Write Like a Scientist...Claim/Evidence/Reasoning

Write Like a Scientist...Claim/Evidence/Reasoning
Write Like a Scientist...Claim/Evidence/Reasoning
Write Like a Scientist...Claim/Evidence/Reasoning
Write Like a Scientist...Claim/Evidence/Reasoning
Grade Levels
Common Core Standards
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Word Document File

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94 KB|7 pages
Product Description
On page two,a graphic organizer is given that shows each part of an extended response for science writing based on the Next Generation Science Standards. Within each part of the graphic organizer, it explains what is expected of students. This graphic organizer can be printed and pasted onto students writing folders or evidence notebooks. The graphic organizer is color coded. Teachers can use the same colors when modeling writing. Students can use colored pens or pencils to edit their writing for each part expected in the writing.
On page three, a sample extended response is given that models the graphic organizer on page one. Labels and arrows are drawn to help students see each part of the graphic organizer within the context of writing. The sample writing is also color coded to match the graphic organizer.
On page four, there is a mnemonic device that students can write in their planning space. The mnemonic can be used as a check list to ensure that when student’s research and gather evidence, they gather everything they will need for their writing. The mnemonic is connected to the graphic organizer on page one and is also color coded. Teachers can print this page out and put it on a bulletin board, create a poster with it, or paste it into students’ evidence notebooks. A jingle with whole brain gestures can also be created in connection with the mnemonic to help students retain the parts needed for an extended response in scientific writing. A sample chant and gesture is included.
Page five can be used to differentiate instruction for students who need more concrete methods. This graphic organizer is called a FLOWTANGLE (©Christy LeBlanc). Paper can be folded to create the sections students will need for each paragraph, or students can draw it straight into their planning space. It is really simple because it consist only of horizontal lines and a few diagonal lines. The inside of the graphic organizer consist of the parts students will need to organize their writing to argue their claim with evidence and scientific principles. It is all color coded to match the instruction on page one, two, and three of this document. You can print it and paste it in students’ evidence note books as a reference. Teachers can also elect to remove the parts from the FLOWTANGLE (©Christy LeBlanc) and place them inside a different graphic organizer of their choosing.
Page six is a sample of what the graphic organizer would look like if it was filled in by a student. This sample is connected to the sample writing on page two of this document. Students can paste the graphic organizer or mnemonic in their evidence notebook to monitor their learning, self-assess, and take action to improve their work and assist their partners. Graphic organizers, mnemonic devices, and color coding are a great way to scaffold and effectively teach students with ADD, dyslexia, and other disorders of organized thought and low working memory.

Total Pages
7 pages
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