Thinking Strategies for Crafting
Constructed Responses:
Part 1 Evaluating Evidence to
Support a Claim
Information, Resources, and Strategies for the
Classroom
Tuesdays for Teachers
May 24, 2016
Bonnie Goonen – [email protected]
Susan Pittman – [email protected]
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Table of Contents
2014 GED® Test RLA – Sample Stimulus Material ................................................................. 3
RLA Extended Response......................................................................................................... 5
Why did this response earn a perfect score? ......................................................................... 6
How can I earn points on my written responses? ................................................................. 7
Extended Response Answer Guidelines – RLA Test ............................................................. 8
Key Concepts of Making Thinking Visible ............................................................................. 9
Six Key Principles of the Cultures of Thinking Project ........................................................10
Defining Thinking Routines....................................................................................................11
Eight Thinking Moves to Improve Thinking ..........................................................................12
Thinking Routines Matrix .......................................................................................................13
Constructed Response Resources for the Classroom .........................................................15
Unpack the Prompt .................................................................................................................16
Close Reading Questions .......................................................................................................17
Evaluating What You Have Read ...........................................................................................18
Types of Evidence to Support an Argument .........................................................................19
Finding Evidence ....................................................................................................................20
Passage #1 - Are Tweens Ready for Cell Phones? ...............................................................20
Sample Completed Organizer: Types of Evidence ...............................................................21
Both Sides Now.......................................................................................................................22
Argumentative Writing Organizers: Pros and Cons .............................................................23
RLA Resources from the World Wide Web ........................................................................... 24
Stay in Touch! ......................................................................................................................... 24
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2014 GED® Test RLA – Sample Stimulus Material
“Taxation and Revenue” – Test Bank Item 18101, Stimulus and Prompt
Press Release from the Office of U.S Representative Melody Walls
United States House of Representatives, Washington, DC
Representative Walls Announces Economic Boost for 12th District
July 17, 2013
Washington, DC – Representative Melody Walls announced that Congress passed the highway
and transit bill today.
“This bill funds the expansion of Highway 17 from a two-lane highway to a four-lane
thoroughfare. It will positively affect the town of Oak Falls,” Walls said. As part of the expansion,
Highway 17 will move two miles east of the town of Oak Falls. The bill will ease traffic
congestion and create job opportunities during and after construction.
Last year, Representative Walls held town hall meetings to gather opinions from her
constituents about revitalizing the economy in the 12th District. Two years ago, Turnaround
Motors and Bell Camera closed their factory doors. The result has been high unemployment
with no immediate prospects for new businesses. Representative Walls heard residents’
concerns for jobs in the district.
Improving the highway means jobs for local construction workers. Once completed, the highway
will bring more long-distance travelers into the area. Some officials anticipate a 30% increase in
highway traffic due to the ease of traveling on the improved Highway 17. An increase in
travelers will attract national motel and restaurant chains along the highway route. These
national businesses will mean permanent jobs for residents.
In the future, historical features in Oak Falls and Gaston, such as brick streets built by early
settlers and the old wheat mill, will likely become popular tourist attractions. More visitors will
increase business for local shops and restaurants.
The improved highway will eliminate eighteen-wheeler traffic through towns, a major source of
traffic congestion and noise. A 2001 study in Texas showed that bypasses reduce traffic through
towns by as much as 75%. Eliminating eighteen-wheeler traffic will also reduce road
maintenance costs.
The improvement of Highway 17, funded by federal tax allocations, is an important investment
in the area.
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Oak Falls Gazette
Letter to the Editor
I am a small-business owner living in Representative Walls’s congressional district. A bill has
been passed to expand Highway 17 from a two-lane highway to a four-lane thoroughfare. This
change includes plans to move Highway 17 two miles to the east, which means it will now
bypass our town completely. I find this unacceptable.
The Gazette reports that because Highway 17 runs through six states, construction will be paid
for with federal road funds. That means some of our federal taxes will pay for a road that I
believe will harm our town. I also believe that few residents of Oak Falls will use the road. Our
town and district will lose money as a result of this highway bypass paid for by our tax dollars.
