ELA-ELD Framework Ch 6 - grades 6-8 (1)

Vignette 6.6. Becoming Skillful Debaters
Designated ELD Instruction in Grade Eight (cont.)

Do Careful Reading Tips
Think about what
the section means Say

Summarize what I’m not completely clear about what this part is
the section says about, but I think it might mean . . .

I think this section might mean __ because __.

What I understand about this section so far is
_____.

The main ideas/events in this section are ___.

After their partner reading, Mrs. García debriefs with the students to clarify understandings
and terms. To close the lesson, she asks them to write a paragraph in response to the
questions at the end of the reading, and she asks them to read the text again for homework,
using an English dictionary or bilingual dictionary to look up words they still do not understand.

The next day, Mrs. García asks students to briefly share what they wrote in table groups
and then collects the students’ writing. She will analyze it using a framework she has
developed based on the CA ELD Standards to determine language areas she needs to focus
more intensively on (e.g., combining ideas in sentences, expanding and enriching ideas using
adjectives or prepositional phrases).

Mrs. García: Now that you’ve had a chance to read and think about debates and whether
or not debates should happen in school, we’re going to debate that issue. In
high schools in our district, there’s a debate league where teams of students
from each school debate controversial issues. In order to be on the debate
team, you have to learn how to be a skillful debater. A skillful debater is
someone who can justify more than one perspective. For example, a debater
might start by arguing that students should study hip-hop lyrics because it’s
really like poetry. Then, she can change positions and argue that students
should not study the lyrics because they make people violent. The skillful
debater has to put personal opinions and biases aside and debate the issues
using good reasons and evidence to justify the position. The teams that win
are the ones that can justify each perspective. That’s what you’re going to be
doing: learning how to be a skillful debater.

She splits the class into two groups and establishes guidelines for debates based on their
reading (she fills in what the students do not yet know about debates). Next, she randomly
assigns each group a position:

• Debates do not belong in schools. They take too much time and students need to learn a
great deal of material.

• Debates belong in schools. Reading from textbooks and listening to lectures is boring for
students, so they do not learn the material. Debates would get students interested, so
they would learn more.

652 | Chapter 6 Grade 8

V ig nette 6 . 6 . Becoming Sk illful Debaters
Designated ELD Instruction in Grade Eight (cont.)

T h e p roc ess sh e u ses to en g ag e stu den ts i n th e deb ates i s th e f ol l ow i n g :

Debate Process

1 . H al f of th e c l ass di sc u sses th ei r p osi ti on s w h i l e th e oth er h al f ob serv es an d tak es
notes (fishbowl approach), using two guiding questions to critique the debate:
• A re th e deb aters p rov i di n g reason i n g an d ev i den c e?
• A re i m p ortan t w ords f rom th e readi n g u sed?

2 . T h e tw o g rou p s of stu den ts sw i tc h rol es so th at th e ob serv ers ( n ow deb aters) g et
a c h an c e to di sc u ss th e i ssu e. T h e ob serv i n g g rou p th en c ri ti q u es th e deb ate.

3 . T h e teac h er deb ri ef s w i th th e w h ol e c l ass on th ei r u se of reason i n g an d ev i den c e,
arg u m en tati on , an d p rec i se w ords, as w el l as th ei r u se of sc h ol arl y di sc ou rse.

Once the students become used to debating, Mrs. García will insert two additional
step s af ter step 2 ( so th at step 3 ab ov e w i l l b ec om e step 5 ) :
3 . T h e tw o g rou p s resu m e th ei r ori g i n al rol es. T h i s ti m e, th ey try to ap p l y

c ou n terarg u m en ts to th e p osi ti on s of th e oth er stu den ts. T h e ob serv i n g g rou p th en
c ri ti q u es th e deb ate.
4 . T h e tw o g rou p s sw i tc h rol es so th e sec on d g rou p al so h as an op p ortu n i ty to try
u si n g c ou n terarg u m en ts. T h e ob serv i n g g rou p th en c ri ti q u es th e deb ate.

P art of th e c on v ersati on th at tak es p l ac e du ri n g th e deb ate i s th e f ol l ow i n g :

D an te: I h av e tw o th i n g s to say . F i rst, I th i n k deb ates sh ou l d b e u sed i n sc h ool
b ec au se th ey ’ re m ore f u n f or th e stu den ts.

