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.).

Student Actions 

Teacher Actions 

• Students will express an opinion about a topic.

• Students will provide reasons to support their opinion.

• Students will use key transitional words and phrases: also, because, therefore, since, for example, for instance, in order to, in addition, consequently, specifically, finally, in conclusion.

• Teachers describe the elements of a strong opinion writing piece.

• Teachers share mentor texts to show how authors

• Express an opinion about a topic

• Provide reasons to support the topic

• Teachers model how to write an opinion piece  by thinking aloud through a piece of their own writing.

• Teachers allow time for students to practice composing opinion texts while realizing not every piece needs to be taken completely through the writing process.

• Teachers monitor and provide opportunities for students to receive feedback on their writing regarding expressing their opinion and supporting it with reasons.

• Teachers explain to students that all types of writing are very personal and ensure students that they will be respectful of the fact that their writing is a piece of themselves. Teachers will ensure students their writing will not be read out loud without the student’s permission.

• Teachers model and guide students to underline the items on the list in different colors or highlight where they see evidence of these items. Teachers model using a rubric to evaluate writing in the revising stage.

Supporting Resources

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.

• Opinion writing is not to be confused with persuasive or argument writing. Persuasive writing focuses on convincing the reader to agree with the author. Argument writing is used to support claims in an analysis of a topic (argument writing differs by including counterclaims).

• If opinion writing is taught as persuasive at this age, it will cause students confusion in subsequent grade levels.

• 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.

• Teachers will introduce students to simple rubrics or checklists. It is helpful to use the OSDE rubric for 5th grade writing and adapt for age appropriateness.

• Teachers should chose 1-3 skills to focus on for a piece of writing and not overwhelm students with a long list at this beginning stage.

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.