CCSS/ES
in CMS
Argumentation
Students form and express opinions,
derive supporting reasons, and draw
conclusions from a variety of sources.
Students then apply their thoughts and
findings to a written piece or discussion.
What is text?
1.the original words and form of a written or
printed work
2.the main body of printed or written matter
on a page
3.a source of information or authority
4.data
5.something considered as an object to be
examined, explicated, or deconstructed
6.frame of reference
-
2012 Merriam-Webster, Incorporated
What are some examples of texts?
6 Shifts from
NCSCOS to
CCSS in
ELA/Literacy
Standards
PreK-5: Balancing Inf. & Literary
Text
6-12: Building Knowledge in the
Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
Common Core
ELA/Literacy
Shift 4
Text-Based Answers
Text-Based Answers
•Students have rich and rigorous
conversations which are dependent on a
common text.
•Teachers insist that classroom experiences
stay deeply connected to the text on the page
•Teachers ensure students develop habits for
making evidentiary arguments both in
conversation, as well as in writing to assess
comprehension of a text.
Student Actions
•Rich and rigorous conversations
which are dependent on a
common text
•Make evidentiary arguments both
in conversation, as well as in
writing
Teacher Actions
•Insist that classroom experiences
stay deeply connected to the text
•Use evidentiary arguments to
assess comprehension of a text
Viewing Guide Directions
 Each
person in the group
should choose a different
question to answer while you
watch the video.
 Discuss your question and
answer with others in your
group.
Key Points
 What
is the importance of
cultivating students’ close reading
of a text?
 How can we get students to go
beyond making the easy
connection with the text they are
reading to a deeper connection?
 What are questions worth asking?
Video
http://engageny.org/resource/common
-core-in-ela-literacy-shift-4-textbased-answers/
(retrieved August 23, 2011) features the following
panelists:



John B. King, New York State Commissioner of
Education
David Coleman, contributing author to the Common
Core
Kate Gerson, Sr. Fellow with the Regents Research
Fund
Discussion
 Compare
your responses with
your group.
 What
else did you find to be
valuable or important?
 Using
the Anchor Standards for
Reading, determine which ones
apply to Shift 4 and why?
Implications
What does this
mean for me in
my role?
Enjoy a
break
Argumentation
Example Tasks
Math: 4th Grade Close to
1,000 game:
Day 1: Students play game. Discuss strategies as they work.
Day 2: 1) While students are playing call "STOP".
2) Students record the 6 cards in front of them & the number
their chip is on.
3) Students write what their next move will be & explain (on
paper) why they think that is their next best move.
4) Students share their writing with a partner.
5) Encourage partners to listen carefully and ask for
clarification.
6) Select 1-2 partners & ask them to read practices 3 & 6
(poster).
8) Ask group to listen for evidence that partners 'constructed a
viable argument' & 'attended to precision while doing so'.
9) Have students share connections between their work & the
2 practices highlighted.
Math: 3rd Grade: Franik's
Marbles SAB 55
After students have completed the
work on pages 54-55 ask, "Is it possible to
start with more marbles than your partner
on the first day, but end up with less on
the 10th day? How?"
Then ask students to make their case
using examples or evidence from the work
they've been doing this week. Have
students write these in their journals.
Third Grade Argumentation
Sample Social Studies
Your class has been given the job of deciding
what to do with one large piece of land that is
the same size as your school’s playground.
Where is the best place you would put the land
(in a city, suburb, or rural community)?
Explain why you would put the land in that
community, and what you would do with the
land. Support your claim with evidence from
the texts and/or video.
Resources:
•SS Textbook: Unit 2 Lesson 3 pages 55-60
•Readers from Harcourt: We Live in Communities, Sister Cities, Communities
of the Future
•City, Suburb, & Rural Communities on Discovery Education
Work Session
 Review
the argumentation
task you created.
 Make any necessary
changes or modifications.
 Create sample student
responses.
Let’s Share