Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

The following statements are elements of an opinion piece of writing.  While composing, teachers and students need to keep in mind the writing process (6.2.W), word choice (6.4.W), and language (6.5.W). 

Student Actions 

Teacher Actions 

• Students will address the prompt using relevant text-based facts, details, and examples.

• Students will create an introduction that presents a clear topic and states an opinion.

• Students will support their point of view with  summarized or paraphrased information.

• Students will use transitions between ideas that are coherent and link reasons.

• Students will create a conclusion that supports the opinion. 

• Teachers share mentor texts that show how an author forms a strong opinion that is supported with facts and details.
• introduction that presents a clear topic and states an opinion.
• sustain focus on content and structure in writing.
• give reasons that support the writer’s purpose and are logically ordered.
• conclusion that supports the opinion.
• Teachers model how to write an opinion by sharing aloud with the students through a piece of opinion writing.
• summarize and paraphrase information.
• use transitions between ideas that are coherent and link reasons. 
• Teachers allow time for students to practice composing opinion pieces while realizing not every piece needs to be taken completely through the writing process. 

Supporting Resources

Teacher Insights

learnzillion.com: opinion write along video (video)

• 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 writing OSDE rubric for 8th grade 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.

• Argument Example Prompt

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.