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2-3-W-3

Page history last edited by Danielle Calvin 5 years, 6 months ago

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

 

WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

2.3.W.3 OPINION Students will express an opinion about a topic and provide reasons as support.

Student Actions 

Teacher Actions 

  • Students will establish an opinion on a topic.
  • Students will support the opinion with facts and/or reasons.
  • Teachers provide examples of opinion writing, pointing out and discussing the key details that make the writing an opinion piece.

  • Teachers point out and discuss the reasons and/or facts given in an opinion piece.

  • Teachers model how to establish an opinion on a topic and follow it up with reasons and/or facts when writing.

  • Teachers provide opportunities for students to begin writing their opinions and supporting them with reasons and/or facts.

  • Teachers monitor and provide opportunities for students to receive feedback as students are writing their opinion pieces.

Supporting Resource

 

Teacher Insights

OKELA Frameworks: Argumentative Writing Literacy Progression (webpage)

  • Opinion writing clearly states a view or judgment about a topic, supported by examples, and offering reasons for assertions and/or explaining cause and effect.

  • Students need to provide more than one reason to support their opinion about the topic.

  • To be successful with this standard, students must understand the difference between fact and opinion.

  • In the early stages of  opinion writing, it is important to select topics and questions that suit your students’ interests to ensure writer buy-in.

    • Students live with opinions and arguments in their lives, but it may be a few years until they fully master this type of writing in an academic setting.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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