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.
- Spanish Language Arts and Reading
- Grade 6
- Composition
compose multi-paragraph argumentative texts using genre characteristics and craft; and
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
redacte textos argumentativos de varios párrafos utilizando el arte del escritor y las características del género para escribir; y
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.
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Task students with composing an argumentative text in response to an issue of interest in the local community, school, or class. Have students prepare the argumentative text to be delivered as a speech or video presentation. Student responses must reflect an understanding of their audience and include a clear claim, relevant evidence in support of the argument, and genre characteristics and craft.
This assessment requires students to develop an argument in response to an issue of local interest. Students should develop a clear claim, or stance, on the issue and support that claim with relevant and specific facts and evidence. Students should apply each of the components in the writing process as they move from a first draft to a final piece of writing. Student speeches should be organized, have a logical progression of ideas, and effectively use grade-appropriate language and conventions of writing.
1. Mora-Gonzalez, C. A., Anderson, C. E., & Cuesta-Media, L. (2018). Graphic Organizers Support Young L2 Writers' Argumentative Skills. GIST Education and Learning Research Journal, 17, 6–33. Retrieved from https://files.eric.ed.gov/fulltext/EJ1200240.pdf
Summary: This is a study of a group of grade 6 Colombian English learners. The learners are asked to present arguments in their second language. Graphic organizers were used to support students' brainstorming and to assist students in structuring information in order to support a successful argument.
2. Hillocks, G. (2010). Teaching argument for critical thinking and writing: An introduction. The English Journal, 99(6), 24–32. Retrieved from http://www.ncte.org/library/nctefiles/ej0996focus.pdf
Summary: This article advocates that English education should be more aligned with critical thinking and writing. The opportunity to be an agent of change as a citizen is often overlooked when the development of such skills as writing, reading comprehension, critical thinking and literary are not used to create an equitable society. The author demonstrates how teaching argumentative writing is a platform for change.