Arguing a Point: Part B

Learning task 4: Making your point

Dimension of effective practice	Learning task	What to notice
Expectations are the ideas that teachers, children, parents, and communities have about children as learners – about their knowledge and expertise, their progress, and their achievement. Teachers’ expectations shape all aspects of their practice. They impact on learners’ patterns of progress as well as on their achievement.	Teaching and learning purpose To support the students in: presenting a written argument that explains and justifies a viewpoint.
Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.	Teaching and learning Revisit the list of criteria for writing an effective argument developed with the class throughout the various learning sequences. Make links between this and the criteria for the achievement standard, ensuring that the students understand what they should be aiming for. With your students, decide on a writing task based on a relevant issue. Ideally, the tasks should have meaning to the students themselves. Ask the students to present a written argument explaining and justifying their opinion in 250 words.

Learning task

What to notice

Expectations are the ideas that teachers, children, parents, and communities have about children as learners – about their knowledge and expertise, their progress, and their achievement. Teachers’ expectations shape all aspects of their practice. They impact on learners’ patterns of progress as well as on their achievement.

Teaching and learning purpose

To support the students in:

presenting a written argument that explains and justifies a viewpoint.

Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.

Teaching and learning

Revisit the list of criteria for writing an effective argument developed with the class throughout the various learning sequences. Make links between this and the criteria for the achievement standard, ensuring that the students understand what they should be aiming for.
With your students, decide on a writing task based on a relevant issue. Ideally, the tasks should have meaning to the students themselves. Ask the students to present a written argument explaining and justifying their opinion in 250 words.

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Arguing a Point: Part B

Learning task 4: Making your point

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