This document provides an overview of a presentation on oral language strategies for writing arguments. It discusses the Story Grammar Marker and ThemeMaker methodologies and how they relate to the Common Core State Standards. Some key points covered include:
- The Common Core Standards are broken into categories like speaking, listening, reading, and writing, and these categories are interrelated.
- The speaking and listening standards focus on presenting knowledge and ideas with relevant details from kindergarten through 6th grade.
- The writing standards require more expository and opinion/argument writing as the grades increase, focusing on introducing claims, reasons, evidence, and conclusions.
- The presentation reviews strategies for teaching elements of argument like opinions, reasons
Overcoming the 3rd and 4th Grade Slump: Blending Narrative and Expository Tex...MindWing Concepts, Inc.
Overcoming the 3rd and 4th Grade Slump: Blending Narrative and Expository Text In Children’s Literature. Presented by: Maryellen Rooney Moreau, MEd CCC-SLP. ASHA 2014 ORLANDO November 22, 2014, 2:30pm.
Holding Stories in the Palm of Your Hand: Improving Language & Communication ...MindWing Concepts, Inc.
Holding Stories in the Palm of Your Hand: Improving Language & Communication in Students who use American Sign Language. Presenters: Maryellen Rooney Moreau, M.Ed., CCC-SLP; Mandy Longo, M.S., CCC-SLP; Elizabeth Padilla, NBCT, M.A., CCC-SLP. ASHA 2014 Orlando November 21, 2014, 10:30am
Overcoming the 3rd and 4th Grade Slump: Blending Narrative and Expository Tex...MindWing Concepts, Inc.
Overcoming the 3rd and 4th Grade Slump: Blending Narrative and Expository Text In Children’s Literature. Presented by: Maryellen Rooney Moreau, MEd CCC-SLP. ASHA 2014 ORLANDO November 22, 2014, 2:30pm.
Holding Stories in the Palm of Your Hand: Improving Language & Communication ...MindWing Concepts, Inc.
Holding Stories in the Palm of Your Hand: Improving Language & Communication in Students who use American Sign Language. Presenters: Maryellen Rooney Moreau, M.Ed., CCC-SLP; Mandy Longo, M.S., CCC-SLP; Elizabeth Padilla, NBCT, M.A., CCC-SLP. ASHA 2014 Orlando November 21, 2014, 10:30am
Using & Adapting Authentic Materials To Help Motivate Students 2021Richard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
Teaching with Urgency Without Teaching to the TestJennifer Jones
These are the slides I created for my session at the North Carolina Reading Conference, held in Raleigh, North Carolina, March 15-17, 2015. The essence of this presentation is about raising our awareness, as teachers, about time. The amount of time we teach, te amount of time it takes students to complete assignments, the amount of time is takes us to respond and give instructional feedback to students, the amount of time we waste by taking group bathroom breaks, the amount #ncra15 Accompanying handouts are on my Slideshare page, too. #presentationzen #vitalinstructionalbehaviors
This presentation outlines a framework for motivating language teachers developed by Dörnyei and Kubanyiova (2014) which highlights the concept of vision as a powerful motivational force for change and development. Vision-based strategies in the form of specific activities that can be used by teachers and teacher educators will be featured.
This presentation will discuss questions teachers can use to focus on in academic text. These questions help students interact with the information in the text, the author’s purpose, and the text’s organization. Participants will examine text samples, example questions, and student work from elementary and secondary contexts.
Using & Adapting Authentic Materials To Help Motivate Students 2021Richard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
Teaching with Urgency Without Teaching to the TestJennifer Jones
These are the slides I created for my session at the North Carolina Reading Conference, held in Raleigh, North Carolina, March 15-17, 2015. The essence of this presentation is about raising our awareness, as teachers, about time. The amount of time we teach, te amount of time it takes students to complete assignments, the amount of time is takes us to respond and give instructional feedback to students, the amount of time we waste by taking group bathroom breaks, the amount #ncra15 Accompanying handouts are on my Slideshare page, too. #presentationzen #vitalinstructionalbehaviors
This presentation outlines a framework for motivating language teachers developed by Dörnyei and Kubanyiova (2014) which highlights the concept of vision as a powerful motivational force for change and development. Vision-based strategies in the form of specific activities that can be used by teachers and teacher educators will be featured.