The road construction jobs are only a temporary bandage on the wound made by our two
manufacturers closing their doors. Once the road construction is finished, only minimum wage
jobs will remain.
In fact, the highway will bypass four cities in our district alone. Each of these towns will lose
business because fewer travelers will pass through them and eat, stay overnight, or purchase
gas. There is no guarantee that tourists will drive an extra two miles into our town if national
chain motels and restaurants are built at the highway exits. The 2001 study Representative
Walls references does show that bypasses reduce traffic and noise in towns, but the study also
shows they have a negative impact on local businesses.
If this project were paid for with state tax money alone, angry voters would have struck it down.
Representative Walls held town hall meetings to hear residents’ opinions about the local
economy, but obviously she did not listen to the concerns they voiced. Please consider local
concerns about this federal project.
Prompt:
Analyze the arguments presented in the press release and the letter to the editor.
In your response, develop an argument in which you explain how one position is better
supported than the other. Incorporate relevant and specific evidence from both sources to
support your argument.
Remember, the better-argued position is not necessarily the position with which you agree. This
task should take approximately 45 minutes to complete.
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RLA Extended Response
Both the press release and the letter to the editor offer positions that are supported by both fact
and opinion. The press release seeks to exhort the new bill for expansion of Highway 17, while
the letter argues that the passing of the bill could prove detrimental to the district. While both
sides make an acceptable case, the latter provides a stronger argument.
One example of the letter’s stronger argument is the explanation that federal tax dollars pay for
the road, as it will incorporate six different states, therefore eliminating this particular state’s
ability to strike the bill down. This proves, with factual information, that the district did not have a
fair say in the bill. The notion that few residents will use the road that their tax dollars are
providing is an opinion. However, a resident and small-business owner in the town is more
credible in the awareness of the town’s concern, as compared to a representative who attended
a few meetings in the town hall.
Another example of the better supported argument in the letter is the reference to the
construction jobs as temporary. The press release praises the new jobs created by the highway
construction, as this is a valid point. However, the author of the letter is correct in the fact that
the jobs will not create a boom in the district’s economy, or fill in the gap caused by the closures
in the manufacturing plants, as the press release leads listeners to believe. The road
construction does not solve the long-term issue of unemployment in the town. In addition, the
author of the letter counters the argument that new motels, restaraunts, and gas stations along
the highway will create permanent jobs for the residents of the town. She explains that, “…only
minimum wage jobs will remain.” This is a valid argument also, as unemployed residents that
need enough income to support a household would not be much better off. Providing restaurant
or motel jobs is very unlikely to feed or support an entire family. It will not pick up the laid-off
employees of the manufacturing plants, who may have worked for many years towards
promotions and a pension.
Another example of the letter’s stronger argument is the author’s explanation of the 2001 study.
She concedes that the representative is correct in citing that bypasses are proven to reduce
noise and traffic in town, but she argues that the study shows a negative effect on local
businesses. This piece of the study was not mentioned by Representative Walls or the press
release, and it is a proven fact. This draws more credibility to the argument in the letter. Also,
although it is a speculation, it is more reasonable that traveler’s will stick to the main highway
and not venture miles off their path into small town when chain gas stations, restaurants, and
motels are conveniently located directly at the highway exits. It is less likely that old roads in the
towns will become historical locations, attracting tourists and boosting small business sales.
Despite the argument and evidence given by the press release, it appears that the letter to the
editor offers a stronger case. The author’s ideas are backed up by logical explanations and facts
with a few speculations. Though the press release offers some fact, it is mainly specked with
anticipations and hopes, driven to overshadow any doubts and quell any concerns. The letter is
penned by a resident of the town and owner of a business, subject to first-hand opinions of the
citizens of the district. The press release is pushed by an elected representative who, upon
visiting the town a number of times and consulting a small percentage of the constituents, is
convinced she understands the majority. Although both parties may very well have the best
interests of the district in mind, and either position could be correct, it is clear that the letter
provides a better-supported argument.
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Why did this response earn a perfect score?
Trait 1: Score Point 2
The writer developed an argument using evidence from the passages as support.
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The writer generates a text-based argument with strong evidence, stating that “the letter
provides a better-supported argument.”
