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Argument Writing: Going Deeper with

Teachers

2

Purpose of this Session

• Participants will be able to identify “potential learning barriers” in lessons for struggling learners in their class.

• Participants will be able to provide additional scaffolds, adaptations, and accommodations that maintain academic rigor for struggling learners in their class for a 9.4 lesson through a reflection and peer collaboration process.

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Agenda

• Maintaining academic rigor while meeting student needs

• Scaffolds, adaptations, and accommodations• Lesson planning/accommodating a 9.4 lesson

using your Class Profile

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Academic Struggle and Rigor

Scaffold, Adapt,

Accommodate

RescueStudent

Teacher

Rigor

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Academic Struggle Discussion

1. How do you know what a student currently can do or understands related to the learning?

2. What signs let you know that a student is off track and significantly struggling?

3. How do you support struggling learners?

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Helping Students Get Back on Track

Why? Leads to understanding Makes learning goals feel achievable and worthy Leads to feelings of empowerment and capability

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Helping Students Get Back on Track

Quick Student Conferences

Feedback

Concrete Examples

Visual Organizers

“Just Enough” and “Just in Time” Supports and Interventions

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Helping Students Get Back on Track

Verbal or Written Cues

Modeling Thinking Strategies

Extra Assistance

Peer Tutoring

“Just Enough” and “Just in Time” Supports and Interventions

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Scaffolds, Adaptations, and Accommodations

• Maintain achievement expectations.• Maintain the rigor of the content being taught.• Reduce or eliminate the impact of the

learning/language barrier.• Provide flexible means by which to engage students,

to represent content, and for students to interact with and express their knowledge.

• Build in incremental supports that move students toward mastery.

• Are based on a growth mindset and maintain expectations of mastery of standards.

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W.9-10.1.a: Write arguments to support claims in analysis, using valid reasoning and relevant and

sufficient evidence. • Scaffolds, adaptations, and accommodations:

Provide the student with a sentence stem or writing frames to help begin the writing process.

Have the student create an outline or organize thoughts in a map before writing.

Provide the student an array of well-known persuasive and argumentative texts, such as speeches, debates, etc. Have student annotate claims, support for claims, etc.

Provide more time for the student to complete the assignment.

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Practice Activity: Do these meet the criteria for Scaffolds,

Adaptations, and Accommodations?

1. Provide a resource list of rich word choices and transition words.

2. Review models of excellent student writing.

3. Have students self-evaluate the completeness of their responses by numbering or highlighting each piece of textual evidence.

4. Have students support their claims with personal experiences that back up their claims.

5. Allow students to write part or all of their arguments in their home language if they are not proficient writers in English.

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Practice Activity: Do these meet the criteria for Scaffolds,

Adaptations, and Accommodations?

6. Have students create an outline or visual map to guide their writing.

7. Reduce the content standard, its essential elements and complexity so all students can participate.

8. Have students use a computer and word processing program to aid in formatting, spelling, grammar, etc. from the beginning of the writing process.

9. Allow students who are not yet able to produce written English to respond to prompts with pictures or by filling in a cloze sentence with a word bank.

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Practice Activity: Do these meet the criteria for Scaffolds,

Adaptations, and Accommodations?

10.Have students use an online dictionary that provides images along with definitions of words (such as www.blachan.com/shahi/).

11. Schedule peer and/or teacher conferences more frequently to review work and provide meaningful feedback.

12.Have students complete additional short writings.

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Practice Activity: Do these meet the criteria for Scaffolds,

Adaptations, and Accommodations?

13. Work with other colleagues to provide supplemental instruction and supports outside of class – including small group practice with English language conventions or vocabulary for students who are still learning English.

14. Develop a less rigorous rubric to evaluate student work for those students who struggle or are still learning English.

15. Provide the student with an array of well-known argumentative texts, such as speeches, debates, etc. Have student annotate claims, support for claims, etc.

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Practice Activity: Do these meet the criteria for Scaffolds,

Adaptations, and Accommodations?

16.Pair students who struggle with a stronger student to develop a joint mid-unit assessment response.

17.Have students read over their written responses and underline all the transitions to check for cohesion and overreliance on terms.

18.Use a fishbowl technique where students in the inner circle talk about evidence from the text that supports a claim, while outer circle students listen to peers and evaluate/rate the evidence presented.

