a formal style among claims , phrases, and write with a predictable support it. counterclaims, clauses) structure (introduction Ex. Write when asked about a school rule (e.g., and following No fighting at school.), conclusion that is related reasons and with statement of a group brainstorming activity, add one argument or reason to support it. to and supports the writing style is evidence claim, clearly EEW.8.1.c-e. N/A argument adjusted based on organized evidence, formal style audience and and conclusion that Level I Students will: purpose supports argument), EEW.8.1.a-b. With guidance and support, state agreement or disagreement with concluding claims written by peers. statement or the difference Students understand Ex. After a peer writes, state agreement or disagreement (e.g., After a peer writes, sections that between formal and that well-developed indicate when asked, you agree? Are the uniforms uniforms are bad., “Yes” “Do follows from and informal style arguments express a and then using assistive technology, type letters or words providing a reason. bad?”) supports argument point-of-view and are Ex. After a peer writes, use a switch to agree or disagree (e.g., the Joe is best), arguments follow a supported by relevant student when asked, you agree? Is Joe best for class indicates “No” “Do president?”), predictable structure evidence. and observe as the teacher adds the name to the is and student’s “Joe best” chart (e.g. introduction reads all the names aloud. that states claim and Ex. After a peer writes, indicate agreement or disagreement with a claim (e.g., A peer organizes reasons writes, signal thumbs up to indicate agreement and thumbs principal has gray hair, and evidence, body down to indicate disagreement). paragraphs with EEW.8.1.c-e. N/A logically organized supporting claims, and supporting concluding statement)
a formal style conclusion that is related to and supports the argument among claims , counterclaims, reasons and evidence formal style concluding statement or sections that follows from and supports argument phrases, and clauses) writing style is adjusted based on audience and purpose the difference between formal and informal style arguments follow a predictable structure (e.g. introduction that states claim and organizes reasons and evidence, body paragraphs with logically organized supporting claims, and supporting concluding statement) write with a predictable structure (introduction with statement of claim, clearly organized evidence, and conclusion that supports argument), Students understand that well-developed arguments express a point-of-view and are supported by relevant evidence. support it. Ex. Write when asked about a school rule (e.g., No fighting at school.), and following a group brainstorming activity, add one argument or reason to support it. EEW.8.1.c-e. N/A Level I Students will: EEW.8.1.a-b. With guidance and support, state agreement or disagreement with claims written by peers. Ex. After a peer writes, state agreement or disagreement (e.g., After a peer writes, uniforms are bad., indicate “Yes” when asked, “Do you agree? Are the uniforms bad?”) and then using assistive technology, type letters or words providing a reason. Ex. After a peer writes, use a switch to agree or disagree (e.g., Joe is best), the student indicates “No” when asked, “Do you agree? Is Joe best for class president?”), and observe as the teacher adds the student’s name to the “Joe is best” chart and reads all the names aloud. Ex. After a peer writes, indicate agreement or disagreement with a claim (e.g., A peer writes, principal has gray hair, signal thumbs up to indicate agreement and thumbs down to indicate disagreement). EEW.8.1.c-e. N/A