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.
- English Language Arts and Reading
- Grade 3
- Composition
compose argumentative texts, including opinion essays, 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.”
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.
Have students compose an opinion essay that includes a claim and support for the claim.
Students are expected to compose an effective argumentative text that demonstrates how a certain position on a topic is logical and correct while other positions are incorrect. Their writing must have a clear central argument or claim that is supported by evidence. Their writing is expected to be organized, coherent, and include an introduction and a conclusion.
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.