ACADEMIC LANGUAGE AND PERSPECTIVE TAKING

EDC 448 WORKSHOP

Building/Supporting Critical Thinking from Multiple Perspectives

Objectives

Review directions for posting your Text Set on the wikispace

Pass back essays and review Discuss the role of higher level questions/tasks

and how to support/scaffold students through the process of answering them with evidence based reasoning Considering two sides of an issue

(Argumentation Essays with Claims and Counterclaims)

Considering insights gained from a variety of viewpoints (Different Perspectives for Reading)

Common Core Standards

AS.W.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AS.W.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

AS.W.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

Tasks: Academic Language & Perspective Taking

Argumentation Essay: Consider and develop claims and counterclaims related to: 1) Students Should Regularly Read/Use

Challenging Texts 2) Using Accessible Texts Doesn’t Sacrifice

Rigor Consider and Develop Multiple

Perspectives About An Issue Should Students Be Paid To Do Well In

School?

WHAT IS THE STRUCTURE OF AN ARGUMENTATION ESSAY?

HOW CAN EXPLICIT TEACHING AND A GRAPHIC ORGANIZER

SUPPORT YOUR ABILITY TO WRITE AN ARGUMENTATION ESSAY?

Argumentation Essay vs. Persuasive Essay or

Five Paragraph Explanation Essay

Explicit Teaching: Argumentation Essay Format

STATE YOUR CLAIM Consider Claim 1

Develop Claim 1: Reason A; Reason BConsider Counterclaim 1:

Develop Counterclaim 1: Reason A; Reason B Consider Claim 2

Develop Claim 2: Reason A; Reason BConsider Counterclaim 2:

Develop Counterclaim 2: Reason A; Reason BCome to a conclusion (restate claim and sum up key

evidence that suggests it is the claim best supported by the most reasonable evidence)

State claim: Students should read challenging texts, but teachers can make them accessible

without sacrificing rigor.

Question: Consider Claim (Agree) and develop evidence that supports

Consider Counterclaim (Disagree) and develop evidence that supports

SHOULD students read challenging text on a daily basis?

Students SHOULD read challenging texts on a regular basis• Evidence (Reason A)• Evidence (Reason B)

Students SHOULD NOT read challenging texts on a regular basis• Evidence (Reason A)• Evidence (Reason B)

CAN rigorous texts also be accessible?

Accessible text DOESN’T sacrifice rigor• Evidence (Reason A) – explain what teachers can do • Evidence (Reason B) - explain what teachers can do

Accessible text DOES sacrifice rigor• Evidence (Reason A)• Evidence (Reason B)

Conclusion: Restate your claim and sum up key ideas to reinforce your claim with the most reasonable evidence

Digital Scaffolding Tool for Evaluating and Synthesizing Multiple Online Texts

Reasoning with Evidence from the Text:

Turn and Talk

What can teachers DO to make sure that accessible text DOESN’T sacrifice rigor? Create text sets that pair more rigorous texts

with less rigorous texts But what can you do while still using the same

rigorous text?? 1. 2. 3. 4.

Linking Instruction in Academic Vocabulary and Questioning

Introduce target words through brief passages outlining real-world controversies and weekly activities (define, word problems, debates, science experiments, writing)

Should secret wiretapping by the government be legal? Graphic organizers, differentiated discussion

prompts, higher level questions & evidence based reasoning

The Value of Hearing Multiple Perspectives

The Role of Classroom Talk in Teaching for Understanding

Promoting classroom discussion and talk that have certain features can result in particular kinds of academic benefits, such as improved word knowledge

Rich teacher-student discussion also supports the development of students’ reasoning and supports their abilities to express their reasoning.

How can we differentiate our instruction while using academic language in talk or writing?

Advancing Academic Language

ccdd.serpmedia.org

wg.serpmedia.org/

Different Perspectives

Each person is assigned a different role

Identify needs and concerns from each perspective

Re-read, looking for specific text statements and note reactions from that perspective.

Discuss and compose a summary position statement from each perspective.

TRY IT OUT!

Reflections – Quick Write

How are these two scaffolds (argumentation writing graph and different perspectives organizer) useful for building skills in: reading and writing academic language

perspective taking? Might they be useful in your own lesson plan? In your discipline?

Homework