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The Moves That Matter: The Art of Argumentation

Whenever I think of arguments, I think of Mark Bradshaw. Although there are other reasons I connect Mark with argumentation, he shared a great little resource for writing argumentative essays called They Say, I Say: The Moves That Matter in Academic Writing by Gerald Graff and Cathy Birkenstein. Based on the premise that good writers enter existing conversations, They Say, I Say provides students with the “moves” needed for writing argumentation and scaffolds the process using templates with the goal of demystifying academic writing.


Reading Fluency: Don't Just Weigh the Pig

Imagine that you are a pig farmer. Before you take your pig to market for sale, you want the fattest pig possible. However, weighing the pig everyday will not make the pig fatter. In order for the pig to gain weight, you have to feed the pig a healthy and appropriate diet. The same is true for reading fluency.



Teaching Students to ACE Your Questions

The Common Core State Standards have placed a renewed emphasis on using evidence. Anchor Standard #1 for Reading requires students to “. . . cite specific textual evidence when writing or speaking to support conclusions drawn from the text.” Likewise, the C3 Framework for social studies has as its third Dimension: Evaluating sources and using evidence, and a Next Generation Science and Engineering Practice is Engaging in Argument from Evidence. What do all of these have in common?

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