Upper Elementary
Upper Elementary Instructional Resources
Instructional Resource Guide for C3WP | Upper Elementary
Upper elementary students need to practice all types of writing, and often argument writing is not a part of the elementary literacy curriculum. As a result, young students tend to think in terms of sides when they write arguments, resulting in writings that include words like for, against, bad, andgood. C3WP's Upper Elementary Instructional Resources help young students think beyond pro/con views, beyond trying to persuade a reader about something and engages students in understanding and exploring the complexities of contemporary issues. The resources support teachers as they model an inquiry stance, reminding and encouraging students to consider multiple perspectives before asserting a claim. This inquiry stance is in contrast to the more common practice of teaching students to form an opinion first and then approach sources with the aim of finding evidence that supports the opinion. Through carefully planned opportunities for frequent argument writing, young students learn how to approach the complexities of a substantive issue, engage in conversations about the issues, and compose arguments based on evidence.
Because “writing floats on a sea of talk” (1970, Britton), multiple opportunities for discussion plays a key role in the C3WP Upper Elementary Instructional Resources. Thomas M. McCann’s book Turning Talk into Text: Argument Writing, Inquiry, and Discussion, also influences each resource's use of purposeful talk as an important instructional strategy for teaching argument writing, and writing in general, at the elementary level. Repeated opportunities for discussion help students understand and paraphrase texts, as they learn to use the language of argument in their writing. For the same reasons, peer response processes are purposefully threaded throughout the resources.
Each resource:
- Engages students in an iterative reading, writing, and thinking practice that builds knowledge on a specific topic
- Supports purposeful discussion as part of a classroom culture of argument and writing
- Focuses on a small set of spiraled argument skills that become more nuanced across the arc of the resources
- Scaffolds instruction to promote understanding and paraphrasing of texts as students learn to use the language of argument in their writings.
- Introduces students to organizational structures for arguments that are not formulaic (e.g., "hamburger" 5-sentence paragraphs and the 5-paragraph essay)
- Includes frequent teacher formative assessment opportunities embedded within in the classroom practice and frequent opportunities for structured student peer response.
This rich set of instructional resources work in conjunction with National Writing Project professional development and frequent C3WP formative assessment opportunities that are embedded in classroom practice and professional conversations.
To access each instructional resource, click on the title below, or follow this link to the live document for easier access and downloading of the guide.
