Page 97 - Scaffolding for English Language Learners

Word Bank
18 active addicted
addiction brain developed
developing Facebook foolish
impulses impulsive interact
interaction minimum pathways
prone
social stimulates
[For Teacher Reference]
Instructions: Use this Main Idea/Claim note catcher to get the gist when you read the model position paper. First, fill in the author’s claim. Then, identify the ways in which the author supports their claim. Finally, fill in the evidence the author provides for the supports. Finally, analyze whether the supports and evidence are adequate.
Claim: Facebook can be toxic to a developing teen brain, so Facebook should raise its minimum age to 18.
hint: paragraph 1
18 active addicted
addiction brain developed
developing Facebook foolish
impulses impulsive interact
interaction minimum pathways
prone
social stimulates
Word Bank
B. Analyze the Model Paper Using the Argument Rubric
Expeditionary Learning Teacher and Student Actions
Teacher displays the first two rows of the Expository Writing Evaluation Rubric and reads the bullet in the first row out loud as students read along silently. Teacher explains that the position paper they read exemplifies the first row with a clear position statement. Teacher explains what “follows logically” means. Teacher reads the bullet in the second row out loud as students read along silently. Students turn and talk about the term “insightful analysis,” and teacher cold-calls some students to share. Students discuss whether the claims and reasons they chose on their planner are evidence of insightful analysis. Teacher reads the bullet in the third row out loud as students read along silently. Students read through the model to find a counterclaim acknowledged, discuss with a partner, and share. Students work with a
American Institutes for Research Scaffolding Instruction for ELLs: Resource Guide for ELA–93