The writer uses specific details from the text to evaluate the credibility of both authors (a
resident…is more credible…as compared to a representative).
The writer supports the argument by demonstrating how the letter to the editor has
“factual information” to strengthen the arguments (…correct in the fact [and] …backed by
logical explanations and facts with a few speculations).
The writer points out how the opposing point of view is not supported and counters weak
points of the opposing point of view with facts (…mainly specked with anticipation and
hopes) and counters weak points with Jenkins’ facts (…the author of the letter counters
the argument).
Trait 2: Score Point 2
The writer develops his/her ideas in an organized way
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



The writer begins with an introduction to the topic that clearly expresses the writer’s
argument, the response then develops that argument logically over the following
paragraphs.
Each paragraph begins with a transitional device (One example…, Another example…),
thereby sustaining a logical progression of ideas.
Each paragraph contains evaluation and analysis of specific points from the two texts
(She concedes…but she argues).
The writer concludes with a restatement of the writer’s argument within an analysis of
the credibility of each text.
The writer maintains a formal style and appropriate tone throughout.
Trait 3: Score Point 2
The writer follows the rules of the English Language
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




The writer uses correct sentence structure and a variety of sentence structures.
The writer’s language makes his/her response clear and easy to understand
The writer follows the standard rules of the English language.
The writer avoids wordiness and awkward sentences for the most part.
The writer uses punctuation appropriately and demonstrates master of mechanics.
Overall, the response is is an an appropriate level for on-demand draft writing
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Extended Response Quick Tips
How can I earn points on my written responses?
Simply attempting a written response on the Extended Response items doesn’t always mean
you will receive points for your work. Your responses are scored against specific criteria shown
in the Extended Response Scoring Rubrics. To see a full breakdown of these criteria for RLA
and Social Studies, please see the complete RLA and Social Studies Rubrics. You can also
refer to the “Extended Response Answer Guidelines.” Here are a few tips for helping you earn
points for your written responses:
1. Write a complete essay. The ER prompts are designed to give you enough information to
analyze so that you can make a statement that answers the prompt and then provide
evidence from the source texts to develop your ideas in your own words. If you create a very
brief essay, your response may not provide enough evidence of your writing skills to receive
any points. Also, fully answering an ER prompt often requires 4 to 7 paragraphs of 3 to 7
sentences each – that can quickly add up to 300 to 500 words of writing! A response that is
significantly shorter could put you in danger of scoring a 0 just for not showing enough of
your writing skills.
2. Give commentary on quotations from the source texts. While you are encouraged to cite
specific evidence (phrases and even complete sentences) from the passages that
accompany the prompts, you are scored on not just how well you can quote from the
passages, but also on whether you can express your own thoughts about your chosen
evidence. So you should explain why the evidence you’ve chosen helps you make the point
you want to make. Also, if too large a portion of your response is material from the source
text, you may receive a 0 because that material is someone else’s writing, not yours. Copied
text contributes to your score only if you fully explain how that text illustrates a point you are
making. Simply lifting information from the passages isn’t going to be enough to earn you
points.
3. Develop ideas. One way to earn points on the ER items is for you to pick two or three main
ideas and really explain them fully. A full explanation may require several sentences, each
containing related thoughts, to fully develop a main idea. Some responses that briefly
mention several ideas but do not build upon them may not score very highly.
4. Save 4 to 5 minutes at the end to quickly proofread. Written responses are not evaluated
for spelling, but a quick check for the following grammar and usage issues can go a long
way toward earning points:
a. vary your sentence structures
b. coordinate the parts of your sentences
c. avoid wordiness and awkwardness
d. use transitional words to make your ideas logical and clear
e. avoid run-on sentences and sentence fragments
f. use the right homophone to mean what you say (for example, “to,” “too” or “two)
g. make your subjects agree with your verbs
h. use the correct form of a pronoun
i. place your words in the correct order
j. capitalize appropriately
k. use apostrophes to make nouns possessive
l. use punctuation correctly
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Extended Response Answer Guidelines – RLA Test
Please use the guidelines below as you answer the Extended Response question on
the Reasoning Through Language Arts test. Following these guidelines as closely as
possible will ensure that you provide the best response.
