This article reports that as the need for students to be able to construct and critique scientific argumentation as emphasized in "A Framework for K-12 Science Education" (National Research Council 2012), teachers are wondering how to support students in this process. Scientific argumentation is defined as the interplay between construction and critique involving both individual cognitive activities and a negotiated social act through talk and writing within a specific community. How can teachers engage students in written and oral scientific argumentation? This article introduces four powerful strategies for teaching the practice of scientific argumentation: (1) Visualize ideas using a concept map; (2) Whole-class engagement in a negotiation circle; (3) Time to pause and reflect; and (4) Writing a letter to a younger audience. These four strategies emphasize speaking and writing to facilitate students' engagement in argumentation. These strategies can be used with grades 1 to 6 based on the activity. To facilitate student understanding of core ideas, it is critical to embed language-based activities in the practice of construction and critique. Thus, speaking and writing become absolutely crucial language tools to help students as well as scientists and engineers engage in critiquing knowledge construction.