Spanish 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;

Artes del lenguaje y lectura en español.4.9.E.i

Se espera que el estudiante

reconozca las características y estructuras del texto argumentativo al:

 

identificar la postura;

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.

Considere juntar las expectativas 4.9.E.i y 4.9.E.ii y evaluarlas juntas. Con la expectativa 4.9.E.i, los estudiantes explican cómo usa los hechos el autor para establecer un argumento. Pídales a los estudiantes que trabajen en parejas para leer un texto en el cual alguien está discutiendo un asunto y determinen la postura que sostiene el texto. Una vez que los estudiantes hayan establecido claramente la postura, pídales que lean nuevamente el texto y que identifiquen cómo ha usado el autor los hechos para apoyar y rechazar el argumento. Pídales a los estudiantes que expliquen sus respuestas.


Further Explanation

Los estudiantes deben ser capaces de determinar la posición de un autor acerca del tópico o asunto que se discute en el texto. Los estudiantes deben identificar la postura del autor, la cual representa la esencia de un argumento. Asegúrese de que los estudiantes han identificado la postura correctamente antes de pedirles que discutan los hechos.

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.
Escrito en el que el propósito del autor es convencer al lector de la validez de su argumento.

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.