This presentation will discuss questions teachers can use to focus on in academic text. These questions help students interact with the information in the text, the author’s purpose, and the text’s organization. Participants will examine text samples, example questions, and student work from elementary and secondary contexts.
a day long workshop of elements of argument, building a culture of argument in the classroom, task and learning progressions and effective argument task design
Resume personal statementWe must improve conditions for specia.docxaudeleypearl
Resume personal statement
We must improve conditions for special needs students in Saudi Arabia. I hope to be able to bridge the gap between the traditional Saudi method of education, and the progressive skills and strategies I have learned during my study.
work and experience
· Work at Aljouf University from 2010 until present as a faculty member
qualifications and certificates
· Health awareness program (program on first aid) 2009
· Certificate of attendance and well behaviour from King Faisal University
· Computer course in the office works for three months 2009
· Certificate of attendance and discussion in the seminar for the National Research center for giftedness and creativity
· Certificate of attendance the training course entitled enter Pattern to identify the gifted students in the early years
· Certificate of merit for critical thinking From ELS 2012
· Certificate of appreciation and valuable support to the international women's day of the Saudi student club March 2015
· Certificate of appreciation and valuable support to the Light the night of the of the Saudi student club February 2015
· Certificate of attendance the Understanding the Importance of Collaboration When Building Quality Alliances September of 2016
· Certificate of attendance the Thompson Centre Autism Conference September 2016
· Certificate for attendance the Understanding Cognitive Flexibility October of 2016
· Certificate of attendance the Who, What, When of Leadership November of 2016
· Certificate of attendance the Andragogy in the Classroom December of 2016
· Certificate of attendance the Understanding Today's Modern World: The Effects on Leadership February of 2017
· Certificate of attendance the Art of Leadership: Problem Solving & Decision-Making Skills April of 2017
· Certificate of attendance the When "Things" Go Wrong in Leadership August of 2017
· “Concept Mapping and the Research Process” Scholarship of Teaching and Learning Symposium (SOTL) Symposium, (Davis, D.J., Aljafari, R., Alqahtani, A., Alroeshedy, W., Alwazzan, A., Cao, Y., Marshall, L.H., Luebbert, C., Wang, Z., & Fricke, V.), Paul C. Reinert, S.J. Center for Transformative Teaching and Learning, St. Louis University, St. Louis, MO
· Certificate of attendance the Development & Engagement of Integrated Strategies December of 2017
· Certificate of attendance the Advanced Collective Leadership: How to Develop Innovative Plans of Action February of 2018
· Certificate of attendance he CEC 2018 Annual Convention & Expo
· Certificate of attendance the Developing quality Training Programs May of 2018
· “The Experiences of Saudi Students at SLU” (Almalki, S., Alnoim, M., Aljafari, R., & Alwazzan, A.) Atlas Week Annual 17th Conference, Saint Louis University St. Louis, MO, United States of America 04/2018
· Certificate of attendance the Wrights Special Education Law and Advocacy Seminareducation
· Bachelor's degree from King Faisal University 2009 in special education with GPA 4.5 out ...
The words used and our interpretation of images and statistics are an insight into our perspective or bias – our view of the world. Bias influences our attitudes and behaviours towards other people, places and issues. Our experiences, gender, age, class, religion and values all affect our bias. People who are passionate about an issue will generally be quite overt about their bias. People who want to promote a particular point of view may be less overt and more subtle in their use of words and images.
Global education aims to assist students to recognise bias in written and visual texts, consider different points of view and make judgements about how bias can lead to discrimination and inequality.
Lesson 6.2 Activity: Culture and Collective Learning DebateBig History Project
Does culture count as collective learning? Debate this topic with your classmates and decide if cultural changes occur as a direct result of our ability to learn collectively.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Teaching Techniques for Immediate Impactcatapultlearn
The Common Core State Standards for ELA and Math call teachers to revisit their skills in crafting challenging, thought-provoking questions and leading rich, rigorous small-group and whole-class conversations.
1000 - 1500 word argumentative essay PROMPT Is putting yourse.docxalisondakintxt
1000 - 1500 word argumentative essay
PROMPT: Is putting yourself first a good approach to life?