1. Please note that this task must be completed in no more than 45 minutes.
However, don’t rush through your response. Be sure to read through the passage(s)
and the prompt. Then think about the message you want to convey in your
response. Be sure to plan your response before you begin writing. Draft your
response and revise it as needed.
2. As you read, think carefully about the argumentation presented in the passage(s).
“Argumentation” refers to the assumptions, claims, support, reasoning, and
credibility on which a position is based. Pay close attention to how the author(s)
use these strategies to convey his or her positions.
3. When you write your essay, be sure to:
 determine which position presented in the passage(s) is better supported by
evidence from the passage(s)
 explain why the position you chose is the better-supported one
 remember, the better-supported position is not necessarily the position
you agree with
 defend your assertions with multiple pieces of evidence from the passage(s)
 build your main points thoroughly
 put your main points in logical order and tie your details to your main points
 organize your response carefully and consider your audience, message, and
purpose
 use transitional words and phrases to connect sentences, paragraphs, and
ideas
 choose words carefully to express your ideas clearly
 vary your sentence structure to enhance the flow and clarity of your response
 reread and revise your response to correct any errors in grammar, usage, or
punctuation
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Key Concepts of Making
Thinking Visible
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Six Key Principles of the Cultures of Thinking Project
1. Skills are not sufficient; we must also have the disposition to use them.
Possessing thinking skills and abilities alone is insufficient for good thinking. One must
also have the disposition to use those abilities. This means schools must develop
students’ inclination to think and awareness of occasions for thinking as well as their
thinking skills and abilities. Having a disposition toward thinking enhances the likelihood
that one can effectively use one’s abilities in new situations.
2. The development of thinking and understanding is fundamentally a social
endeavor, taking place in a cultural context and occurring within the constant interplay
between the group and the individual. Social situations that provide experience in
communicating one’s own thinking as well as opportunities to understand others’
thinking enhance individual thinking.
3. The culture of the classroom teaches. It not only sets a tone for learning, but also
determines what gets learned. The messages sent through the culture of the classroom
communicate to students what it means to think and learn well. These messages are a
curriculum in themselves, teaching students how to learn and ways of thinking.
4. As educators, we must strive to make students thinking visible. It is only by making
thinking visible that we can begin to understand both what and how our students are
learning. Under normal conditions, a student’s thinking is invisible to other students, the
teacher, and even to him/herself, because people often think with little awareness of how
they think. By using structures, routines, probing questions, and documentation we can
make students’ thinking more visible toward fostering better thinking and learning.
5. Good thinking utilizes a variety of resources and is facilitated by the use of
external tools to “download” or “distribute” one’s thinking. Papers, logs,
computers, conversation, and various means of recording and keeping track of ideas
and thoughts free the mind up to engage in new and deeper thinking.
6. For classrooms to be cultures of thinking for students, schools must be cultures
of thinking for teachers. The development of a professional community in which deep
and rich discussions of teaching, learning, and thinking are a fundamental part of
teachers’ ongoing experience provides the foundation for nurturing students’ thinking
and learning.
