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Pre-Assessment and Differentiation for Common Core Standard W.7.1: "…
Pre-Assessment and Differentiation for Common Core Standard W.7.1: "Write arguments to support claims with clear reasons and relevant evidence."
The readings described in the other branches will be explored as students learn to build strong argumentative essays over the course of a week (possibly 2).
If you can teach the class: These students will take their knowledge to the next level and explore the skill/concept with a homework menu and complete an argumentative essay based on one of the 2 readings attached below:
Thermometer
High School Start Times
The readings are pieced together with other work as practice tests, so the students who are working to learn more about the skills with me can work from the test pages as a guide as opposed to an assessment. If the accelerated students wish, they may also fill out the assessment pages.
My accelerated students will be asked to look at constructing an argumentative essay for both sides of the discussions explored in one of the readings in the prior branch. They can use the multiple choice pre-test page as either a guide or as a challenge prior to starting to construct their essays.
Let's Learn More Together: Those that have some (but not necessarily a lot of) info from the 'quiz' in their "Want to Know" column will have the option to either work on their own or in a small group of 3 on researching one of the local issues in the same menu given to the accelerated students but will instead focus on sticking with 1 side of the argument in building their research and essay.
The goal of this middle group is to write their argumentative essay in 3 strong paragraphs, focusing with me and the other small groups to find good and relevant supporting details from the reading as they stick to one argument. Any other skills they feel they need improvement in based on the KWL chart pre-assessment will also be explored with my support and with small-group discussions throughout the drafting process.
Let's Review: Students who are ELL, ESL, need specific accommodations, or otherwise severely lack base skills needed will work with me in a small group from the assignment menu. This small group will pick one topic they all wish to co-research, then decide what they are arguing for or against. Once we have planned what we are supporting with details, they have a couple options:
- Co-write an essay and divide up the research based on individual strengths
- Write individual essays, as they talk it through with the teacher,
- Do individual essays while holding regular group discussions (also involving the teacher) about how they are building their resources and arguments
As students in this group work through building their argumentative essays I will track their progress with not only the regular discussions, but also with daily submissions of drafts. Whether it's outlines, word maps, or a full draft, I want these students to work with me at their pace to really learn the skills needed to build strong argumentative essays.
This group will not be required to write 5 paragraphs unless there is a group consensus that they wish to challenge themselves and tackle 3 paragraphs. Otherwise I want them to build 3 strong paragraphs with a solid introduction, 1 supporting detail and a wrap up.
Pre-assessment will be a journal entry using a "KWL" chart (Know, Want to Know, Learned). As I ask questions on a 'quiz' they will sort it into each of the first two (2) columns. Based on that self-assessment the students will be quickly sorted into the three groups depending on how many quiz tidbits are in the "Want to Know" column (those with a lot or almost all of the quiz will be working to review and build more of the base knowledge, for example.
After filling out the KWL chart and the short quiz the first day I will collect the chart in their journal and quickly sort students into 3 different groups who will work on an argumentative essay but at slightly different focal points in their skills within the assignment options.
Thermometer
High School Start Times
These are the readings we will work from as students build their argumentative essays with ether my guidance or peer support. Students who feel they want to challenge themselves have the option to do so, while others will get the support they need with the pre-modified sections of the reading packets.
ELL, ESL, and students who need further accommodations beyond those outlined in other branches:
We will pick 1 of the 2 readings and work through the modified pages together with myself and their small group. This way they have the option of writing whether they disagree or agree and support it with 1 piece of evidence, or they can choose to hold a discussion as we walk through the pages as a small group. If needed I will work with the ESL and other learning strategists to redesign the tracking system so that it best fits their needs.