Opinion/Argument Writing Packet Grades 3-6

Backwards Planning for Success with Writing with the new California Common Core Standards

Opinion/Argument Writing Packet Grades 3-6

? 2013

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Opinion/Argument Writing ? Table of Contents 3-6

The New California Common Core Standards (CCCS) Overview Anchor Standards: College and Career Readiness: Text Types and Purposes Anchor Standards: College and Career Readiness: Production and Distribution of Writing Anchor Standards: College and Career Readiness: Research to Build Knowledge What is an Argument? Progression of Opinion to Argument Writing Persuasion vs. Argument Opinion/Argument and College and Career Readiness ? Michelle Karns Opinion/Argument Writing in the new Common Core Standards ? Standards for K-8 CCCS Anchor Paper Grade 4 CCCS Anchor Paper Grade 6 CCCS Writing Rubric for Grade 5-SAMPLE Write a Sample Anchor Paper with Your Class Gradual Release of Responsibility Model of Instruction Teaching Writing ? Scaffolding The Writing Process Model Building Talk Time into the Writing Process Jumpstart Talk Tickets Six Week Backwards Planning for Success with Writing - Example Planning Sequence of Opinion/Argument Writing Lessons

Week 1: Focus on Modeling and Mentor Texts Week 2-3: Shared and Guided Writing Plus Guided Writing and Mini-Lessons as Needed Week 4-5: Focus on Revision and Editing Week 6: Focus on Sharing and Response Plus On-Demand Dress Rehearsal Opinion/Argument Writing Tool Kit Picture Examples of Opinion/Argument Writing Week 1 Opinion/Argument Lesson Sequence for Older Students Week 1 Warming Up to Writing Opinion/Argument Writing with Older Students Week 1 Identifying Elements of Opinion/Argument Writing using Color Coding Week 1 Teacher Modeling with Color Coding Week 2 Shared Writing of Opinion/Argument Essay Week 2 Writing An Argument/Opinion Essay With Your Students How to Write an Opinion/Argument Letter Opinion/Argument Language Frames Opinion/Argument Essay Planning Guide Paragraph Frames for Opinion/Argument Writing Week 1 Writing Reviews as Opinion Writing Review Writing: Basic Structures by Category and Review Writing Planning Form Opinion Writing Organizer Week 2-3 Building a How-To Chart with Your Students Week 3-4 Guided Writing Opinion/Argument Rap Explorer's Argument Advertisement and Essay Cues, Sequences, and Transition Words Ideas for Opinion/Argument Writing: Sample Prompts that Appeal to Students Opinion/Argument Reading and Writing Vocabulary Writing Checklist: Opinion/Argument Writing 3-6 Writing Conference Strategies; One-on-One Conferences; and Conferencing Learning About Revision and Editing Implementing a Publishing Week in the Primary Classroom The Authors' Chair Editing is Fun Poster The Editing Machine Resources for Teaching Opinion/Argument Writing

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Included are Sections from Backwards Planning for Success with Writing Handbook ?2011 Charlotte Knox

3 4 5 6 7 8 9 10 11-12 13-14 15-16 17 18 19 20-21 22 23-24 25 26-27 28 29 30 31 32 33 34 35 36-38 39-40 41 42 43 44 45 46 47 48 49-50 51 52-53 54-56 57-58 59-62 63-64 65 66-67 68 69-72 73 74-76 77 78 79 80

? 2013 Charlotte Knox,

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The New California Common Core Standards (CCCS)

College and Career Readiness Anchor Standards Strands Grade Specific K-12

READING

Key ideas and details Craft and structure Integration of knowledge

and ideas

Range of reading and level

of text complexity

WRITING

Text types and purpose Production and distribution

of writing

Research to build and

present knowledge

Range of writing

SPEAKING and LISTENING

Comprehension and

collaboration

Presentation of knowledge and

ideas

LANGUAGE

Grade specific standards Conventions of standard

language

Knowledge of language Vocabulary acquisition and

use

FOUNDATIONAL SKILLS

Print concepts Phonological awareness Phonics and word recognition Fluency

LITERACY in HISTORY/SOCIAL STUDIES, SCIENCE and TECHNICAL SUBJECTS

Reading and Writing Standards for Content Area Subjects

APPENDICES

A. Research behind the standards and glossary

of terms

B. Text exemplars illustrating complexity,

quality, and range of reading appropriate and sample performance tasks for various grades

C. Annotated samples of students' writing at

various grades

This version adapted from ? 2013

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College and Career Readiness: Standards for Writing

Text Types and Purposes

Text Type

Anchor Standards

In My Classroom

1. Write arguments to support

claims in an analysis of

Opinion/ Argument

substantive topics or texts using valid reasoning and

relevant and sufficient

evidence.

Informative/ Explanatory

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Narratives

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

? 2013

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College and Career Readiness: Standards for Writing

Production and Distribution of Writing

Anchor Standards

In My Classroom

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

? 2013 Charlotte Knox,

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College and Career Readiness: Standards for Writing

Research to Build Knowledge

Anchor Standards

In My Classroom

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

? 2013 Charlotte Knox,

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