1. Reading for Effective Arguments LINDA DENSTAEDT LDENSTAEDT@AMERITECH.NET CRWP LEADERSHIP TEAM OAKLAND WRITING PROJECT (MI)

2. Role of Reading in Writing Arguments TEXTS WRITTEN BY OTHERS 1.Become informed on an issue and form a claim 2.Collect and sort information to support a claim 3.Identify the complexities and multiple perspectives on an issue 4.Study and mentor decisions of effective arguments OWN WRITING 1.Re-read to understand what I think and how my thinking is changing 2.Re-read to organize evidence and plan a draft 3.Re-read to analyze and rethink an early draft to plan revisions

3. Reading Engages Complex and Multiple Processes

4. Reading is Thinking 1.Make connections and activate prior knowledge 2.Make inferences to connect information and draw conclusions 3.Generate questions to clarify and extend thinking 4.Determine important information 5.Learn and change thinking during reading

5. Strategies to Scaffold Complex Texts 1.Provide accessible texts that build in complexity 2.Modeling and thinking-aloud for students and with students 3.Peer conversations to rehearse thinking while reading 4.Multi-draft gradual release reading 5.Graphic organizers focused on a specific skill

6. Online Privacy What do you think about your privacy when you are online? Activate your prior knowledge & attitudes What conclusions can you draw about Amazon’s attitude toward my previous purchases? How does that inference activate your prior knowledge? What questions do you have? At this point, what seems to be the most important information you already know about online privacy?

7. Interactive Reader CODES AND ANNOTATES 1.Observes & takes notes on details, words, images 2.Evidence: facts, examples, quotes (authorities) 3.Important or compelling evidence 4.Claims & counterclaims MAKES SENSE 1. Prior knowledge and attitudes 2. Background information 3. What’s interesting but not important 4. Tracks key evidence and evidence sets ○ pro and con evidence ○ facts, authorities & countering 5. Commentary ○ What others think ○ What I think

8. Graphic Organizers Make Thinking Visible

9. Code F Compelling Facts E Important Examples Write a key word or phrase to quickly identify each piece of evidence. Reading to Think & Draft What do we want students to do and think as they read? Connect, clarify and extend your knowledge Underline statements that explain why there is a debate. Identify the most important evidence. # Top 4. Draw conclusions identify important information

10. Rereading and Writing to Think WHAT DOES THE EVIDENCE SUGGEST? WHAT DO YOU THINK? Write a claim that expresses your current view.

11. Code F Compelling Facts E Important Examples Reading to Go Deeper and Rethink What do we want students to do and think as they read? Connect, clarify and extend your knowledge Underline statements that explain why there is a debate. Identify the most important evidence. # Top 4. Draw conclusions identify important information

12. Rereading and Writing to Think WHAT DOES THE EVIDENCE SUGGEST? WHAT DO YOU THINK? Write a claim that expresses your current view.

14. CRWP’s Focus Develop Argument Skills Across Time ENTERING SKILLS  Annotating text  Drafting a claim  Identifying evidence (quotations, facts, & statistics) to support the claim GOING DEEPER SKILLS  Authorizing  Countering FOUNDATIONAL SKILLS  Tying evidence to the claim  Explaining its relevance

15. CRWP’s Focus Develop Argument Skills Across Time ENTERING SKILLS  Ability to draft from notes and annotations GOING DEEPER SKILLS FOUNDATIONAL SKILLS  Explore an issue to make a claim  Identify evidence and explain its relevance