argumentation in grades 5-6, and none were found in the basal texts for grades 1-4. She found "a disturbing dearth of persuasive and argument texts" (p. 215) in instructional basal material. Simply stated, students currently have few to no models to use to craft argumentation text.
Because of the clear lack of persuasive/argument texts in basals and because we acknowledge light to little instructional emphasis on student-created argumentation texts in the past from our own experiences of teaching and observing in elementary classes, we believe this needs to become a focus area (and we freely admit that our own teaching of informational writing was woefully inadequate).
Anyone who has worked with students knows that they have lots of opinions, so argumentation writing could be a logical place to begin our shift in the teaching of writing. Any type of writing (by text type) should not be taught as a single stand-alone unit, including argumentation, but rather should be a thread woven throughout the entire curriculum during a school year. We offer some ideas to help current educators get started.
Recommendations for Implementation
First, we recommend that educators model the reading and writing of argumentation text explicitly and repeatedly throughout the school year and in all grade levels in order to provide multiple and ongoing opportunities to write compelling text to convince others of our positions. A few specific texts that could be used as models of argumentation writing (Graham, 2013) for elementary students include the books shown below:
Then, it also appears worthwhile to consider a developmental sequence when teaching argumentation writing to elementary-aged students. For this we looked to the CCSS themselves (NGO & CCSSO, 2010) as an optimal way to approach writing instruction. We share this sequence of expectations along with some student writing examples (in quotes):
Students should be able to name an event or an item and state an opinion. In first grade, they should be able to provide supporting reasons.
"In Clifford Saves the Day, my
favorite character is Clifford."
"I like your green shirt."
Students should be able to name an event, give an opinion with reasons and use some linking words (such as because) to connect their opinion with one or more reasons.
"In Clifford Saves the Day, my favorite character is Clifford because he helps Emily Elizabeth return the baby birds to their nest."
"In Clifford Saves the Day, my favorite character is Clifford because he helps Emily Elizabeth."
Students should be able to provide a topic with opinions and list supported reasons using linking words (such as since) and a conclusion statement. See Appendix C for student examples.
More Than Anything Else
by Marie Bradby
City Green
by DyAnne DiSalvo-Ryan
Egg Drop Blues by Jacqueline Banks
Why Alligator Hates Dog
by J. J. Reneaux
Earrings
by Judith Viorst
Can I Keep Him? by Steven Kellogg
K-1
2nd
3rd
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