P h u on g : T h at’ s an ex c el l en t p oi n t b ec au se i t’ s a l ot m ore f u n to tal k ab ou t th i n g s th an
to j u st read an d w ri te al l th e ti m e. W h en y ou tal k ab ou t th i n g s, y ou l earn
m ore, too.

C el i a: I h av e som eth i n g to add. I n th e arti c l e, i t say s th at w h en y ou deb ate, y ou g et
to h ear w h at oth er p eop l e i n y ou r c l ass th i n k , so y ou g et to l earn f rom w h at
th ey k n ow . Y ou g et to h ear th ei r p ersp ec ti v es th at y ou m i g h t n ot k n ow .

D an te: A n oth er th i n g I n oti c ed i s th at y ou don ’ t j u st h ear w h at th ey say . T h ey h av e
to j u sti f y w h at th ey th i n k . S o f or ex am p l e, i n a deb ate, y ou real l y h av e to
p ay atten ti on to w h at p eop l e are say i n g so y ou c an ag ree or di sag ree. A n d
y ou h av e to b e ab l e to say w h at y ou real l y th i n k b ec au se y ou h av e to j u sti f y
y ou rsel f . I m ean , y ou h av e to j u sti f y y ou r op i n i on .

R ox an a: A l so, i n som e oth er c l asses, w e j u st h av e to si t an d l i sten an d b e q u i et al l th e
ti m e. T h at’ s real l y b ori n g , an d som eti m es I f al l asl eep . I th i n k th at’ s a g ood
reason to h av e deb ates.

Once the students have practiced debating the issue using steps 1–3, they go back to
th e g u i del i n es f or deb ati n g an d add to an d rev i se th em so th ey c an u se th e g u i del i n es as a
resou rc e f or th e n ex t deb ate th ey w i l l h av e.

Grade 8 C h ap ter 6 | 6 5 3

Vignette 6.6. Becoming Skillful Debaters
Designated ELD Instruction in Grade Eight (cont.)

Next Steps
Mrs. García observed her students as they were debating and noticed that they were

very engaged in the conversation—whether they were debating or observing—and that
they were applying both their understanding of the content as well as their knowledge of
English. However, while the issue of debating in schools was a good foundation for discussing
debate, she felt that the issue was not that controversial. She plans to provide more frequent
opportunities for her students to debate more controversial topics (e.g., Should English be the
official language of the United States? How should schools prevent bullying?).

At the end of the week, Mrs. García asks her students to write a response to the question,
“Should school be a place for debate?” Using the framework for analyzing writing she
developed based on the CA ELD Standards, she compares this response to the one students
wrote at the beginning of the week. In her analysis, she finds that not only do most of the
students have more to say about the topic, but they are also integrating their knowledge of
the language used in the text and debates into their writing. For example, all of the students
use the words justify, debate, and perspective. In addition, in the second writing piece, most
students write sentences that are more grammatically complex (e.g., complex sentence, use of
prepositional phrases, long noun phrases) than their first writing sample.

Mrs. García meets with the eighth-grade teaching team to share the students’ writing and
her observations from their debates, and the team uses this information to shape and refine
upcoming lessons and projects.

Resources
Should School Be a Place for Debate? (Unit 3.01) http://wordgen.serpmedia.org/s_weekly2014.html
Should Doctors Be Allowed to Assist Seriously Ill Patients to Commit Suicide? (Unit 2.13) http://wordgen.serpmedia.

org/s_weekly2014.html and http://wordgen.serpmedia.org/
Should Secret Wire-Tapping Be Legal? (Unit 3.05) http://wordgen.serpmedia.org/ s_weekly2014.html

Sources
Adapted from
Strategic Education Research Partnership. “Original Word Generation Program, Interdisciplinary Grades 6–8: Units

2.13, 3.01, and 3.05.” Word Generation. http://wordgen.serpmedia.org/original/
Quality Teaching for English Learners (QTEL). n.d. “Careful Reading Tips Bookmark.” WestEd. http://qtel.wested.org/

Additional Information
• For many more ideas on how to engage middle school students in reading, writing, and discussing debatable
issues, including lesson and unit plans and videos of the lessons in action, see the Word Generation Project
(http://wg.serpmedia.org/).

