mc-14193-39844713.us-east-1.elb.amazonaws.commc-14193-39844713.us-east-1.elb.amazonaws.com/file/9… · Web viewDiverse learners, including students with disabilities and English

Argument Writing: Going Deeper with Teachers Goals and OutcomesOverarching Objectives of the May 2014 Network Team Institute

Teachers: Use NY 9-12 ELA modules to help students learn to write effective arguments.

Deepen their instructional practice by learning to identify and address specific learning needs.

Coaches: Support teachers to implement and adapt the curriculum modules.

Deepen their instructional practice by learning to identify and work with teachers to address specific learning needs.

High-Level Purpose of this Session

The purpose of this session is for participants to apply practices to adapt and scaffold curriculum that acknowledge learning variability, while maintaining the curriculum integrity, and acadmic rigo for all learners.

May 2014—Page 1

©2014 Public Consulting Group. All rights reserved.

New York State Common Core

Session Outcomes

What do we want participants to be able to do as a result of this session? How will we know that they are able to do this?

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

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

Aligned survey question

Adapted 9.4 lesson to meet their students instructional needs

Related Learning Experiences Session 2-Argument Writing Introduction

Key Points Diverse learners, including students with disabilities and English learners, may sometimes face academic struggle in the process of

developing secondary ELA argument writing pieces.

All students can learn within an academically rigorous ELA class with adaptations and accommodations that appropriately scaffold the curriculum, the learning process, and the learners.

May 2014—Page 2



Session Overview Section Time Overview Prepared Resources Facilitator Preparation

Introduction 5 minIntroduce participants to session and session objective

Session PowerPoint

Read and download session materials. Make sure participants receive, complete, and bring to the session their homework assignment, “My Class Profile.”

Academic Struggle and Rigor

15 min

Participants consider and discuss questions related to recognizing student struggle and when/if to intervene.

Session PowerPointPosition mic runners at various spots around the room for report out.

“Just in Time” and “Just Enough Supports”

15 min

Participants consider how and to what degree they have supported students who recently struggled with learning in their class.


Scaffolds, Adaptations, and Accommodations

30 min

Participants review scaffolds, adaptations and accommodations to determine if and under what circumstances they might be appropriate for students.

Session PowerPoint Practice Activity-Scaffolds,

Adaptations and Accommodations Handout

Position mic runners at various spots around the room for report out.

May 2014—Page 3



Section Time Overview Prepared Resources Facilitator Preparation

ELLs 5 min

Participants consider what the role the ELs level of language progression has in determining appropriate scaffolds.

Session PowerPoint

Work Session and Participant Guided Application 45 min

Participants work in triads to analyze selected 9.4 lessons, annotate lessons for areas where their class might struggle, and plan for interventions to scaffold lessons for their class based on their class profile (homework assignment), and using the Lesson Planning Frame.

Session PowerPoint Homework “Class Profile” Blank Lesson Planning Frame

Position mic runners at various spots around the room for report out.

Provide the Sample Profile Homework if participants come unprepared to the session so they have a class profile to use for this work session.

Reflection and Closing

5 min

Participants will reflect on their learning and summarize outcomes and action step related to their personal practices.


120 min Total for this session

May 2014—Page 4



Session RoadmapSection: Introduction

In this section, you will introduce participants to session and session objectives

Materials used include: Session PowerPoint

Slide

Time Picture Script/Activity Directions

1 1 min Welcome participants to this session.

May 2014—Page 5



Slide


2 2 min Review the session objectives with participants.

Identify “potential learning barriers” in the lesson for struggling learners in their class.

Provide additional scaffolds, adaptations, and accommodations that maintain academic rigor for struggling learners in their class through a reflection and peer collaboration process

May 2014—Page 6



Slide


3 2 min Review the agenda with participants.

Maintaining Academic Rigor with Meeting Students’ Needs Scaffolds, Adaptations, and Accommodations Lesson Planning/Accommodating a Lesson using your Class

Profile

Total time:

5 min

Section: Academic Struggle and Rigor

In this section, you will lead participants to consider and discuss questions related to recognizing student struggle and when/if to intervene.


May 2014—Page 7



Slide


4 6 min Have participants consider the visual on this slide and individually write down statements that capture the messages that see displayed here. (2 minutes)

Then have them share with a shoulder partner and discuss their statements, looking for commonalities, difference, and any new thoughts they generate from their discussion are embedded here. (3 minutes) Have a few audience members share out. (1 minute)

May 2014—Page 8



Slide


5 9 min Have participants consider the first question on this slide with their shoulder partner. (2 minutes-1 minute for each partner to share out; then switch.) Same process with the next 2 questions-6 minutes total

Then have a few audience members share out responding to question 1, question 2 and then question 3. (1 minute for each question-total-3 minutes)

Total time:

15 min

May 2014—Page 9



Section: “Just in Time” and “Just Enough” Supports

In this section, you will discuss scaffolds that maintain academic rigor and academic struggle for students while incrementally increasing in intensity and in teacher effort.


