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.).

The following statements are elements of an argument piece of writing.  While composing, teachers and

students need to keep in mind the writing process (7.2.W), word choice (7.4.W), and language (7.5.W). 

Student Actions 

Teacher Actions 

• Students will introduce a topic and compose a well-developed thesis statement.
• Students will make a claim by stating their position on a topic.
• Students will introduce a topic and compose a well-developed thesis statement.
• Students will add relevant facts, definitions, concrete details, quotations, or other information and examples from credible sources to develop the topic following an agreed upon structure. 

• Teachers share mentor text of strong argumentative essays that:
• state one’s position for a claim.
• include credible facts and examples to back up the claim
• Teachers model how to:
• introduce a topic and compose a well-developed thesis statement.
• maintain an organizational structure in writing, including introductions, claims, and conclusions.
• sequence evidence and reasoning.
• Teachers allow time for students to practice composing argumentative pieces while realizing not every piece needs to be taken completely through the writing process.

Supporting Resources

Teacher Insights

• OKELA Frameworks: Argumentative Writing Literacy Progression (webpage)
•  OKELA Frameworks: Thesis/Claim (webpage)
•  What is an Argument? (webpage)
• learnzillion.com: write along argumentative writing (webpage)

• As noted above, this writing mode is a Grade Level Focus for 7th grade.
• At this level, students have switched from opinion writing to argument.
• A claim is a position that a writer takes on a particular issue.
• The claim should be addressed in the thesis statement in the introduction.
• Example: “Starting school later would improve students’ academic success.”  (Claim)
• The claim must be supported in the paragraphs following using evidence organized appropriately to make the strongest argument.
• Evidence should come from sources that students have determined are credible.
• At this level, students are not expected to use a counterclaim.
• 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.