Three Minutes for the Library Board

Students revise vague claims into audience-aware arguments supported by attendance data and expanded clauses.

Student Name: ______________________

Grade Band: Grades 3-5

Words

audience. the specific group of listeners or readers you are addressing Example: Elena reminded Riley that the Library Board is a formal audience.
rehearse. to practice a talk aloud so you can hear what needs improvement Example: Kwame asked Riley to rehearse the opening sentence at the microphone.
specific. exact and detailed rather than general or vague Example: Saying 'thirty-two students' is more specific than saying 'a lot of kids.'
attendance. the number of people present at a scheduled session Example: Tuesday makerspace attendance grew from eighteen to thirty-two students.
transition. a linking word or phrase that guides a listener from one idea to the next Example: Using 'for example' or 'therefore' creates a smooth transition.
revise. to improve a draft by adding evidence, cutting vague words, or reordering ideas Example: Riley decided to revise her conclusion so it named a concrete solution.

Speaking plan

Speak to the Library Board. Ask them to keep the Tuesday makerspace open, give the October attendance numbers, and explain how cleanup works.

Address the Library Board politely.
Give the specific number of students in October (32).
Explain what students build and when cleanup finishes.

Writing plan

Write a short public comment card for the Library Board. Ask to keep the Tuesday makerspace open, include the October attendance numbers, and explain why the room helps students.

Address the Library Board.
Cite the growth from 18 to 32 students in October.
Replace vague words with specific details about science models and 4:20 p.m. cleanup.

Guided frames

Dear Library Board, I am asking you to keep the makerspace open on Tuesdays because ___.
According to the October log, 32 students ___.
Furthermore, students finish cleanup by 4:20 p.m. so ___.

Drafting & Evidence Sketch Space