The Missouri Reader Vol. 38, Issue 1 | Page 33

Strategy Aids for Elementary Students

A number of researchers have studied a variety of instructional procedures for teaching writing to students, elementary levels and above, finding only moderate effect sizes (0.32) for both prewriting instruction and for inquiry activities used as an intervention to aid student writing (Graham & Perin, 2006; Sexton, Harris, & Graham, 1998; De La Paz & Graham, 1997; Graham & Harris, 1989). However, they found a significant effect size (1.03) for strategy instruction, when the teaching of planning and/or revising strategies were taught to students. Because strategy instruction showed greater effectiveness after implementation through a gradual release lesson design, these strategies were offered and suggested for use with elementary students to assist them in developing well-written argumentation texts. Several suggested strategy designs follow:

Language Frames. Language frames can be used to provide instructional support for argumentation writing by students. These can benefit young learners, those with second language challenges, and even those new to this written text type (argumentation writing, AKA writing to convince). Language frames are

partially constructed cloze statements that

highlight the academic language and

syntax required to communicate in

argumentation, and they provide the

expected pattern of language common-

ly used by more expert writers whose

goal is to persuade (Ross, Fisher, & Frey,

2009; Fisher, Frey, & Lapp, 2012). See

examples in the included table. It is

important to follow the steps in the gradual

release model.

Reformatted from Fisher, Frey, & Lapp, 2012, pp. 44-45

Dr. Deborah Larson, an assistant professor at Emporia State University, teaches literacy courses in Emporia and Kansas City and lives in Topeka, KS, where she often supervises student teachers. Before teaching at ESU, Deborah spent 25 years in elementary education as a kindergarten teacher and reading specialist. Her research interests include early literacy, the use of discussion in the classroom, and reading comprehension. She is an active member of the Kansas Reading Association and IRA.

Dr. Karen Bates is a literacy professor in the Kansas City metro area for Emporia State University and teaches both undergraduate and graduate literacy courses. Her professional interests include reading development, developmental spelling, reading assessment and instruction, struggling readers, and professional development. She is licensed by the Kansas Board of Education as a K-9 educator and as a reading specialist. In her spare time, she likes to read, cook and spend time with and spoil her granchildren.

Making a Claim

I observed __________ when __________.

I compared __________ and __________.

I noticed __________ when __________.

The effect of __________ on __________ is __________.

Providing Evidence

The evidence I use to support __________ is __________.

I believe __________ (statement) because __________ (justification).

I know that __________ is __________ because __________.

Based on __________, I think __________.

Based on __________, my hypothesis is __________.

Asking for Evidence

I have a question about __________.

Does _______ have additional information about ________?

What causes __________ to __________?

Can you show me where you found the information about __________?

Offering a Counter-Claim

I disagree with __________ because __________.

The reason I believe __________ is ___________.

The facts that support my idea are __________.

In my opinion, __________.

One difference between my idea and yours is __________.

Inviting Speculation

I wonder what would happen if __________.

I have a question about __________.

Let's find out how we can test these samples for __________.

We want to test __________ to find out if __________.

If I change __________ (variable), then I think __________ will happen because __________.

I wonder why __________.

What caused __________?

How would this be different if __________?

What do you think would happen if __________?

Reaching Consensus

I agree that __________ because __________.

How would this be different if __________?

We all have the same idea about __________.

Language Frames for Argumentation

Reformatted language frames for argumentation from Fisher, Frey, & Lapp, 2012, pp. 44-45.

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