Slide


6 4 We want to temper academic struggle with making sure students do not fall too far behind that they then develop a gap between they and their peers. Why is this important?

We want students to understand This makes learning goals feel achievable and worthy Leads to student feelings of empowerment and capability

Talk at your tables-why else do we want to help students not get too far off track (2 minutes)

May 2014—Page 10



Slide


7 2 Incremental supports to provide support without “rescuing” students. Meet students where they are. Your goal is to get them back on track quickly. Examples:

Quick conference with them to determine where they are struggling and their misundertandings.

Provide specific feedback that gets them back on track without giving them the answer-perhaps in the form of a leading question, “What verb state this stronger?”

Give a concrete example-“Therefore is a transition word that works in this sentence and helps the reader understand that this is a result of your previous idea. What is another transition word that communicates that same idea—that this is a result of your previous idea?”

May 2014—Page 11



Slide


8 9 Verbal or written cue -Sometimes students need a boost to get started in the right direction. For example, “Examine the follow statement carefully.”

Modeling thinking strategies- For example, “I want the reader to come to the conclusion that we should not purchase clothes made in factories in third world countries. So I need to be clear and complete about this in my topic sentence and I need 3 supporting paragraphs to elaborate this idea.”

Extra assistance -Student comes in early to work on their opening paragraph with your closer oversight.

Peer Tutoring - Have a peer support the student during classroom work or have the student in need report to a peer support lab or sign up for a tutor.

Participants will discuss with their table partners a recent lesson they taught and scaffolds they used that were effective to get students back on track that were an incremental approach and got students back on track, without providing too much support that reduced academic struggle or rigor (7 minutes). Share out with whole group (2 minutes).

May 2014—Page 12



Slide


Total time:

15 min

Section: Scaffolds, Adaptations and Accommodations

In this section, you will lead participants to consider and discuss how interventions to support students’ needs meet the criteria of being scaffolds, adaptations, or accommodations, and in which situations. We will state that these terms tend to be used in different contexts (i.e. accommodation is a term most commonly used for SWD, scaffolds for ELL).

Materials used include: Session POWERPOINT, Handout-Practice Activity- Are these Scaffolds, Adaptations, and Accommodations?

May 2014—Page 13



Slide


9 3 Review with participants the characteristics of scaffolds, adaptations, and accommodations. Remind participants that one student’s adaptation may be another student’s rescue. They must know their students well and realize that these scaffolds, adaptations, and accommodations are very specific to students’ needs.

May 2014—Page 14



Slide


10 2 Share examples of possible scaffolds, adaptations, and accommodations for W.9-10.1 Write arguments to support claims in analysis, using valid reasoning and relevant and sufficient evidence.

May 2014—Page 15



Slide


11 5 Participants will work with the handout, items 1-5 - Practice Activity- Are these Scaffolds, Adaptations, and Accommodations? To determine if each listed is a possible scaffold, adaptation, or accommodation and under what circumstances. Share with large group.

May 2014—Page 16



Slide


12 5 Participants will work with the handout, items 6-9 - Practice Activity- Are these Scaffolds, Adaptations, and Accommodations? To determine if each listed is a possible scaffold, adaptation, or accommodation and under what circumstances. Share with table team.

May 2014—Page 17



Slide



May 2014—Page 18



Slide


14 5 Participants will work with the handout, items 13 - 15 Practice Activity- Are these Scaffolds, Adaptations, and Accommodations? To determine if each listed is a possible scaffold, adaptation, or accommodation and under what circumstances. Share with table team.

May 2014—Page 19



Slide



Total time:

30 min

Section: ELLs: Supporting English Language DevelopmentIn this section, the presenter will give examples of scaffolds for standard W.9-10.1a for students of different levels of ELD.


May 2014—Page 20



Slide


16 5 min Level 1/Entering: Teachers may ask students to respond to a prompt with pictures, gestures, or by filling in cloze sentence frames with words from a word bank. If students are literate in a home language, they might also be asked to respond to a written prompt in their home language.

Transitioning: Teachers may scaffold written prompts with additional guiding questions, cloze sentences, or other supports to give ELLs access to the question. Teachers can also show models of written student work that ELLs can use as a guide. Students write arguments with the support of a vocabulary glossary, academic language guide, graphic organizers, or other tools to help them write effectively and organize their ideas.

