts, arguments, counterarguments, and conclusion, of argumentative text that impact how an argumentative essay is organized. Each one of these structures has a specific function in an argumentative text that students should identify and explain.

Research

1. 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 looks at strategies and activities that demonstrate how argumentation can be used in elementary classrooms. The focus is on science concepts and the study population is a first grade EL classroom. The 5 E model is used. Students are asked to walk through an argument process.

2. Meyer, B. J., & Ray, M. N. (2011). Structure strategy interventions: increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4(1), 127–152. Accessed online at https://eric.ed.gov/?q=expository+text&pr=on&ft=on&id=EJ1070453

Summary: In this literature review, researchers examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. Strategy interventions employ modeling, practice, and feedback to teach students how to use text structure strategically and eventually automatically. The analysis suggests that direct instruction, modeling, scaffolding, elaborated feedback, and adaptation of instruction to student performance are keys in teaching students to strategically use knowledge about text structure.