Spanish Language Arts.3.9.E.ii

The student is expected to

recognize characteristics and structures of argumentative text by:

 

distinguishing facts from opinion; and

Artes del lenguaje y lectura en español.3.9.E.ii

Se espera que el estudiante

reconozca las características y estructuras del texto argumentativo al:

 

diferenciar hechos de opiniones; e

SLA multiple genres strand 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.

Deles a los estudiantes un texto argumentativo. Pídales que subrayen hechos y que circulen opiniones. Cuando hayan terminado, pídales a los estudiantes que compartan algunos de los ejemplos que identificaron y que expliquen por qué cada ejemplo era ya sea un hecho o una opinión.


Further Explanation

Esta evaluación le dará al maestro la oportunidad de observar la comprensión que tienen los estudiantes de lo que son hechos y opiniones conforme explican su razonamiento para cada uno de ellos.

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.
One important step in analyzing argumentative text is understanding the difference between facts and opinions. Facts are details that are proved to be true by data and/or other reliable sources. Opinions are the author’s view or feelings about a particular matter and cannot be proven to be true. A text about Benjamin Franklin, for example, may include facts about him, such as Franklin signed the Declaration of Independence and published Poor Richard’s Almanac. However, an author’s claim that Franklin was the most important Founding Father would be an opinion based on the author’s feelings and knowledge about the individual and could not be proven.
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.
Escrito en el que el propósito del autor es convencer al lector de la validez de su argumento.

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.