Scaffolding Writing for Success

1. Scaffolding Writing for Success Scott Ryan Multnomah Education Service District Three Lakes High School – Albany OR English Language Arts and Social Sciences Teacher ESOL/English Language Development Specialist Assessment Options April 22, 2014

2. Encourage and Support Reading • Informational Text Reading • Newspapers In Education • Most newspapers will provide FREE papers to schools. Contact the circulation desk and ask for NIE. • Magazines • Request old copies of (appropriate) magazines for your student populations from peers and professional office buildings in your neighborhood. • Literature Reading • Provide 20 Minutes of Silent Sustained Reading Everyday

3. Consider Using Daily Reading Logs • Use Reading Log from Pages 110 and 111 to Elevate and Support Student Learning • Graphic Organizer FREE Resource • Reading Logs Can Be an Effective Learning Tool • Students are able to refer and track their reading and learning. • Students are in control and empowered by taking ownership of their reading.

4. Student Choice (Letting Go of Control) • Allow students to read and write based on their individual interests and levels. • Avoid – “All students must read the same book at the same pace.” • By allowing student “choice” you will most often get a higher level of intrinsic motivation and “buy in.”

5. Select a Broad “Overarching” ThemeAllow Students to Use “THEIR VOICE” • Social Justice (Injustice) • Equal Opportunity (Marginalized Voice) • Social Equality (Inequality) • Social Issues • An Engaging Literature Book • A Long Way Gone – Memoirs of a Boy Soldier by Ishmael Beah • Want an engaging lesson plan that meets Common Core Standards? Please email me! Students typically engage in these topics as they will most likely be able to connect with the subject matter and use their voice to tell a personal story.

6. Building Background KnowledgeEssential for Thought Provoking and Critical Learning • All Learning Needs a Solid Foundation from Which to Build Upon • Multiple Strategies Exist to Support Learning

7. TED TalksStudents Listen and LearnThe Single Story – Chimamanda Adichi Our lives and cultures are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person’s culture or race, we risk a critical misunderstanding of the global community in which we all live, work and play. Link to Chimamanda Adichi's TED Talk Link to TED Talk Website

8. Building Background Knowledge “Effective teaching takes students from where they are and leads them to a higher level of understanding.” (Krashen, 1985) p. 53 • Concepts Explicitly Linked to Students’ Background Experiences • Links Explicitly Made Between Past Learning and New Concepts • Key Vocabulary Emphasized

9. Building Background KnowledgeProviding Meaningful Experiences • Virtual experiences can be as effective as direct experiences in developing background knowledge. • The more authentic and relevant an experience, the greater the likelihood of the information being stored in the permanent memory.

10. Building Background KnowledgeProviding Meaningful Experiences • Bring in realia and use supplemental materials. • Can students “see it, feel it, taste it and experience it?” • Watch video clips PRIOR to beginning a unit. • Go on a field trip. A virtual field trip? • Utilize picture books. “A picture is worth a 1000 words.” • Bring in a guest speaker. Ideas may include; • Holocaust Survivor • Civil Rights Activist • Social Justice or Equity Organization

11. Building Background KnowledgeProviding Meaningful Experiences Graphic Organizers • Partially Completed and/or Filled In to Support Students • Color Coded to Specific Vocabulary in Texts and Readings • 100 FREE Graphic Organizers Graphic Organizer Book

12. Elevating the LEVEL of Writing To elevate or increase the level of writing from your students, you need to ensure you are using higher level or critical writing and thinking vocabulary in your directions and instructions. Name Predict Describe Compare Contrast Identify Explain Create Write Present

13. Learning Targets (lower level)

14. Learning Targets (lower to middle level)

15. Learning Targets (middle to high level)

16. Learning Targets (high level)

17. Scaffolding Writing for Success Questions? Contact Information Scott Ryan sryan@mesd.k12.or.us 541-791-5905