Commanding: Students may continue to need support around academic language and vocabulary as they write.

Total time:

5 min

Section: Work Session and Participant Guided Application

May 2014—Page 21



In this section, the participants will analyze selected 9.4 lessons, annotate lessons for areas where their class might struggle, and plan for interventions to scaffold lessons for their class based on their class profile (homework assignment), and the Lesson Adaptation Frame.

Materials used include: Session POWERPOINT, Lesson Adaptation Frame, Lessons 21, 22, and 23

Slide


17 5 min Have students pull out their hw assignment, My Class Profile or provide them if they do not have one. (At NY NTI only-Assign those who have a great concern for ELLs to move to the part of the room when they will be facilitated by our ELL expert.)

Pass out the Scaffolds, Adaptations, and Accommodations Planning Frame. Introduce Lesson Adaptation Frame and explain that they’ll first be annotating their lesson directly and then adding actual suggestions to this sheet.

Have participants independently review their class profile and/or make sure it is fleshed out.

Assign tables to lesson 21, 22, or 23.

May 2014—Page 22



Slide


18 5 min Participants form triads. Using discussion protocol described on the PowerPoint, participants will describe their class profile to their triad.

May 2014—Page 23



Slide


19 3 min Participants will annotate lessons and record adaptation suggestions, based on their own class profile, on their frames– focusing on intro, assessed standards, and assessment section.

May 2014—Page 24



Slide


20 3 min Participants will annotate lessons and record adaptation suggestions on their frames – focusing on vocabulary, materials, and agenda.

May 2014—Page 25



Slide


21 5 min Participants discuss their notes/annotations

May 2014—Page 26



Slide


22 4 min Facilitators model discussion (using assessment from lesson 21 and sample class profile as a guide).

Model Activity for participants.*See model script for this slide which focuses on Assessment from lesson 21 below this section, the Session Road Map.

May 2014—Page 27



Slide


23 3 min Whole group share out on their work

May 2014—Page 28



Slide


24 3 min Participants will annotate lessons and record adaptation suggestions on their frames– focusing on activities 1, 2, and 3 in their lessons.

May 2014—Page 29



Slide


25 3 min Participants will annotate lessons and record accommodation suggestions on their frames– focusing on activities 4, 5, and 6 in their lessons.

May 2014—Page 30



Slide


26 3 min Whole group share out on their work.

May 2014—Page 31



Slide


27 3 min Model Activity for participants.**See model script for this slide which focuses on Activity 3, Close Reading below this section, the Session Road Map.

May 2014—Page 32



Slide


28 3 min Whole Group Share Out.

May 2014—Page 33



Slide


29 2 min Provide participants with the opportunity to ask questions about the session.

Total time:

45 min

Section: Reflection and ClosingIn this section, the participants will reflect on their learning and summarize outcomes and action step related to their personal practices.


May 2014—Page 34



Slide


30 5 min Discussion and Reflection.

Total time:

5 min

* Slide 22 Model Script: Presenter 1: Gives short summary of students, states that she will focus her discussion on the assessment Quickwrite in lesson 21

May 2014—Page 35



What are students required to do and know how to do?

• In this quickwrite assessment, students are required to respond to a written prompt: “How do details in this passage shape and refine a central idea of the text?”

• Students must be able to read and understand the prompt, formulate a clear written response, and cite textual evidence to back up their answer. They must understand and articulate at least one central idea of the text. They must be able to formulate an argument and provide evidence to support it.

Where and why might students struggle?

• Based on my sample student profile, students would likely struggle with the following skills: • Deciphering the meaning of the quick write prompt and clarifying what they’re being asked to do• Vocabulary in the quick write prompt that may confuse students: details, “shape and refine”, central idea• They would also struggle to organize their thoughts to answer the prompt• A few emerging English speakers in the class would not be able to read this prompt or write in English without assistance.

Some possible scaffolds

• Provide additional support to clarify what the question is asking – for example, reinforce what “to shape and refine” means in the question, asking students to paraphrase the prompt.

• Provide a pre-writing guide/outline for students: • A central idea of this text is _______________________. These are details that support this central idea: ___________________,

______________, ____________. • Provide an additional vocabulary glossary or academic word guide to support student writing.

Presenter 2:

May 2014—Page 36



• I notice in your sample class profile you have several newcomers who have level 1 or 2 English skills. I’m wondering how you would meet their needs with these scaffolds? Would they be able to participate in this assessment at all?

• What about using their home language here? What is the main home language of your newcomer students?

