CCSS/ES in CMS. Argumentation Students form and express opinions, derive supporting reasons, and draw conclusions from a variety of sources. Students.

CCSS/ES in CMS

Argumentation

Students form and express opinions, derive supporting reasons, and draw conclusions from a variety of sources. Students then apply their thoughts and findings to a written piece or discussion.

What is text?1.the original words and form of a written or

printed work 2.the main body of printed or written matter

on a page3.a source of information or authority 4.data5.something considered as an object to be

examined, explicated, or deconstructed6.frame of reference

- 2012 Merriam-Webster, Incorporated

What are some examples of texts?

6 Shifts from NCSCOS to

CCSS in ELA/Literacy Standards

PreK-5: Balancing Inf. & Literary Text

6-12: Building Knowledge in the Disciplines

Staircase of Complexity

Text-based Answers

Writing from Sources

Academic Vocabulary

Text-Based Answers

Common CoreELA/Literacy

Shift 4

•Students have rich and rigorous conversations which are dependent on a common text.

•Teachers insist that classroom experiences stay deeply connected to the text on the page

•Teachers ensure students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

Text-Based Answers

•Rich and rigorous conversations which are dependent on a

common text

•Make evidentiary arguments both in conversation, as well as in

writing

Student Actions

• Insist that classroom experiences stay deeply connected to the text

•Use evidentiary arguments to assess comprehension of a text

Teacher Actions

Viewing Guide Directions

Each person in the group should choose a different question to answer while you watch the video.

Discuss your question and answer with others in your group.

Key PointsWhat is the importance of

cultivating students’ close reading of a text?

How can we get students to go beyond making the easy connection with the text they are reading to a deeper connection?

What are questions worth asking?

Video

http://engageny.org/resource/common-core-in-ela-literacy-shift-4-text-based-answers/

(retrieved August 23, 2011) features the following panelists:

John B. King, New York State Commissioner of Education

David Coleman, contributing author to the Common Core

Kate Gerson, Sr. Fellow with the Regents Research Fund

Discussion

Compare your responses with your group.

What else did you find to be valuable or important?

Using the Anchor Standards for Reading, determine which ones apply to Shift 4 and why?

Implications

What does this mean for me in

my role?

Enjoy a break

Argumentation Example Tasks

Math: 4th Grade Close to 1,000 game:

Day 1: Students play game. Discuss strategies as they work.Day 2: 1) While students are playing call "STOP". 2) Students record the 6 cards in front of them & the number their chip is on.3) Students write what their next move will be & explain (on paper) why they think that is their next best move.4) Students share their writing with a partner. 5) Encourage partners to listen carefully and ask for clarification. 6) Select 1-2 partners & ask them to read practices 3 & 6 (poster).

8) Ask group to listen for evidence that partners 'constructed a viable argument' & 'attended to precision while doing so'. 9) Have students share connections between their work & the 2 practices highlighted.

Math: 3rd Grade: Franik's Marbles SAB 55

After students have completed the work on pages 54-55 ask, "Is it possible to start with more marbles than your partner on the first day, but end up with less on the 10th day? How?"

Then ask students to make their case using examples or evidence from the work they've been doing this week. Have students write these in their journals.

Third Grade Argumentation Sample Social Studies

Your class has been given the job of deciding what to do with one large piece of land that is the same size as your school’s playground. Where is the best place you would put the land (in a city, suburb, or rural community)? Explain why you would put the land in that community, and what you would do with the land. Support your claim with evidence from the texts and/or video.

Resources:•SS Textbook: Unit 2 Lesson 3 pages 55-60•Readers from Harcourt: We Live in Communities, Sister Cities, Communities of the Future•City, Suburb, & Rural Communities on Discovery Education

Work Session

Review the argumentation task you created.

Make any necessary changes or modifications.

Create sample student responses.

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