FAQ
· How should I get started?
· Have the Personal Responsibility and Critical Thinking Rubrics open in front of you. Your grade will be assessed according to these two rubrics. Scroll down for these rubrics.
· Some questions to ask yourself as you are brainstorming: What does "putting yourself first" mean as you see it? What are the consequences of living this way? How would you describe the opposite of "putting yourself first"? If you had to choose between them, which way of life is better? Do you have to choose between them? If you disagree with your friend who thinks life is about putting oneself first as much as possible whenever possible, how would you persuade your friend that life is not a selfish or self-indulgent pursuit? How do you justify that your own actions are altruistic, and to what end do you pursue acts in the interest of others? Do you do so with the same passion as you do endeavors that fulfill a want or a need in your own life? Once you have entertained the above questions, carve out a thesis statement that states clearly whether or not "put yourself first" is a good approach to life and why.
· Early in your essay, describe how you understand "putting yourself first". It's important to define how you view this way of life before either advocating for it or rejecting it.
· Look up any information that you may need to check your biases. Suppose you intend to argue that rich people get ahead because they do not donate to charity. You might first explore studies to verify whether or not this is true. Who gives more to charity, the rich or the poor?
Have the facts.
· Argue for your thesis throughout your essay.
· Address objections to your position.
· How should this essay relate to Chapter 2?
· When writing this essay, you are not required to discuss the theories of meaning from Chapter 2 unless you find them relevant to "put yourself first". Focus the entirety of your essay on "put yourself first" and direct alternatives to this way of life as you draw upon the "big picture" from Chapter 2, that is the consequences of having a theory of meaning at all.
· In drafting this essay, I recommend that you also read section 8-3 of The Big Questions and the 1000 Word Philosophy link that I have posted below. Scroll, scroll.
· How many sources do I need to cite?
· You
must site some sources. See the Evidence component of the Critical Thinking Rubric. Though there is no minimum number of cited sources beyond our textbook, sometimes you need to refer to other source material in making your argument. Whenever you discuss content that should be backed up with a source, be sure to incorporate accurate sources and cite them.
· What format and style of citation should I use?
Use MLA. Academic philosophers use Chicago Manual. If you continue studies in philosophy, you will learn Chicago Manual; however, fo.
---- Please Follow the instructions ----
Essay #5
Argument Essay
Purpose:
To demonstrate our ability to write a well-supported essay; to show our ability to do accurate works cited pages; to demonstrate our ability to cite sources using MLA format.
Audience:
people who may be unfamiliar with this topic
Paper format:
typed, double-spaced using Times New Roman and 12 pt. font; 1" margins all round; original title; name and date; separate Works Cited page; correct essay formatting and indentation of paragraphs. I will provide you with the correct Works Cited page. All you will have to do is copy it.
Note:
This paper
must
be handed in by the due date.
I will not accept any late papers.
Grade Distribution:
Rough Draft: 30 points
Accurate Works Cited Page: 20 points
Essay: 500 points
Assignment:
Write a 4-5 page argumentative paper on the following topic: Who Needs Privacy? You
must
use the following articles which are in your Week 12 Module to support your thesis and claims: "Tracking Is an Assault on Liberty" by Nicolas Carr; "Web Users Get as Much as They Give" by Jim Harper; and
"Facebook
Is Using You" by Lori Andrews. You
must
have two quotes from each of the three articles related to your topic. I will not accept any other sources that the three mentioned above.
You may not use I believe, I think, or In my opinion anywhere in your essay!
Essay Specifics:
Before you begin writing your essay, it would help if you created an outline to follow. The type of outline you create will depend on whether your readers primarily agree or disagree with you. Below are two examples:
Readers Primarily Agree with You
Strengthen their convictions by organizing your argument around a series of reasons backed by supporting evidence or by refuting opposing arguments point by point.
I. Present the Issue
II. Provide a thesis statement -
a direct statement of your position
III. Present your most plausible reasons and evidence
IV. Concede or refute opposing reasons or objections to your argument
V. Conclude:
Reaffirm your position
Readers Primarily Disagree with You
Begin by emphasizing common ground, and make a concession to show that you have considered the opposing position carefully and with an open mind.