Cultures of Thinking Project, Project Zero, Harvard Graduate School of Education
Ron Ritchhart & David Perkins Co-Principal Investigators
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Defining Thinking Routines
Tools used over and over again in the classroom, that support specific thinking moves such as,
Making connections
•
•
•
•
•
Describing what’s there
Building explanations
Considering different viewpoints and perspectives
Capturing the heart and forming conclusions
Reasoning with evidence
Structures, through which students collectively as well as individually initiate, explore, discuss,
document, and manage their thinking. These structures are:
•
•
•
•
•
•
Explicit: They have names to identify them
Instrumental: They are goal directed and purposeful
A few steps: Easy to learn, and easy to remember
Individual as well as group practices
Useful across a variety of contexts
Help to reveal students’ thinking and make more visible
Patterns of behavior adopted to help one use the mind to form thoughts, reason, or reflect. We
see these patterns emerging as the routines:
•
•
•
Are used over and over
Become engrained in us both teachers and students
Flexibility emerges
From Ritchhart et al, 2006
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Eight Thinking Moves to Improve Thinking
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Thinking Routines Matrix
from Making Thinking Visible by Ritchhart, Morrison & Church (Spring 2011)
Routine
Key Thinking Moves
Notes
Routines for INTRODUCING & EXPLORING IDEAS
See-Think-Wonder
Zoom In
Think-Puzzle-Explore
Chalk Talk
321 Bridge
Compass Points
Explanation Game
Headlines
CSI: Color, Symbol, Image
Generate-Sort-ConnectElaborate: Concept Maps
Connect-Extend-Challenge
Description, Interpretation & Wondering
Description, Inference, & Interpretation
Activating prior knowledge, wondering,
planning
Uncovers prior knowledge and ideas,
questioning
Activates prior knowledge, questioning,
distilling, & connection making through
metaphors
Decision making and planning,
uncovers personal reactions
Observing details and building
explanations
Good with ambiguous or complex visual stimuli
Variation of STW involving using only portions of an image
Good at the beginning of a unit to direct personal or group inquiry and
uncover current understandings as well as misconceptions
Open-ended discussion on paper. Ensures all voices are heard, gives
thinking time.
Works well when students have prior knowledge but instruction will
move it in a new direction. Can be done over extended time like the
course of a unit.
Solicits the group’s ideas and reactions to a proposal, plan or possible
decision.
Variations of STW that focuses on identifying parts and explaining them
in order to build up an understanding of the whole from its parts and
their purposes
Routines for SYNTHESIZING & ORGANIZING IDEAS
Micro Lab
Summarizing, Capturing the heart
Capturing the heart through metaphors
Uncovering and organizing prior
knowledge to identify connections
Connection making, identify new ideas,
raising questions
Connection making, identifying key
concept, raising questions, and
considering implications
A protocol for focused discussion
I used to think
Reflection and metacognition
The 4 C’s
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Quick summaries of the big ideas or what stands out
Non-verbal routine that forces visual connections
Highlights the thinking steps of making an effective concept map that
both organizes and reveals one’s thinking
Key synthesis moves for dealing with new information in whatever form it
might be presented: books, lecture, movie, etc.
A text-based routine that helps identifies key points of complex text for
discussion. Demands a rich text or book.
Can be combined with other routines and used to prompt reflection and
discussion
Used to help learners reflect on how their thinking has shifted and
changed over time.
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Routines for DIGGING DEEPER INTO IDEAS
What makes you say that?
Reasoning with evidence
Circle Viewpoints
Step Inside
Perspective taking
Perspective taking
Red Light, Yellow Light
Monitoring, identification of bias, raising
questions
Identifying generalizations and theories,
reasoning with evidence, counter
arguments
Perspective taking, reasoning,
identifying complexities
Summarizing and distilling
Claim Support Question
Tug of War
Word-Phrase-Sentence
A question that teachers can weave into discussion to push students to
give evidence for their assertions.
Identification of perspectives around an issue or problem.
Stepping into a position and talking or writing from that perspective to
gain a deeper understanding of it.
Used to identify possible errors in reasoning, over reaching by authors,
or areas that need to be questioned.
Can be used with text or as a basic structure for mathematical and
scientific thinking.
Identifying and building both sides of an argument or tension/dilemma
Text-based protocol aimed at eliciting what a reader found important or
worthwhile. Used with discussion to look at themes and implications.
For step-by-step processes for each routine, access:
http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html
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Constructed Response
Resources for the
Classroom
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Unpack the Prompt
Do
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What
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Close Reading Questions
After they have read the excerpt(s), can your students answer these
questions?
 What is the author’s argument?
 What position does the author take (for or against)?
 What is one point that supports the author’s argument?
 What evidence does the author give to support this point?
 What is the point of view of the author?
 What is one point that refutes the author’s point of view?
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Evaluating What You Have Read
After reading the article, answer these questions to help you to reflect upon and analyze the article.
Question
Answer
1. What is the author’s main argument?
Use your own words to rearticulate the
main idea.
2. List and explain the reasons the author
provides for his/her main argument.