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English Language Learners: Supporting Language

Development

5 Levels of Language Progression

Entering Emerging Transitioning Expanding Commanding

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Application Activity• Tables assigned Lesson 21, 22, or 23.• Locate your Lesson Scaffolds, Adaptations, and

Accommodations Planning Frame. You will use this to record lesson supports for your class.

• Silently review your completed Class Profile (homework) with this question in mind:

“Have I written a detailed enough Class Profile that I can use it to describe with specificity the learning variability around the listed concepts and skills?”

• Flesh out your profile (5 minutes).

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Application Activity• Working in groups of 3 at your table, use your

Class Profile to describe your class to your partners. (Total 12 minutes-3 rounds)

• First 2 minutes Speakers: Share your profile. Listeners: Take notes and check for

understanding with speaker regarding areas of strengths and concerns for most, some, and a few of the students in your class.

• Next 2 minutes Listeners: Question to understand.

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Application Activity• Considering your Class Profile, carefully review

and annotate your assigned lesson introduction, assessed standards, and assessment focusing on:

What are students required to do? What skills/knowledge are required? Where and why might students struggle? What accommodations might you need to embed?

• Record your ideas for supports on your Lesson Scaffolds, Adaptations, and Accommodations Planning Frame.

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Application Activity• Considering your Class Profile, carefully review

and annotate your assigned lesson vocabulary, agenda, and material, focusing on:

Are there any vocabulary words that merit special attention? If so, why?

How much time does each item in the learning sequence provide?

What accommodations might you need to embed?• Record your ideas for supports on your Lesson

Scaffolds, Adaptations, and Accommodations Planning Frame.

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Application Activity• Working with your group, share your annotations around your

class profile and the introduction, assessed standards, assessment vocabulary, agenda, and materials. (12 minutes-3 rounds)

First 2 minutes• Speakers: Share your annotations.• Listeners: Take notes and check for congruence between

class profile and annotations. Generate other ideas. Next 2 minutes

• Listeners: Question to understand, “Have you considered?” • Speaker: Annotate and fine tune Lesson Scaffolds,

Adaptations, and Accommodations Planning Frame as applicable.

• Record updated notes on your Lesson Scaffolds, Adaptations, and Accommodations Planning Frame, circling the suggestions you will use in your classroom.

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Application Activity: Example

Lesson 21

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Whole Group Share Out

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Application Activity• Considering your Class Profile, carefully review and

annotate your assigned lesson Activities 1, 2, and 3, focusing on:

Are students sufficiently engaged and supported? Are there alternate/additional practices that need

to be embedded? Are there scaffolds, adaptations, and

accommodations that need to be embedded? How can you check for understanding?

• Record your ideas for accommodations or supports on your Lesson Scaffolds, Adaptations, and Accommodations Planning Frame.

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Application Activity• Considering your Class Profile, carefully review and

annotate your assigned lesson Activities 4, 5, (and 6) and homework, focusing on:

Are students sufficiently engaged and supported? Are there alternate/additional practices that need to be

embedded? Are there scaffolds, adaptations, and accommodations that

need to be embedded? How can you check for understanding? How can you get

students back on track with “just enough” and “just in time” supports, as needed?

• Record your ideas for supports on your Lesson Scaffolds, Adaptations, and Accommodations Planning Frame.

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Application Activity• Working with your group, share your

annotations around your class profile and Activities 1, 2, 3, 4, 5 (and 6), and homework.

(28 minutes)• First 4 minutes

Speakers: Share your annotations. Listeners: Take notes and check for congruence between

class profile and annotations. Generate other ideas.

• Next 3 minutes Listeners: Question to understand, “Have you considered?” Speaker: Annotate and fine tune Lesson Scaffolds,

Adaptations, and Accommodations Planning Frame as applicable.

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Application Activity: Example

Lesson 21

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Whole Group Share Out

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Q & A

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Discussion & Reflection: “Take Aways” about Supporting

Struggling Learners

Academic RigorScaffolds,

Adaptations, and Accommodations

“Just Enough” & “Just in Time” Supports and

InterventionsAcademic Struggle

CONFIDENTIAL – DO NOT CIRCULATE

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www.engageny.org/resource/network-team-institute-materials-may-13-16-2014

and select “Online Parking Lot” for any NYSED

related questions.

Thank You!

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CONFIDENTIAL – DO NOT CIRCULATE

Pulse Check

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and fill out the Plus/Delta for today’s sessions.

Thank You!

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