Activities

1. Make a three column T-chart with headings for Tier 1, Tier 2, and Tier 3 words.  Explain what Tier 1, Tier 2, and Tier 3 words are and list examples.
   
   
2. Make a list of words, phrases, and clauses that show a writer is adding more examples or evidence to support his claim.

3. Read a given debate and identify words and phrases that signal that an opposing view to the first claim is forthcoming.
   
   
4. Read multiple letters to the editor and identify words, phrases, and clauses that the authors use to make their points or strengthen the claims in their letters.

5. Write a letter to the student council identifying a problem and the effects it is having on the school.  Propose a solution, asking for support.  Include words, phrases, and clauses that assist in demonstrating the cause and effect(s) of the problem and strengthen the claim.
   
   
6. Using a given article, identify words, phrases, and clauses that clarify relationship between claims and reasons.  Explain how these words clarify relationships between claims and reasons. 

Answer Key/Rubric

1. Student makes a three column chart with headings for Tier 1, Tier 2, and Tier 3 words.  Student correctly explains what Tier 1, Tier 2, and Tier 3 words are, and lists examples.   Student understands that a writer uses vocabulary suited to their purpose and intended audience.   Student understands that using the correct level of vocabulary for the claim will make it stronger and more effective.  
   For example:

2. Student makes a list of words and phrases that show a writer is adding more examples or evidence to support their claim.  Student correctly lists words, phrases, and clauses such as first, also, in addition, secondly, furthermore, and, or, nor, finally, another, moreover, third, etc.
   
   
3. Student reads a given a debate and identifies words, phrases, and clauses that signal that an opposing view to the first claim is forthcoming.  Student correctly identifies words and phrases that signal an opposing view.  Student highlights words such as but, in contrast, on the other side, yet, on the contrary, although, conversely, however, on the other hand, rather, instead, in spite of, nevertheless, opponents, etc.
   
   
4. Student reads multiple letters to the editor and identifies words, phrases, and clauses that the authors use to make their points or strengthen the claims in their letters.  Student correctly identifies words, phrases, and clauses used in the letters to strengthen the point or claims.
   Student understands:

• Certain intensifying words and phrases make a claim stronger, such as without a doubt, in fact, surely, undoubtedly, to be sure, yes, no, to repeat, certainly, everyone knows,  etc…
• Certain words or phrases show cause, such as because, since, on account of, as a result of, etc.  These words can help the reader see the cause of a problem or situation and strengthen the examples given or a claim.
• Certain words or phrases show effect, such as as a result, hence, therefore, subsequently, consequently, thus, etc.  These words can help the reader see the effect of a problem and strengthen examples given or a claim.
• Addition words show the reader the author is adding support to his claim or adding more evidence.  Words that signal more support are like, first, second, another, also, in addition, furthermore, further, and, or, nor, next, etc.
• Certain words and phrases signal that more description or elaboration is coming to support the claim or examples.  Words that show more elaboration are for example, in fact, indeed, in other words, to illustrate, etc.
• Certain phrases clarify a claim or examples, such as to clarify, to put another way, to explain, in other words, to rephrase, that is to say, etc.

5. Student writes a letter to the student council identifying a problem and the effects it is having on the school.  Student proposes a solution, asking for support.  Student includes words, phrases, and clauses that assist in demonstrating the cause and effect(s) of the problem and strengthens the claim.   Student correctly uses multiple words, phrases, and clauses in letter that assist in supporting the claim. 
   Student understands:

• Addition words show the reader the author is adding support to his claim or adding more evidence.  Words and phrases that signal more support are like, first, second, another, also, in addition, furthermore, further, and, or, nor, next, etc.
• Student understands that words and phrases that show cause, such as because, since, on account of, as a result of, for that reason, etc.  These words can help the reader see the cause of a problem or situation and strengthen the examples given or a claim.
• Student understands that words and phrases that show effect, such as as a result, hence, therefore, subsequently, consequently, thus, accordingly, etc.  These words can help the reader see the effect of a problem and strengthen examples given or a claim.
• Student understands that words and phrases that signal that more description or elaboration is forthcoming, such as for example, in fact, indeed, in other words, to illustrate, specifically, etc.  These words tell the reader more elaboration is coming to support the example or claim.

For example, the body of the letter might be similar to the following:

     One problem at our school is the vending machines in the cafeteria that contain unhealthy snacks.  As a result, students are rejecting the healthy lunch the cafeteria prepares each day and loading up on chips, cookies and soda.  Unfortunately, obesity is on the rise among adolescents and the high sugar, high fat foods are part of the reason.  In fact, I have not been immune to the vending machine this year and gained an extra 10 pounds before I realized how unhealthy these snacks are when you eat them every day.  I am asking for the student council to conduct a survey of healthy snacks students would like to see in the vending machine and petition Principal Conner to make these changes.

6. Using a given article, student identifies words, phrases and clauses that clarify relationship between claims and reasons.  Student correctly identifies words, phrases and clauses that clarify relationships and explains the effect they have on the claim.
   Student understands:

• Certain intensifying words and phrases make a claim stronger, such as without a doubt, in fact, surely, undoubtedly, to be sure, yes, no, to repeat, certainly, everyone knows, etc.
• Certain words or phrases show cause, such as because, since, on account of, as a result of, etc.  These words can help the reader see the cause of a problem or situation and strengthen the examples given or a claim.
• Certain words or phrases show effect, such as as a result, hence, therefore, subsequently, consequently, thus, etc.  These words can help the reader see the effect of a problem and strengthen examples given or a claim.
• Addition words show the reader the author is adding support to his claim or adding more evidence.  Words that signal more support are like, first, second, another, also, in addition, furthermore, further, and, or, nor, next, etc.
• Comparing and contrasting words and phrases signal differences or similarities or show when a similar or opposing view to the claim or example is being presented.  Words and phrases that signal comparing and contrasting are similarly, in contrast to, yet, but, likewise, unlike, on the contrary, etc.
• Certain words and phrases signal that more description or elaboration is coming.  Words that show more elaboration are for example, in fact, indeed, in other words, to illustrate, etc.  These words tell the reader more elaboration is coming to support the example or claim.
• Certain phrases clarify an example or claim such as, to clarify, to put another way, to explain, in other words, to rephrase, that is to say, etc.