Conclusion

The information and ideas in this grade-level section are provided to guide teachers in their
instructional planning. Recognizing California’s richly diverse student population is critical for
instructional and program planning and delivery. Teachers are responsible for educating a variety
of learners, including advanced learners, students with disabilities, ELs at different
English language proficiency levels, standard English learners, and other culturally and
linguistically diverse learners, as well as students experiencing difficulties with one or more

654 | Chapter 6 Grade 8

of th e th em es of E L A / l i terac y an d E L D i n stru c ti on ( M ean i n g M ak i n g , E f f ec ti v e E x p ressi on , L an g u ag e
D ev el op m en t, C on ten t K n ow l edg e, an d F ou n dati on al S k i l l s) .

I t i s b ey on d th e sc op e of a c u rri c u l u m f ram ew ork to p rov i de g u i dan c e on m eeti n g th e l earn i n g
n eeds of ev ery stu den t b ec au se eac h stu den t c om es to teac h ers w i th u n i q u e n eeds, h i stori es, an d
c i rc u m stan c es. T eac h ers n eed to k n ow th ei r stu den ts w el l th rou g h ap p rop ri ate assessm en t p rac ti c es
and other methods in order to design effective instruction for them and adapt and refine instruction as
ap p rop ri ate f or i n di v i du al l earn ers. F or ex am p l e, a teac h er m i g h t an ti c i p ate b ef ore a l esson i s tau g h t—
or ob serv e du ri n g a l esson — th at a stu den t or a g rou p of stu den ts w i l l n eed som e addi ti on al or m ore
i n ten si v e i n stru c ti on i n a p arti c u l ar area. B ased on th i s ev al u ati on of stu den t n eeds, th e teac h er m i g h t
p rov i de i n di v i du al or sm al l g rou p i n stru c ti on or adap t th e m ai n l esson i n p arti c u l ar w ay s. I n f orm ati on
ab ou t m eeti n g th e n eeds of di v erse l earn ers, sc af f ol di n g , an d m odi f y i n g or adap ti n g i n stru c ti on i s
p rov i ded i n c h ap ters 2 an d 9 . I m p ortan tl y , stu den ts w i l l n ot rec ei v e th e ex c el l en t edu c ati on c al l ed f or
i n th i s ELA/ELD Framework w i th ou t g en u i n e c ol l ab orati on s am on g th ose resp on si b l e f or edu c ati n g
California’ children and youth. (See figure 6.32).

E i g h th - g rade stu den ts are p oi sed to m ak e th e l ast tran si ti on b ef ore l eav i n g el em en tary an d
sec on dary edu c ati on . M ov i n g to h i g h sc h ool i s a b i g step f or al l stu den ts an d on e f u l l of n ew
c h al l en g es an d n ew i n terests. T h e g oal i s th at th e p rep arati on th ey h av e don e i n l an g u ag e an d l i terac y
i n m i ddl e sc h ool w i l l serv e th em w el l as th ey en ter th e n ex t p h ase of th ei r edu c ati on .

Figure 6.32. Collaboration

Collaboration: A N ecessity

F req u en t an d m ean i n g f u l c ol l ab orati on w i th c ol l eag u es an d p aren ts/ f am i l i es i s c ri ti c al f or
en su ri n g th at al l stu den ts m eet th e ex p ec tati on s of th e C A C C S S f or E L A / L i terac y an d th e C A
E L D S tan dards. T eac h ers are at th ei r b est w h en th ey reg u l arl y c ol l ab orate w i th th ei r teac h i n g
c ol l eag u es to p l an i n stru c ti on , an al y z e stu den t w ork , di sc u ss stu den t p rog ress, i n teg rate
new learning into their practice, and refine lessons or identify interventions when students
experience difficulties. Students are at their best when teachers enlist the collaboration of
p aren ts an d f am i l i es— an d th e stu den ts th em sel v es— as p artn ers i n th ei r edu c ati on . S c h ool s
are at th ei r b est w h en edu c ators are su p p orted b y adm i n i strators an d oth er su p p ort staf f
to i m p l em en t th e ty p e of i n stru c ti on c al l ed f or i n th i s ELA/ELD Framework. S c h ool di stri c ts
are at th ei r b est w h en teac h ers ac ross th e di stri c t h av e an ex p an ded p rof essi on al l earn i n g
c om m u n i ty th ey c an rel y u p on as th ou g h tf u l p artn ers an d f or tan g i b l e i n stru c ti on al resou rc es.
M ore i n f orm ati on ab ou t th ese ty p es of c ol l ab orati on c an b e f ou n d i n c h ap ter 1 1 an d
th rou g h ou t th i s ELA/ELD Framework.

Grade 8 C h ap ter 6 | 6 5 5

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6 6 0 | C h ap ter 6 Grades 6 to 8