FINDING ACADEMIC STANCE &
DEFINING CLAIM
FOR ENGLISH LEARNERS
Karin de Varennes
Multilingual Education Department
kdevarennes@sjcoe.net
March 5, 2015
CABE
Inquiry Question
How can we use collaborative strategies to help English
learners find their academic stance on an issue,
understand and write their own claims, and be able to voice
their opinion on an issue?
Creating Contexts for Language Learning
“Language is our cultural tool—we use it to share
experience and so to collectively, jointly, make
sense of it…Language is therefore not just a
means by which individuals can formulate ideas
and communicate them, it is also a means for
people to think and learn together.”
----Neil Mercer, The Guided Construction of Knowledge
What does the framework
say about claims?
“In ELA, writing arguments in an analysis of
substantive topics or texts using valid reasoning (W.912.1); introducing precise (W.9-10.1a) and
knowledgeable claims; establishing the significance of
claims (W.11-12.1a).”
Chapter 7 page 33 ELA/ELD Framework
Finding Academic Stance
Pro or Con
Plastic trash bags should not be permitted in California as they
do not decompose for 1000 years and they pollute our oceans.
Finding Academic Stance
Pro or Con
1. Discuss the claim in small groups
2. Students decide whether they agree (pro) or disagree
(con) with the claim.
3. Students move to either the pro or con side of the room.
4. Students move into smaller groups and discuss reasons
why they are pro or con.
Finding Academic Stance
Graffiti artists should be able to legally paint on any wall in our city.
Opinion Continuum
1.
Line up beneath the number which identifies your viewpoint
on this issue.
2.
In your group discuss the reasons why you believe this idea.
3.
Prepare to persuade other people to change their minds
about their viewpoints.
Finding Academic Stance
Opinion Continuum
1. Students line up from 1-10. The number 10 is entitled
strongly agree to 1 which is entitled strongly disagree.
2. After discussion within their numbered groups, then
students can switch to another number if they change
their minds.
3. Graph their choice
Scaffolded Quick Write
Expanding Level of Proficiency
Graffiti Artists -Quick Write
Graffiti artists should/should not be able to paint on any wall
in our town. The reason I think this is because ________________________
______________________________________________________________
______________________________________________________________.
Additionally I support/believe this idea because ________________________
____________________________________________________ Our class
graph shows/demonstrates that ________ students also agree/disagree with
this statement. Based on my perspective, graffiti artists should/should not be
able to legally paint on any wall in our town.
Accurate aim helps with claim
Before introducing the idea
of claim, a student must
understand that they need
to have a viewpoint to write
a claim. Otherwise, there
isn’t an argument if the
person is undecided.
Write Around
1.
Your group has 2 minutes to brainstorm and write
down any societal challenges our
community/nation/world faces.
2.
Pick your favorite three societal challenges and write
each of the ideas on one sticky note. One sticky note
per idea.
3.
Post your notes
Writing a Claim
Claim = Challenge/topic + Should/Should not + Qualifier
Student tuition should not be raised in public California
universities for the next five years.
Write Claims
Claim= challenge + should/should not + qualifier
Pro
Marijuana should be legalized for
anyone to use in the state of
California.
O
P[\
Con
Marijuana should not be legalized
for anyone under 21 years of age
in California.