3. What kind of evidence is presented to
support the author’s argument? Is it fact
or opinion or a different type of
evidence? What is the source of the
information? Does it come from an
informed authority in the field?
4. What is the purpose and tone of the
article?
5. Is the author objective or does he/she
try to convince the reader to have a
certain opinion? If so, what viewpoint
does the author use to try and convince
you of his/her position?
6. Does the author’s argument assume
that the reader thinks in a particular way
or has a particular view? What are the
major underlying assumptions that the
author makes? Do you think they are
reasonable and acceptable to most
people?
7. Does the author make inferences based
on his/her evidence? Is the line of
reasoning logical or illogical? Why?
8. Does the author try to appeal to the
reader’s emotions? Does the author use
any “loaded” words in the headline or
the article? List these words or phrases
and explain their effect on the reader.
9. Based on what you have read, how has
the author persuaded or dissuaded you
from his/her viewpoint? Why?
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Types of Evidence to Support an Argument
Evidence isn't the same as proof. "Whereas evidence allows for professional
judgment, proof is absolute and incontestable."
(Denis Hayes, Learning and Teaching in Primary Schools, 2009)
Definition of Evidence
Facts, documentation, or testimony used to strengthen a claim, support an argument, or reach a
conclusion.
Type of Evidence
Definition
Factual
Truthful statements that cannot be
denied. Statements that the average
person may know or which can be
proven.
Statistics or Data
Numerical facts; can be presented in
raw numbers, percentages, or
fractions.
Examples or
Anecdotes
Real-life situations, events, or
experiences that illustrate a position;
anecdotal stories that help explain an
author’s claim.
Expert Testimony
The observations or conclusions of
someone who is considered highly
knowledgeable because he/she is an
expert in a particular field of study or
occupation; someone who has firsthand knowledge and experience.
An explanation which draws
conclusions that the reader can
understand; a discussion which helps
the reader understand or make sense
out of facts or examples offered.
Logical Reasoning
Emotional Appeal
®
Samples Supporting an
Author’s Claim
Use of sympathy, fear, loyalty, etc. to
persuade; manipulates the reader’s
emotions – ethos, pathos, logos
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Finding Evidence
Passage #1 - Are Tweens Ready for Cell Phones?
Source Material #1
Speech: “Tweens” Are Ready for Cell Phones by Deborah Pendergast
“Safer Kids Summit”
Thank you for inviting me to the first “Safer Kids Summit.” We are here to discuss ways to keep
our children safe in an increasingly complex world. Today’s focus is on technology— specifically
on the ideal age to give kids their own cell phones. As a representative of a large
telecommunications company, I receive many inquiries from parents on this topic, and this is
what I tell them: It depends on the child, of course, but in general, age 10 is just about right.
A 2012 survey by the National Consumers League backs me up. The survey found that almost
60 percent of children ages 8 to 12 already have cell phones. These “tweens” can contact their
parents at any time, and vice versa, giving the kids a sense of empowerment and their parents a
feeling of security. Caroline Knorr, of the group Common Sense Media, says, "We want our kids
to be independent, to be able to walk home from school and play at the playground without us.
We want them to have that old-fashioned, fun experience of being on their own, and cell phones
can help with that.” Picture the following scenario: You told your fourth-grader that you would
pick her up after school, but you are stuck in traffic. She is waiting for you …and waiting, and
waiting. But if you both have cell phones, you can call her to let her know you are delayed, and
she can go back inside the school, where there are adults around. You both breathe a sigh of
relief.
Psychologists tell us that the period between ages 10 and 12 is one of growing independence. It
is a time to teach children about responsibility, and to give them opportunities to earn our trust.
Providing a 10-year-old with a cell phone offers an ideal way to achieve these goals and gives
parents peace of mind as well.
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Sample Completed Organizer: Types of Evidence
Note: The following graphic organizer shows different types of evidence that was used in
Passage 1 – Are Tweens Ready for Cell Phones? It is not meant to be inclusive of all of the
evidence within the article, but provides examples.
Example of Types of Evidence
Claim: The argument in favor of the use of cell phones by “tweens” is better supported because
of stronger, more reputable evidence.
