1. ACADEMIC LANGUAGE AND PERSPECTIVE TAKING EDC 448 WORKSHOP Building/Supporting Critical Thinking from Multiple Perspectives

2. 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)

3. 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.

4. 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?

5. 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

6. Explicit Teaching: Argumentation Essay Format STATE YOUR CLAIM Consider Claim 1  Develop Claim 1: Reason A; Reason B Consider Counterclaim 1:  Develop Counterclaim 1: Reason A; Reason B Consider Claim 2  Develop Claim 2: Reason A; Reason B Consider Counterclaim 2:  Develop Counterclaim 2: Reason A; Reason B Come to a conclusion (restate claim and sum up key evidence that suggests it is the claim best supported by the most reasonable evidence)

7. 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

8. Digital Scaffolding Tool for Evaluating and Synthesizing Multiple Online Texts

9. 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.

10. 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

11. 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?

13. Advancing Academic Language ccdd.serpmedia.org wg.serpmedia.org/

14. 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!

15. 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?

16. Homework