A Protocol for Argument A Protocol for Argument Work in Nonfiction Work in Nonfiction

Read AloudRead Aloud

Nava Middle SchoolWorld Cafe

Tuesday, FEBRUARY 23, 2015

Facilitators:Nikki Grakal and Debbie

Pandullo

A Protocol for Argument Work in A Protocol for Argument Work in

Nonfiction Read AloudNonfiction Read Aloud

ARGUING TO REACH NEW LEVELS OF UNDERSTANDING, NOT ARGUING TO PROVE A

POINT

Purpose for Protocol Purpose for Protocol WorkWork

• Increase the intensity and engagement of partner talk

• Increase energy and attentiveness around studying the text closely and rereading

• Increase skill of using text evidence

• Hone into skills for evidence-based arguments

1. Text Selection1. Text Selection• accessible

and engaging

• complex rather than difficult (e.g.complicated themes/ issues)

• may include images

Group says whales should be freed to go home.•Genre: Nonfiction-Science•Level: T•Lexile: 830•Grade level “sweet” spot: 5th, 6th, 7th and early 8th

2. Set Up the Initial 2. Set Up the Initial ArgumentArgument

Teacher establishes argument and positions.

Kids are in oppositional partnerships.

Partner A and Partner B defend different positions.

Position A: Captive whales should be freed.

Position B: Captive whales should remain in captivity.

3. Read Aloud and Collect Evidence3. Read Aloud and Collect Evidence4. Flash Debate: Defend Positions/ 4. Flash Debate: Defend Positions/

Make ArgumentsMake Arguments• Teacher reads aloud.

• Kids collect evidence.

• Older kids jot.

• Younger kids keep track of thoughts on fingers.

caucus caucusargue flash draft

5. Teacher Gives 5. Teacher Gives FeedbackFeedback

• Teacher feedback raises the level of discourse and argument by encouraging students to….

Rank evidence with most important first

Use transitions to make points more powerful

Note and respond to opponent’s points

Frame evidence by retelling the part of the story it’s from and then explaining it

Sort between claim/ reasons/ evidence

6. Layer Toward 6. Layer Toward such as is a such as is a

character weak or strongcharacter weak or strong

ComplexityComplexity

Begin with accessible arguments, good or bad..

Move from character or setting towards lesson, theme, and/ or author’s craft.

Then, move towards more nuanced arguments (e.g. Should endangered animals be free?)

Conclude with Flash Conclude with Flash DraftDraft

• Flash-drafts are written in one writing workshop period.

• Students write a draft “fast and furious” during independent writing time.

• Writers work to get all of their thoughts down on paper.  If they need to research more, they can make themselves a note, but they keep writing.

• Kids use what they know about the genre when they are flash-drafting.

Conclude with Flash DraftConclude with Flash DraftThe third little pig is admirable.

• The pig is admirable because he is hard working.

Boxes and Bullets Structure

Claim

Reason#1

Evidence For example, he took his time and built a strong house of bricks. Unlike his brothers who hurried and built their houses from sticks and straw, his house withstood the huff and puff of the wolf.

Link claim to reasons with

because

Evidence is an idea, quote or

paraphrase taken from the

text.

• The pig is admirable because he is clever.

Another example, …Evidence

Reasons#2

Evidence Realizing the wolf was about to climb down the chimney, the pig lit a fire and set a huge pot of water to boil. “Wolf stew tonight!” he thought.

What DOK level might What DOK level might the Argument Protocol the Argument Protocol

be? be?

At your table, discuss what DOK level the Argument Protocol would be. Support your thinking with evidence from your DOK chart.

How Can We Support How Can We Support Our Diverse Learners? Our Diverse Learners? • English Language Learners• Students with Disabilities• GATE students• Standard English Learners