Page 96 - Scaffolding for English Language Learners

This will give ___________________________. [TR]
Scaffolding the Model Position Paper Planner (AIR New Activity 6 for Examining a Model Position Paper
Guiding Questions
151. Does the author think that there is anything good about Facebook? How do you know? [ALL] The author thinks that ________________. I know this because she says ____________________________________________. [EN, EM, TR]
AIR Scaffolds
Students will be better prepared to use the note catcher because of the new activities 1 through 5.
Use sentence frames and sentence starters to help students complete the note catcher. Appendix A includes a completed Model Position Paper Planner for teacher’s reference.
Instructions for Teachers
Use the graphic organizer and sentence frames, starters and word bank to help students complete the Model Position Paper Planner.
Instructions for Students
Use this Main Idea/Claim note catcher to get the gist when you reread the model position paper. First, fill in the author’s claim. Then, identify each reason for the claim. Then fill in the evidence the author provides to support the claim. Finally, analyze whether the supports and evidence are adequate. [ALL]
Claim
________ can be toxic to a developing teen _____, so ________ should raise its _______ age to __. [EN, EM]
Facebook can be toxic __________, so Facebook should _____________________. [TR] Expanding students would write the claim without any support.
American Institutes for Research Scaffolding Instruction for ELLs: Resource Guide for ELA–92