Transcript CHS Common Core Training Phase II: Argument Literacy

CHS Common Core Training Phase II:
Argument Literacy
Students will build sound, logical arguments using
evidence found in reading that can be delivered
orally and in writing.
Close Reading: a starting point
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Hopes for our time together:
Review close reading and good teaching
 Intro and/or review text complexity (with an eye toward
scaffolding, which is really the key.)
 Recognize close reading as prerequisite to argument and
rhetoric
 See reading as flip side of writing and listening as flip side
of speaking
 Explore activities for all of above
 Leave training with 1 – 2 ideas and a commitment to try
them
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Close Reading: a starting point
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Content presented
Reteaching
Opportunity for students to engage with the text
with or without help
Learning Goals
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CCSS (or CCR in AZ) Reading Standard 10
By the end of grade 9, read and comprehend literary
nonfiction in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high
end of the range. (9.RI.10)
WATCH TO SEE HOW THIS STANDARD CHANGES
AS THE STUDENT MOVES THROUGH HIGH
SCHOOL…
Learning Goals
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CCSS (or CCR in AZ) Reading Standard 10
By the end of grade 10, read and comprehend
literary nonfiction at the high end of the grades 9–
10 text complexity band independently and
proficiently. (10.RI.10.)
Learning Goals
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CCSS (or CCR in AZ) Reading Standard 10
By the end of grade 11, read and comprehend
literary nonfiction in the grades 11–CCR text
complexity band proficiently, with scaffolding as
needed at the high end of the range. (11.RI.10)
Learning Goals
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CCSS (or CCR in AZ) Reading Standard 10
By the end of grade 12, read and comprehend
literary nonfiction at the high end of the grades
11–CCR text complexity band independently and
proficiently. (12.RI.10.)
The goal is independence
Fisher, D., & Frey, N. (2008). Better
learning through structured teaching: A
framework for the gradual release of
responsibility (p. 4). Alexandria, VA:
ASCD.
“Reading and writing float on a sea of talk”
James Britton (1983)
Close reading tasks
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With each reading, create a question or task that
goes a little deeper
What does text say?
How does it say it?
Why does it matter?
Sample ELD close reading
Teaching Tips
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Cold calling (random math, mental math)
Require annotation! (just a fancy word for note-taking…) Many
great apps can be used too
Prepare sentence frames, text dependent questions, and a task for
each close reading
Goal to do close reading 2 to 3 times per week
Avoid front-loading vocabulary
It’s important to let students struggle, to reinforce the struggle, and
to design activities that show them how they’re learning and growing
TOP – be sure your SWBATS are clear and refer to them often.
Students should know what they’re learning; don’t make them guess.
See it in action…
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Video taken from Fisher and Frey Channel on
Youtube of a second grade class discussing a close
reading text.
Text complexity vs. difficulty
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Activity: Read “Don’t Blame the Eater.”
Can you see anything that makes this text complex
or difficult?
Determine the thesis.
Scrutinize the paragraphs to see what he uses for
evidence. Also notice what holds the paragraphs
together. How is the essay organized.
Text complexity vs. difficulty
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That which makes a text complex lives inside the
text.
Difficulty depends on our students and how well
they can handle the text.
Levels of meaning
Language conventions and clarity
Structure
Knowledge demands
How to determine text complexity
Text complexity: Raising Rigor in Reading by Douglas Fisher, Nancy Frey,
and Diane Lapp. International Reading Association, 2012.
Content Specific Concerns:
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The reading tasks in many content areas require
different skills than literature. Refer to your
packets!
Which of the 10 reading standards is most vital to
your content?
List texts that show students have met the standard.
What writing tasks would these readings lead into?
Argument is powerful
“When we get into arguments that focus and fully
engage our attention, we become avid seekers of
relevant information. Otherwise we take in
information passively – if we take it in at all.”
Christopher Latsch, p. 27
From They Say/I Say: The Moves that Matter in Academic Writing , Second Edition, by Gerald
Graff and Cathy Birkenstein; WW Norton, 2009.
Argument is CCR Standard 1
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Write arguments to support claims in an
analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
Making Thinking Visible
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Thesis has to be strong
Evidence has to support it
Warrant
Conclusion
Show them how you think when you read! Show
them how you think when you write!
Learning happens in an argument
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Mastery of vocabulary and content clear
Interactive, authentic situation
Real world verbal interaction
Quality evidence
Resources for Argument
Explore They Say, I Say blog
Close Reading of a argument
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Accommodations/strategies to use with students who
struggle
Paraphrasing
Drawing (technical, scientific, foods-visual content)
Simple frame such as This or That
Close Reading leads to argument
“Don’t Blame the Eater”
A.
Do we need any clarification?
B.
Will anyone speak for the thesis?
C.
Will anyone speak against the thesis?
Terminology
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Topic Sentence
Commentary
Evidence
Closing Sentence
Terminology
CLAIM (thesis)
(topic sentence)
Evidence (CDs)
Reasoning
(Commentary)
Assertion
Opinion (statement)
Position
Point
Thesis
Hypothesis
Proposition
Premise
Facts
Data
(concrete) details
quotes
illustration
example
figures
experimental results
research
observation
anecdote
pattern
Scientific principle
Unit of justification
Commentary
Explanation
elaboration
analysis
examination
exploration
interpretation
defense
validation
rationale
Templates
Refer to your packets and turn to
Templates for Use in a Synthesis Essay
—from They Say/I Say by Gerald Graff
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Possible Activities
Fish bowl
4 Corners
This or That
Conclusion
What one or two things are you going to take with
you? Share your commitment with a neighbor and
agree to check in with each other by the end of the
year…