Argument protocol nava
- 1. A Protocol for ArgumentA Protocol for Argument Work in Nonfiction ReadWork in Nonfiction Read AloudAloud Nava Middle School World Cafe Tuesday, FEBRUARY 23, 2015 Facilitators: Nikki Grakal and Debbie Pandullo
- 2. A Protocol for Argument Work inA Protocol for Argument Work in Nonfiction Read AloudNonfiction Read Aloud ARGUING TO REACH NEW LEVELS OF UNDERSTANDING, NOT ARGUING TO PROVE A POINT
- 3. Purpose for Protocol WorkPurpose for Protocol Work • Increase the intensity and engagement of partner talk • Increase energy and attentiveness around studying the text closely and rereading • Increase skill of using text evidence • Hone into skills for evidence-based arguments
- 4. 1. Text Selection1. Text Selection • accessible and engaging • complex rather than difficult (e.g.complicated themes/ issues) • may include images Group says whales should be freed to go home. •Genre: Nonfiction-Science •Level: T •Lexile: 830 •Grade level “sweet” spot: 5th , 6th , 7th and early 8th
- 5. 2. Set Up the Initial2. Set Up the Initial ArgumentArgument Teacher establishes argument and positions. Kids are in oppositional partnerships. Partner A and Partner B defend different positions. Position A: Captive whales should be freed. Position B: Captive whales should remain in captivity.
- 6. 3. Read Aloud and Collect Evidence3. Read Aloud and Collect Evidence 4. Flash Debate: Defend Positions/ Make4. Flash Debate: Defend Positions/ Make ArgumentsArguments • Teacher reads aloud. • Kids collect evidence. • Older kids jot. • Younger kids keep track of thoughts on fingers. caucus caucusargue flash draft
- 7. 5. Teacher Gives Feedback5. Teacher Gives Feedback • Teacher feedback raises the level of discourse and argument by encouraging students to…. Rank evidence with most important first Use transitions to make points more powerful Note and respond to opponent’s points Frame evidence by retelling the part of the story it’s from and then explaining it Sort between claim/ reasons/ evidence
- 8. 6. Layer Toward6. Layer Toward such as is a charactersuch as is a character weak or strongweak or strong ComplexityComplexity Begin with accessible arguments, good or bad.. Move from character or setting towards lesson, theme, and/ or author’s craft. Then, move towards more nuanced arguments (e.g. Should endangered animals be free?)
- 9. Conclude with Flash DraftConclude with Flash Draft • Flash-drafts are written in one writing workshop period. • Students write a draft “fast and furious” during independent writing time. • Writers work to get all of their thoughts down on paper. If they need to research more, they can make themselves a note, but they keep writing. • Kids use what they know about the genre when they are flash-drafting.
- 10. Conclude with Flash DraftConclude with Flash Draft The third little pig is admirable. • The pig is admirable because he is hard working. Boxes and Bullets Structure Claim Reason#1 Evidence For example, he took his time and built a strong house of bricks. Unlike his brothers who hurried and built their houses from sticks and straw, his house withstood the huff and puff of the wolf. Link claim to reasons with because Evidence is an idea, quote or paraphrase taken from the text. • The pig is admirable because he is clever. Another example, …Evidence Reasons#2 Evidence Realizing the wolf was about to climb down the chimney, the pig lit a fire and set a huge pot of water to boil. “Wolf stew tonight!” he thought.
- 11. What DOK level might theWhat DOK level might the Argument Protocol be?Argument Protocol be? At your table, discuss what DOK level the Argument Protocol would be. Support your thinking with evidence from your DOK chart.
- 12. How Can We SupportHow Can We Support Our Diverse Learners?Our Diverse Learners? • English Language Learners • Students with Disabilities • GATE students • Standard English Learners
Editor's Notes
- #2: 1 minute Hang First Read=Initial Read= Comprehension Strategy Instruction, label through Mosaic of Thought
- #3: From TCRWP, research based Idea is to raise the level of thinking Applicable to fiction, nonfiction, and works towards devloping work around literary essays
- #4: 3 minutes for the remainder until grade level discussion Protocol has 7 points Did we accomplish these points in last week’s PD
- #5: 2 minutes
- #6: 2 minutes Facilitator will work with Role C group to show some conferring moves, namely retelling and explaining and sorting evidence from reasons.
- #7: Caucus, argue, caucus, flash draft
- #8: 4 minutes
- #9: 4 minutes Moving towards more nuanced…instead of just black and white, good or bad.