I. Present the Issue:
Reframe the issue in terms of common values
II. Concede:
Acknowledge the wisdom of an aspect of the opposing position
III. Provide a thesis statement
- a direct statement of your position, qualified as necessary
IV. Present your most plausible reasons and evidence
V. Conclude:
Reiterate shared values
Whatever organizational strategy you adopt, do not hesitate to change your outline as necessary while drafting and revising. For instance, you might find it more effective to hold back on presenting your own position until you have discussed unacceptable alternatives. or you might if find a more powerful way to order the reasons for supporting your position. Th.
Similar to Talking about Writing an Argument Presentation (20)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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For more information, visit-www.vavaclasses.com
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TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Talking about Writing an Argument Presentation
1. Presenters:
Linda Lafontaine, M.A. CAGS, CCC-SLP
Maryellen Rooney Moreau, M.Ed., CCC-SLP
Talking About Writing an Argument:
Oral Language Strategies
ASHA 2015 Denver
November 12, 2015
3. Maryellen Rooney Moreau, M.Ed. CCC-SLP
President & Founder, MindWing Concepts, Inc., Springfield, MA
•Financial: Maryellen has ownership interest in MindWing Concepts, holds intellectual property
rights and patents. Maryellen is employed as president of MindWing Concepts. In that capacity,
she designed Story Grammar Marker® and Braidy the StoryBraid® along with many other
books and materials. She runs this business as well as consults, trains and presents on MindWing
Concepts’methodology and for this, she receives a salary. MindWing Concepts, Inc. receives
speaker fees, consulting fees and honoraria as well as reimbursement for travel costs.
•Nonfinancial: No relevant nonfinancial relationships exist.
Linda M. Lafontaine, M.A. CCC-SLP
Speech Pathologist and Principal at The Curtis Blake Day School of Children’s Study Home,
Springfield, MA
– Financial: Consultant for Mindwing Concepts, Inc., Springfield, MA
– Non-Financial: Linda has been a friend and colleague of Maryellen Moreau, owner of
MindWing Concepts, Inc. for 20 years.
Disclosures
4. What is the
Story
Grammar
Marker®?
A hands on, multisensory
tool that has colorful,
meaningful icons that
represent the organizational
structure of a story. The tool
itself is a complete episode,
the basic unit of a plot.
Character
Setting
Kick-off
Feeling
Plan
Planned Attempts (Actions)
Direct Consequence
Resolution
5. A quick review of
Story Grammar Marker®
& ThemeMaker® methodologies
and the Common Core State
Standards.
6.
7.
8.
9. CCSS are Broken Down into categories…
• Speaking and Listening
• Reading Literature
• Reading Foundational Skills
• Reading Information Text
• Writing
• Language
www.corestandards.org/about-the-standards
…and these categories are interrelated.
10. Speaking and Listening Standards K-6
Presentation of Knowledge and Ideas #4
1
Describe
people,
places,
things, and
events with
relevant
details,
expressing
ideas and
feelings
clearly.
K
Describe
familiar
people,
places,
things and
events and,
with
prompting
and
support,
provide
additional
detail.
2
Tell a story or
recount an
experience
with
appropriate
facts and
relevant,
descriptive
details,
speaking
audibly in
coherent
sentences.
3
Report on a
topic or text,
tell a story, or
recount an
experience with
appropriate
facts and
relevant
descriptive
details,
speaking clearly
at an
understandable
pace.
4
Report on a
topic or text,
tell a story,
or recount an
experience in
an organized
manner,
using
appropriate
facts and
relevant,
descriptive
details to
support main
ideas or
themes;
speak clearly
at an
understandabl
e pace.
5
Report on a
topic or text or
present an
opinion,
sequencing
ideas logically
and using
appropriate
facts and
relevant,
descriptive
details to
support main
ideas or
themes; speak
clearly at an
understandable
pace.Please note: If a child cannot take
perspective in the narrative, then he/she
will have difficulty using evidence to
argue a point or present an opinion.
6
Present
claims and
findings,
sequencing
ideas
logically and
using
pertinent
descriptions,
facts, and
details to
accentuate
main ideas or
themes; use
appropriate
eye contact,
adequate
volume, and
clear
pronunciation.
11. 1. Expanded focus on Expository (information) text
2. Teachers of history, science and technology literacies must think about the 10
components of the Writing Strand within their academic discipline.
