CCSS Chapter 14 Notes | teachingblog

CCSS Chapter 14:

Reading Standard 8: opinions, reasons and evidence.

it focuses on the ability to write or speak to persuade someone or the audience to one side that they want them to believe. They practice argumentation with this standard.
focuses on 3 things:

ability to delineate and evaluate specific claims
ability to delineate and evaluate the validity of the reasoning of the claim
ability to delineate and evaluate the sufficiency of the evidence for the reasoning

Persuasion vs. Argument:

Persuasion: the writer or speaker is attempting to change the reader/listener’s mind. They want them to get the audience to agree or believe what they believe and feel a specific way.
There are techniques that people can use to be more effective; slogans, bandwagons, repetition, and emotional appeal.
Argument: when the reader or writer uses actual reasoning and evidence to get the audience to believe something regardless of the author’s opinion.
“facts are on my side”

Informational Text:

K - 2: students focus on how the author supports their opinions in the text

3rd: students start to learn text structures and transitions that authors use frequently to write their opinion and what they want to state

4th: students analyze the author’s use of reasoning and look for the deeper meaning behind their word choice and opinions

5th: students should be reading and analyzing the way the informational text was constructed by the writer to inform the reader about a specific topic

3 Skills to be Taught: these skills should be taught by the end of 5th grade - meaning they should be worked on during all grades K-5th over the course of the students’ learning. This ensures that they will master the skill by the end of 5th grade.

support points in a text with specific reasons
make connections between sentences and paragraphs
identify information and facts that supports reasons

Literacy Skills and Strategies:

informational picture books, magazine articles and digital articles have great examples of main ideas, headings, facts and supporting details in the information
students can benefit from reading an article with a statement and then seeing how the author backs it up with reasoning and facts
this allows students to prepare and learn how to shape their own argument
opinion based articles can tend to be found in magazines such as TIME

Literacy Skills and Strategies:

K-1st - students learn the term reason and start to understand it and learn how to identify it in a text

2nd - students learn how to identify reason in a text and describe how the author supports it with evidence

3rd - students learn the definition of sentence and paragraph. They also learn the structure of a paragraph and how to recognize text structures.

4th - students learn the difference between fact and opinion and find ways to identify how authors determine reason and evidence

5th - students learn to identify how authors determine reason and evidence to support specific points

How To Teach Reading Standard 8:

Picture books can help create this background of reasoning and opinions for students. You can ask students questions about the books like what do the characters want, how are they getting other people to do what they want them to do, how are they persuading the other characters, etc. You can use graphic organizers with this that directly focus on opinions and ask the students what they could have said instead.

Supporting Points with Reason:

creating discussions allows teachers to guide students to think about the authors attempt to convince the readers what they want them to think. Teachers point out the author’s evidence and stating opinions which then allows teachers to show students how to use reasoning to support their points in informational points. This then allows students to write a variety of texts in the classroom.
students learn to write their opinions about books or reports that they read with supporting evidence.
students will be asked to describe the connection between sentences and paragraphs.

Sentences & Paragraphs:

students start learning the importance of sentences and paragraphs in 3rd grade
they don’t realize that a paragraph consists of multiple sentences put together in a logical order or sequence
giving students sentences out of order that they have to order helps them determine a sense or creating correct paragraphs
students can use main idea, first, then and finally as clues to help determine the correct order

Identifying Evidence that Supports Reasons:

students need to ask questions about the text and summarize key points to find the author’s opinion
and to determine how the author supports their opinion through evidence and reason
it’s important to ask students what the author is thinking, why they are thinking this and how the facts support their opinion

ELA Standards:

Reading Standard 1: students learn to closely read informational text and by analyzing the author’s opinion they are doing this
Reading Standard 3: students describe connections and relationships between people and ideas so having the evidence that supports the author’s opinion does this
Reading Standard 6: this is point of view and the students analyze the author's opinions and POV
Writing Standard 1: this standard covers writing opinions and the author is writing their opinion with evidence to back it up
Speaking and Listening Standard 3: you can have the students listen to a speaker about their opinions and evidence to cover both topics
Speaking and Listening Standard 4: if students were to report on a topic or their opinion of something to the class with evidence and reason to cover both topics

Activities:

K: Let’s Get Moving - students get up and get moving by acting out different animal movements. The students will then discuss their favorite movement and why it was their favorite. They will write about it in a sentence.

1st: Who do you believe? - the class will listen to a read aloud of the two stories of the little pigs. They will hear the story from the pig’s perspective and the wolf’s perspective. After a class discussion and listening to the stories, the students will write a sentence or two about which side they believed and why while using evidence from the text.

2nd: What a pig! - students will read the two versions of the little pig story and chose one character from the story. They will then write an opinion piece about the character using a graphic organizer. The organizer will require events from the story and ask the students questions about the characters reactions. ELL students can answer the questions verbally if they have trouble with reading and writing. The stories can be read to them and the teacher can work with the student when it comes to analyzing the characters.

3rd: Reading is fun! - students will pick 4 books and read them on their own or as a class. They will then rank the books from best to worst depending on genre, number of pages, difficulty and overall enjoyment. They will write a short summary of each book and why they liked the book as well as why they ranked the book the number that they did. Teachers can choose the books for ELL students that they think they can actually read without getting frustrated due to the language barrier.

4th: Playground Perimeter - students will look at different locations for a new playground. They will rank the locations from best to worst while looking at space needed for the playground and the location of it. They will write out their opinions on where the playground should go while using reasoning from their research.

5th: What-why-how? - students will read a text that discusses an opinion and fill out the graphic organizer what-why-how? They will state their opinion of the author and pull evidence from the text to support their reasoning. Then they will write about the author’s opinion by pulling evidence from the graphic organizer.