Presenter 1:

• Thanks for that suggestion – you’re right that for this assessment, there are actually some scaffolds we could use to support students in their home language that could allow them to participate in the assessment even with an entering level of English Language Development. My newcomers are all Spanish speakers who are literate in their home language, so I could try these scaffolds:• Ask students to confer in their home language with a bilingual speaker to clarify the meaning of the assessment.

Allow students to write part or all of their response in their home language.

** Slide 27 Model Script Presenter 1:• Activity 3 in this lesson is a close reading/group discussion activity that is quite typical of other activities across these modules. When I was

reading this lesson from the perspective of my student profile (which has several students reading below grade level and ELLs with a range of English Language Development levels), I determined that this lesson’s success will depend a lot on 1) Strategic grouping of students and 2) Supporting student reading and discussion skills to keep them engaged.

• For my class I would likely apply the following scaffolds to the lesson:

o First, I’d consider what additional instruction some students might need. For my ELLs, this additional support would be around more direct instruction in vocabulary and background knowledge.

May 2014—Page 37



Vocabulary: There are some words identified in this lesson that all students may need support with. But there are other words I know my ELLs would need additional support with. Some examples:

Idioms and tricky phrases:o Time warpo “Like a twist that comes about two thirds of the way through a movie”

Economics/statistical terms:o Declining/risingo Averageo Luxuryo Bankruptcy

Other terms:o Vato Empireo Breakthrougho Beet

I could support this vocabulary development in a number of ways: through vocabulary guides, vocabulary journals, Frayer model instruction, and partner practice with flash cards or other supports throughout this unit.

Background knowledge: This text is a nonfiction, historical text that covers issues that most native English speakers at this age would also be

new to. I haven’t determined that there is significant background knowledge ELLs would need that their native English speaking peers would already have prior to reading this text. For this excerpt, however, I might provide some background knowledge on slavery in general and Lincoln’s Emancipation Proclamation (it is mentioned on page 115 – and it provides an important chronological comparison). For this text in general I would also provide background knowledge instruction in agriculture/production if students did not have that background.

• Besides this work that might involve separate, additional instruction for some students, I’d likely add the following scaffolds to support students in reading the text, formulating answers to questions, and discussing them in a group:

May 2014—Page 38



o Strategic grouping of students (ELLs with more advanced English speakers, newcomer ELLs ideally with an advanced English speaker who may be bilingual)

o Assigning roles to students in each group to facilitate discussion (for example, discussion leader, questioner, note taker, etc.) Or number students and require a rotation of numbers for discussion to ensure each student participates.

o Provide an additional question note taking sheet for them to organize their answers to the questions, which may include: Graphic organizer to sort their ideas visually (i.e. for comparison in first question) Assistance in structuring answers to questions – close sentences, other structured responses to the questions. Examples:

Question 1: What comparison do the authors establish in the first paragraph of “Serfs and Sweetness” (pp. 114–116)? What details do the authors provide to support this comparison?

o “The authors compared __________ with ___________.”o The ______________ were _________________.

Detail 1: Detail 2:

o The _______________ were ______________. Detail 1: Detail 2:

o For some ELLs, I you also consider choosing a smaller excerpt for them to study closely during this time (potentially with teacher guidance or with the assistance of an ELL teacher)

• Presenter 2: Thanks for sharing these ideas. I have one question/suggestion for the first group of scaffolds you mentioned. You discussed some additional instruction that may be needed for some students in your class – especially around background knowledge and vocabulary. With such a mixed class, how will you meet these needs, and when are you thinking you would provide this instruction? As a suggestion, could you involve any outside supports your school has available to you?

• Presenter 1: That’s a great question. It’s sometimes difficult to provide additional instruction for some students during my class periods. But actually this lesson is quite conducive to that because it involves small groups work. I have two ideas for providing that instruction for this lesson:

May 2014—Page 39



o Pulling a small group of ELLs to do some introductory work/group reading with me while the other students read independently, and then have ELLs go back to integrated groups midway through the lesson.

o Involving my school’s ELL instructor – give her the list of vocabulary ahead of time to reinforce that work before the lesson. Or she pushes in several days a week, so she could also provide that small group instruction.

Turnkey Materials Provided Session PowerPoint Handout-My Class Profile Handout- Practice Activity- Are these Scaffolds, Adaptations, and Accommodations? Handout-Scaffolds, Adaptations, and Accommodations Planning Frame

May 2014—Page 40


mc-14193-39844713.us-east-1.elb.amazonaws.commc-14193-39844713.us-east-1.elb.amazonaws.com/file/9… · Web viewDiverse learners, including students with disabilities and English

Documents