3. Collaboration among professionals is a necessity. Process not content only is
a focus.
4. Grades 6-12 use similar terms in the CCSS but complexity from grade to grade
is the difference.
5. All elements of the Writing Standards are contained within the Speaking and
Listening Standards. Speaking about and discussing narrative, expository
and opinion/argument is necessary.
Shifts With The New Common Core State Standards
12. Grade 3:
Write opinion pieces on
topics or texts, supporting
a point of view with
reasons:
•Introduce topic or text,
state an opinion, create
an organizational
structure that lists
reasons. (List
Expository Text
Structure)
•Provide reasons that
support the opinion
•Use linking words and
phrases such as
because/therefore/
since/for example to
connect opinion and
reasons.
•Provide concluding
statement or section.
Grade 2:
Write opinion pieces in
which they introduce the
topic or book they are
writing about supply
reasons to support
opinion using “linking
words” such as
(because/also) to
connect
opinion/reasons.
Provide concluding
statement/section.
Grade 1:
Write introduction
to topic/book and
state an opinion,
supply a reason
and closure.
Kindergarten:
Draw/Dictate/
Write topic or
book name and
state an opinion
or preference
about it; ex.
My favorite book
is____________.
Text Types and Purposes Standards:
ELA CCSS for Writing
13. Grade 6: Write arguments to
support claims with clear
reasons and relevant evidence
•Introduce claim(s) and
organize the reasons and
evidence clearly
•Support claim(s) with clear
reasons and relevant evidence,
using credible sources and
demonstrating an
understanding of the topic or
text.
•Use words, phrases, and
clauses to clarify the
relationships among claims
and reasons
•Establish and maintain a
formal style
•Provide a concluding
statement or section that
follows from the argument
presented.
Grade 5: Write opinion
pieces on topics or texts,
supporting a point of view
with reasons and
information.
•Introduce a topic or text
clearly, state an opinion, and
create an organizational
structure in which ideas are
logically grouped to support
the writer’s purpose. (Tenents
of Argument)
•Provide logically ordered
reasons that are supported by
facts and details
•Link opinion and reasons
using words, phrases and
clauses such as
consequently/specifically
•Provide a concluding
statement or section related
to the opinion presented.
Grade 4: Write opinion pieces
on topics or texts, supporting a
point of view with reasons
and information
•Introduce a topic or text
clearly, state an opinion, and
create an organizational
structure in which related
ideas are grouped to support
the writer’s purpose.
(Multiple Expository Text
Structures)
•Provide reasons that are
supported by facts and
details.
•Link opinion and reasons
using words and phrases such
as for instance/in order to/ in
addition.
•Provide a concluding
statement or section related to
the opinion presented.
Big changes!Big changes!
14. What is argument?
ar·gu·ment (noun) är-gy -m ntˈ ə ə
•a statement or series of statements for or against
something
•a discussion in which people express different
opinions about something
•an angry disagreement
15.
16. The purpose of argument:
•To change the readers’ point of view through logic
•To bring about some action on the part of the
reader
•To convince the reader to accept the explanation or
evaluation of a concept, issue or problem
17. “They’re so much cooler that way” is Calvin’s
opinion. As a six-year-old, his version of a
“debate” or “argument” is really an opinion.
18. No one would analyze Calvin and Hobbes like
a Speech Language Pathologist would…;)
http://www.scholastic.com/teachers/article/dinosaurs-t-rex
https://en.wikipedia.org/wiki/Scavenger
http://science.howstuffworks.com/environmental/earth/geology/t-rex-predator-or-
scavenger.htm
19. Compare &
Contrast a
Scavenger &
vs. a
Predator.
Describe a
Tyrannosauru
s Rex.
List
What were the eating
habits of T-Rex?
List
What were the
physical attributes
of a T-Rex?
Sequence
What was the
T-Rex’s process
for finding food?
Cause/Effect
How did the T-
Rex’s physical
attributes
impact their
eating habits?
The Goal.
Problem/Solution
How did a T-Rex get food in the
most efficient way?
20. • In life, all humans have likes and
dislikes. (See our SGM® Character
Map). These give rise to opinions.
