1. RESEARCHING EVIDENCE FOR ARGUMENTATION WINTER INSTITUTE 2016 ELA MODULE #19 Riki Thompson, Ph.D. University of Washington Tacoma rikitiki@uw.edu @rikithompson

2. Learning Targets Participants will... Understand the components of Argumentation for ELA in the Smarter Balanced System Learn to integrate technology to engage in research/inquiry to investigate topics Learn to evaluate source credibility Learn to use evidence to support claims Identify ways to differentiate instruction

3. Success Criteria Participants can… Utilize technology to do research Identify relevant evidence to explore a research question Evaluate sources for credibility and relevance Gather, analyze, and integrate multiple sources Cite evidence to support arguments or conjectures.

4. What is argument? Argument=your theory+evidence+analysis Academic readers expect a writer to demonstrate an understanding of diversity of human experience and to use logical explanations and substantial data to support an assertion.

5. Good writing has 3 E's Explicit, elaborated, and has exigency* exigency is an urgency or need to be said— the writer is engaged with the topic so that the message matters

6. Talking about Argument* analysis argument argumentative article/text/ essay audience (as in writer's audience) author's intent author's message controlling idea/thesis conventions credible sources describe/description develop ideas (evidence/ elaboration) elaborate/elaboration of ideas essay establish a claim evidence example excerpt explanatory infer/inference(s) inference(s) made integrate information/ideas logical progression of ideas reference/identify sources relevant supporting evidence reasons/details/information research research question *Grade 6 Vocabulary List

7. Argument & Claims

8. Evidence & Elaboration

9. Topic & Purpose *Grade 11 Performance Task

10. Researching with Technology

11. Visual Evidence

12. Assessing Sources Evaluate the credibility of the arguments & evidence presented by these sources. Which sources are more trustworthy & why? Which sources warrant some skepticism because of bias or insufficient evidence?

13. Summarizing Evidence

14. Differentiate Instruction Students with visual impairments may need alternative formats to access written texts, graphic stimuli, and video or audiovisual materials. Students with physical or other impairments may need alternative means to enter lengthy text using a keyboard.

15. Assignment Choose a topic for inquiry and create a grade-specific argumentative essay lesson with a focus on the elements of research presented in the lecture. If possible, build upon the lesson you created in Module 2 of the Fall Institute. Lesson Title: Learning Targets/Objectives Integration of technology for research Identify 3 sources of evidence found with media (Google, Digital Library, etc.) & cite the source Evaluating Sources Create a tool or note-taking graphic organizer for source organization & evaluation Differentiation of Instruction Describe how you differentiate instruction for 2 levels of ability and/or language levels Success Criteria/ Assessment Strategies Upload your work to Drop Box before the end of the session 1.Upload it to your own SBAC folder for your record. 2.Upload it to X-Module/Module 19 folder.

16. RESOURCES http://www.smarterbalanced.org/practice-test-resources- and-documentation/#annotated http://www.smarterbalanced.org/wordpress/wp- content/uploads/2015/08/Grade-8-Power-of-Penny- Final.pdf http://www.smarterbalanced.org/wordpress/wp- content/uploads/2012/09/performance-tasks/nuclear.pdf