Source Text: “Tweens” Are Ready for Cell phones by Deborah Pendergast “Safer Kids Summit”
Type of Evidence
Factual
Statistics or Data
Definition
Truthful statements that cannot be
denied. Statements that the average
person may know or which can be
proven.
Numerical facts; can be presented in
raw numbers, percentages, or
fractions.
Examples or
Anecdotes
Real-life situations, events, or
experiences that illustrate a position;
anecdotal stories that help explain an
author’s claim.
Expert Testimony
The observations or conclusions of
someone who is considered highly
knowledgeable because he/she is an
expert in a particular field of study or
occupation; someone who has firsthand knowledge and experience.
An explanation which draws
conclusions that the reader can
understand; a discussion which helps
the reader understand or make sense
out of facts or examples offered.
Use of sympathy, fear, loyalty, etc. to
persuade; manipulates the reader’s
emotions – ethos, pathos, logos
Logical Reasoning
Emotional Appeal
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Samples Supporting an
Author’s Claim
Cell phone usage among
“tweens” has grown rapidly.
The survey found that almost
60 percent of children ages 8
to 12 already have cell
phones.
Picture the following scenario:
You told your fourth-grader
that you would pick her up
after school, but you are stuck
in traffic . . .
Psychologists tell us that the
period between ages 10 and
12 . . . is a time to teach
children about responsibility,
and to give them opportunities
to earn our trust.
Providing a 10-year-old with a
cell phone offers an ideal way
to achieve these goals.
Providing a 10-year-old with a
cell phone . . . gives parents
peace of mind.
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Both Sides Now
When reading argumentative non-fiction text, materials often present one side or viewpoint on a
particular issue. Sometimes, the text may provide evidence to support both sides. Then, it is up
to the reader to determine which is best supported. Analyzing and evaluating the evidence for
both sides is one way to identify a claim and the reasons for making a specific decision/claim.
Both Sides Now
Evidence that Supports
Evidence that Opposes
Question or statement
Which position is better
supported?
Decision (Claim)
Reasons (Analysis/Evaluation)
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Argumentative Writing Organizers: Pros and Cons
Question or Statement
Pros
(Evidence that Supports}
Cons
(Evidence that Opposes)
Decision for a claim:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Defend your decision:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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RLA Resources from the World Wide Web
National Council for Teachers of English. This site provides lessons and strategies for teaching
nonfiction text. http://www.ncte.org/
Newsela. A site with nonfiction articles available in 4-5 different Lexile Levels with many of them
providing a quiz that is aligned to a specific anchor standard. It is necessary to sign up for the free
account to see the different level of articles. https://newsela.com/
PBS Teacher Source. Lesson plans and lots of activities are included in the teacher section of PBS.
http://www.pbslearningmedia.org/
ProCon.org. A website that provides both sides of the argument. Useful for use in teaching
argumentative writing. http://www.procon.org/
Purdue University's OWL. One of the most extensive collections of advice about writing found on
the web. https://owl.english.purdue.edu/
ReadWorks.org. Written for the K-12 program, many of these nonfiction texts and lessons are
usable in the adult basic education program. http://www.readworks.org/
ReadWriteThink. From the International Reading Association and the National Council of Teachers
of English, this site has great resources. http://www.readwritethink.org/
Teach 4 Results. A list of resources for teaching the writing process.
http://iteach4results.wikispaces.com/*Writing
Teaching That Makes Sense. A K-12 site with lots of free resources and graphic organizers from
Steve Peha. http://ttms.org/
The Writing Studio – Colorado State University. A step-by-step guide for argumentative writing.
http://writing.colostate.edu/guides/guide.cfm?guideid=58
Tools for Teachers: Engaging in Academic Writing. Resources from the Aspen Institute.
http://www.aspendrl.org/portal/browse/CategoryList?categoryId=281
Writing Fix. Lessons and strategies on how to teach different types of writing skills, including
constructed responses and RAFTS. http://writingfix.com/rica/constructed_response.htm
Writer’s Web. Materials from the University of Richmond’s Writing Center.
http://writing2.richmond.edu/writing/wweb.html
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