Think about Vanilla/Chocolate,
McDonald’s/Burger King,
Buying/Renting, or
Democrat/Republican! Everybody
has an opinion about something.
• Opinions are thoughts we have about
things, people’s behavior, ideas or
situations that we like or dislike and
agree or disagree within our lives.
Let’s start from the beginning:
From the Character Map to Argument - The Process!
21. • Opinions ( as in The Important Book by Margaret Wise Brown) may be stated. “The important
thing about a daisy is that it is white.” Other things about daisies are listed here, as descriptive
elements, but the author has chosen one to be the “important thing” (IHO).
• Opinions may be backed by listing reasons: I like daisies. Daisies are yellow in the middle.
Yellow makes me feel happy.
• Opinions, supported by listed reasons, are written using more advanced syntax incorporating
cohesive ties: I like daisies because daisies are yellow in the middle and that makes me feel joyful.
C
O
H
E
S
I
V
E
22. Perspective Taking with the
Critical Thinking Triangle®
“We must be able to stand in the shoes of other, see the world
through their eyes, empathize with what they are feeling, and
attempt to think and react to the world in the same way that
they think and react to the world.”
-Moskowitz, Lehigh University, Social Cognition 2005
Please note: Children with social cognition and social communication problems have
difficulty taking perspective and therefore will have difficulty formulating an argument.
One of the uses of the Critical Thinking Triangle® is to help children to visualize
different perspectives in literature, history and social situations.
23. Another person (or people) may have an opinion that is
different from your opinion. This is their “point of view” or
perspective. Perspective-taking is the ability to see a point of
view in addition to one’s own.
Look at the photo to the right…
•What do you see?
•What is the point of view of the
couple?
•What might another perspective
reveal?
Opinion and Perspective-Taking/Point of View
27. Common Core State Standards
Writing Standard 6.1
Write relevant arguments to support claims with
clear
reasons and relevant evidence
a. Introduce claim(s) and organize the reasons and
evidence clearly.
b. Support claim(s) with clear reasons and relevant
evidence, using credible sources and
demonstrating an understanding of the topic or
text.
c. Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
28.
29.
30. Scaling/Lexical Array from
Persuade to Argue
Practice with a familiar sequence from least to
greatest
Construct an array from persuade to argue
Chosen words-persuade, argue, convince, think
about, influence, discuss and debate
Discuss differences between the words and when
you would use them
Have students physically form the array from
least to greatest given words on large index
cards.
Meander Stroll Walk Run
31.
32.
33.
34.
35.
36.
37.
38.
39. Gradual Release of
Responsibility Model (GRRM)
Demonstration “I do”
Teacher model of writing paragraph using graphic
organizer
Revise in front of students
Shared Demonstration “We do”
Give students many opportunities to first express
their ideas orally without the fear of writing
Focus on academic vocabulary on argument map
(specifically, for example, as a result, more
important)
Complete map as a group and write piece
together
40. GRRM continued
Guided Practice “Y’all do”
Review anchor chart and graphic organizer
completed in class
Guided writing/partner writing
Independent Practice “You do”
Sustained independent writing in school
Conferences with students
Routman, R. (2005) Writing e sse ntials: raising e xpe ctatio ns and re sults while
sim plifying te aching . Portsmouth, NH: Heinemann.
72. Gradual Release of
Responsibility Model (GRRM)
Demonstration “I do”
Teacher model of writing paragraph using graphic
organizer
Revise in front of students
Shared Demonstration “We do”
Give students many opportunities to first express
their ideas orally without the fear of writing
Focus on academic vocabulary on argument map
(specifically, for example, as a result, more
important)
Complete map as a group and write piece
together
73. GRRM continued
Guided Practice “Y’all do”
Review anchor chart and graphic organizer
completed in class
Guided writing/partner writing
Independent Practice “You do”
Sustained independent writing in school
Conferences with students
Routman, R. (2005) Writing e sse ntials: raising e xpe ctatio ns and re sults while
sim plifying te aching . Portsmouth, NH: Heinemann.
74.
