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8-3-W-4

Page history last edited by ernail@smps.k12.ok.us 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.).

 

WRITINGStudents will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.
8.3.W.4 Students will show relationships among the claim, reasons, and evidence and include a conclusion that follows logically from the information presented.

Student Actions 

Teacher Actions 

  • Students will take a position and show a connection with a stance using reasons and evidence.

  • Students will use transitions to create connections and clarify relationships among a claim, reasons, and evidence.

  • Students will include a logical conclusion from the information presented.

 

  • Teachers share mentor texts to show how authors
    • Take positions on various topics and support them with reasons and evidence.
    • use transitions to move smoothly between the claim, reasons, and evidence.
    • draw logical conclusions from information presented.
  • Teachers allow time for students to practice composing arguments while realizing not every piece needs to be taken completely through the writing process.
  •  Teachers may need to model or provide heavy support while students are beginning to use new vocabulary, until students begin to apply new vocabulary words to produce and expand complete sentences. 

Supporting Resources

Teacher Insights

 

  • Arguments are claims backed by reasons that are supported by evidence.

  • Reasons provide support for claims, and evidence serves as support for the reasons offered and helps the audience accept the claim.

  • Using transitions helps writers add cohesion and connect one sentence to another and clarify the relationship between the claims, reasons and evidence provided.

  • A logical conclusion should clearly should provide reader with the desired result intended by the writer.

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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