Argument Protocol, adapted from Lucy Calkins.

1. A Protocol for ArgumentA Protocol for Argument
Work in Nonfiction ReadWork in Nonfiction Read
AloudAloud
Nava Middle School
World Cafe
Tuesday, FEBRUARY 23, 2015
Facilitators:
Nikki Grakal and Debbie Pandullo

2. A Protocol for Argument Work inA Protocol for Argument Work in
Nonfiction Read AloudNonfiction Read Aloud
ARGUING TO REACH NEW LEVELS OF UNDERSTANDING,
NOT ARGUING TO PROVE A POINT

3. Purpose for Protocol WorkPurpose for Protocol Work
• Increase the intensity and
engagement of partner talk
• Increase energy and attentiveness
around studying the text closely and
rereading
• Increase skill of using text evidence
• Hone into skills for evidence-based
arguments

4. 1. Text Selection1. Text Selection
• accessible and
engaging
• complex rather
than difficult
(e.g.complicated
themes/ issues)
• may include
images
Group says whales should be freed to
go home.
•Genre: Nonfiction-Science
•Level: T
•Lexile: 830
•Grade level “sweet” spot: 5th
, 6th
, 7th
and
early 8th

5. 2. Set Up the Initial2. Set Up the Initial
ArgumentArgument
Teacher establishes argument
and positions.
Kids are in oppositional
partnerships.
Partner A and Partner B defend
different positions.
Position A: Captive whales
should be freed.
Position B: Captive whales
should remain in captivity.

6. 3. Read Aloud and Collect Evidence3. Read Aloud and Collect Evidence
4. Flash Debate: Defend Positions/ Make4. Flash Debate: Defend Positions/ Make
ArgumentsArguments
• Teacher reads aloud.
• Kids collect evidence.
• Older kids jot.
• Younger kids keep track of thoughts on
fingers.
caucus caucusargue flash draft

7. 5. Teacher Gives Feedback5. Teacher Gives Feedback
• Teacher feedback raises the level of discourse and
argument by encouraging students to….
 Rank evidence with most important first
 Use transitions to make points more powerful
 Note and respond to opponent’s points
 Frame evidence by retelling the part of the story it’s from and then explaining it
 Sort between claim/ reasons/ evidence

8. 6. Layer Toward6. Layer Toward such as is a charactersuch as is a character
weak or strongweak or strong ComplexityComplexity
Begin with accessible
arguments, good or bad..
Move from character or setting
towards lesson, theme, and/ or
author’s craft.
Then, move towards more
nuanced arguments (e.g.
Should endangered animals
be free?)

9. Conclude with Flash DraftConclude with Flash Draft
• Flash-drafts are written in one writing
workshop period.
• Students write a draft “fast and furious”
during independent writing time.
• Writers work to get all of their thoughts
down on paper. If they need to research
more, they can make themselves a note,
but they keep writing.
• Kids use what they know about the genre
when they are flash-drafting.

10. Conclude with Flash DraftConclude with Flash Draft
The third little pig is admirable.
• The pig is admirable because he is hard
working.
Boxes and Bullets
Structure
Claim
Reason#1
Evidence
For example, he took his time and built a strong
house of bricks. Unlike his brothers who hurried
and built their houses from sticks and straw, his
house withstood the huff and puff of the wolf.
Link claim to
reasons with
because
Evidence is an
idea, quote or
paraphrase
taken from the
text.
• The pig is admirable because he is clever.
Another example, …Evidence
Reasons#2
Evidence Realizing the wolf was about to climb down the
chimney, the pig lit a fire and set a huge pot of
water to boil. “Wolf stew tonight!” he thought.

11. What DOK level might theWhat DOK level might the
Argument Protocol be?Argument Protocol be?
At your table, discuss
what DOK level the
Argument Protocol
would be. Support
your thinking with
evidence from your
DOK chart.

12. How Can We SupportHow Can We Support
Our Diverse Learners?Our Diverse Learners?
• English Language Learners
• Students with Disabilities
• GATE students
• Standard English Learners