75. In the late 1880’s it was clear that the residents of Boston
would shortly not have enough water for their homes and
businesses. The city was growing rapidly and their water
supply from their current reservoirs was not enough. The
legislature believed it would be best to flood the Swift River
Valley to make a reservoir to provide water for the people of
Boston. However, 2400 people lived in the valley who did not
believe they should have to move. The Legislature had to
convince them to sell their property for the “greater good” of the
people of Boston. They explained to the residents that Boston
did not have enough water. They argued that the 750,000
people of Boston contributed greatly to the economy. While
they agreed that 2400 people lived in the valley would be
affected, that was a small number of people compared to the
Boston population. In addition, they would be paid for their
homes and property. So while 2400 people would have to
move, the legislature voted to flood the valley. By the year
1938, the towns had been flooded and the Quabbin Reservoir
was created. The people of Boston were happy at the expense
of the residents of the Swift River Valley.
76.
77. Argument Topic Suggestions
Is homework helpful or harmful?
Should students be allowed to chew gum at
school?
Should hats be allowed to be worn at school?
Should children read more or less for
homework?
Is watching television better than reading
books?
Should children be required to do chores?
Should children be paid for doing chores?
78. Argument Topic Suggestions
Video games are beneficial for children.
Fast food provides good nutrition.
The school day should be shortened or
lengthened.
It is important for children to have gym class.
Every child should have a cell phone.
Should children be allowed to wear whatever
they want outside of school?
TVs are beneficial in children’s bedrooms.
79. Argument Topic Suggestions
Bicycle helmets are not necessary when riding
a bike.
Children should choose their own bedtime.
Cats make better pets than dogs.
Children as young as ten should be allowed to
stay home by themselves.
Sports are more important than homework.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.
94.
95. Common Core State Standards
Speaking and Listening Standard 6.1
Engage effectively in a range of collaborative
discussions with diverse partners on grade 6
topics, texts and issues, building on others’
ideas and expressing their own clearly.
Speaking and Listening Standard 6.3
Delineate a speaker’s argument and specific
claims, distinguishing claims that are
supported by reasons and evidence from
claims that are not.
96. Common Core State Standards
Language Standard 6.1
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
Language Standard 6.6
Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
97. Common Core State Standards
Writing Standard 6.1
Write relevant arguments to support claims with
clear
reasons and relevant evidence
a. Introduce claim(s) and organize the reasons and
evidence clearly.
b. Support claim(s) with clear reasons and relevant
evidence, using credible sources and
demonstrating an understanding of the topic or
text.
c. Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
98. Common Core State Standards
Writing Standard 6.5
With some guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach.
99. Additional Texts on Theme of
Leaving
Fiday, B. and D. (1990). Tim e to g o . San
Diego: Gulliver Books, Harcourt Brace
Jovanovich Publishers.
Provensen, A. and M. (1987). Shake r lane .
New York: Viking Kestrel
100. References
Hillocks, Jr., G. (2011). Te aching arg um e nt
writing . Portsmouth, NH: Heinemann.
Rivard, L. (2014). Me lvin farg o write s to arg ue
and pe rsuade . Northville, MI: Ferne Press.
Routman, R. (2005) Writing e sse ntials: raising
e xpe ctatio ns and re sults while sim plifying
te aching . Portsmouth, NH: Heinemann.
Sedita, J. (2011) The key vocabulary Routine.
Rowley, MA: Keys to Literacy.
Yolen, J. (1992) Le tting swift rive r g o . New York:
Little, Brown and Company.
103. Connect with Maryellen:
• Join our EMAIL list:
http://mindwingconcepts.com/contactus.htm
• Follow us on Twitter @mindwingconcept
• LIKE us on Facebook!
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Editor's Notes
Tell a personal narrative here – make sure to have a clear kick off, feeling and plan
Compare narrative to expository
The Common Core State Standards (CCSS) is an initiative developed in 2010 by two professional groups looking for the Core skills necessary for success in college and career. These two groups, National Governors Association and Council of Chief State School Officers, sought the thoughts of employers and colleges backtracking the necessary skills in reading, writing, speaking/listening and language from grade 12 to kindergarten building competencies within each grade while leading to the next. The CCSS, adopted by 45 of the 50 states, calls for “robust and real-world” expectations in the areas of “higher order skills, increased content knowledge, and the ability to engage with complex texts” (CCSS). Reading, the focus of the past decade, is part of an integrated model intertwining with writing, speaking/listening and language.