Writing With Scaffolds: Using Sentence and Paragraph Frames Ronna Magy Campbell Adult and Community Education August 14, 2014 Part 2 080914 1

Without a Scaffold

With a Scaffold structure outline model

Writing Model: Ask Questions Guided Paragraph Writing: Ask Specific Questions What’s your name? Where are you from? How long have you lived in California? How many people are in your family? Who is in your family? What are their names? ~ Magy, R. 1995. Beginning Stories from the Heart.

Writing Model: Word Bank & Paragraph Frame Terry 12 noon job she works thinks cashier Blue Star Market job ______________works at _____________ _______________ __________. She _____________there on Friday, Saturday and Sunday. She is a _________. Her _____________ begins at 8 am and ends at ____________. She likes her ___________ very much. She ________ Blue Star Market is a great place to work.

Guided Sentence/ Paragraph Writing Models Copy a sentence or paragraph Review a sentence /paragraph model write a similar sentence/paragraph Answer specific or open-ended questions Use a word bank to fill in sentences/paragraphs Use cloze fill–in sentences Use pictures generate vocabulary Use sentence starters or paragraph starters Provide the body of a paragraph with options for best topic sentence or best concluding sentence Use graphic organizers (clustering) in the prewriting stage

Free Write: Writing Scaffolds/Writing Models Describe a writing model or/writing scaffold you’ve used with your students. What issues/ challenges developed while you were using that model? 7

Writing Model: Sentence Frames

Writing Model: Paragraph Frames It is helpful to place _______________, _____________, and __________ in the same group. They have important commonalities such as ______________. However, the _______________________ is different because it _________________. In the ________________ (story, event, period of history), there are three important ____________ (events, steps, directions, etc.) First______________________________________ . Second, ______________. Third, ________________. In conclusion, ___________________________________________________________. My Best Friend _________________ is my best friend for a number of reasons. First of all, __________is my best friend because __________________. Also, __________ is________________________________. In addition, ____________________ is my best friend because ________________. I am so lucky to have _______________ as a friend.

21st Century, Common Core- College and Career Readiness Skills Read/scan evidence-based material Summarize information, take notes Communicate, collaborate, evaluate Use academic vocabulary, discuss informational text Cite evidence

Jigsaw Reading Paragraph Frames Common Core/CCR Skills: Read informational text, summarize information, take notes, academic vocabulary, cite evidence HOME GROUPS Person 1-Read Section 1 Person 2-Read Section 2 Person 3-Read Section 3 Person 4-Read Section 4 Refer to handout

Jigsaw Reading Team Share What are some important things you learned about paragraph framing? Refer to handout

Skills Assessment: Did You....... Read informational text? Use academic language? Gather, analyze and summarize information? Read academic vocabulary? Cite sources? Take notes?

College and Career Readiness Standards (CCR) CCR Focus on Literacy Instruction (ELA Literacy) 3 key areas of shift in emphasis: Complexity: texts are more complex, use more academic language and academic vocabulary Evidence: Reading-cite evidence, analyze information Writing-conduct research, analyze sources Speaking/listening-academic talk based on readings Knowledge: students read across disciplines (nonfictional texts); students read informational texts to develop content knowledge 14 ~Pimental, S., 2013, College and Career Readiness Standards for Adult Education

College and Career Readiness Writing Anchor Standards CCR Writing Standards Writing Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence e.g. furthermore, in addition to Writing Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. ~Pimental, S., 2013, College and Career Readiness Standards for Adult Education 15

Integrating Workforce and Academic Readiness Skills The skills learners need in order to transition successfully to higher levels of education or employment should be integrated at every level of instruction, including ESL classes that are focused primarily on language instruction. ~Promoting Learner Transitions to Postsecondary Education and Work: Developing Academic Readiness from the Beginning Betsy Parrish and Kimberly Johnson, CAELA Network Brief, April 2010. www.cal.org/caelanetwork 16

Looking at a Paragraph Frame ______________ and _____________ are similar in several ways. They both ______________________________. They also_____________________________ _____________________. Furthermore, each ______________________________. ___________________________________. Because of these similarities, they can help each other ___________________. However, _____________ and ______________ differ in some key areas. First,__________________________________. In addition, _________________. In contrast, ____________________. These differences help us to see ____________ _____________________________________________________________________. ~Parrish, B. & Johnson, K., 2011; Zwiers, J. 2005

Using a Comparing Paragraph Frame Our Jobs and Activities Our class Men Jobs Home Activities Women Refer to handout

Using a Comparing Paragraph Frame: Instructions Work in a team Talk to the people around you Find out about their jobs and home activities Record the information in the chart Discuss the information with teammates Look for similarities and differences Compare and contrast the information gathered Fill in the paragraph frame together with teammates Refer to handout

Using a Comparing Paragraph Frame: Survey and Record Information What is your job? What do you do on your job? What do you do at home?

Using a Comparing Paragraph Frame: Teams: Evaluate & Summarize Information Who are we comparing? What do men do at work? at home? What do women do at work? at home? How are men and women similar in their jobs and home activities? How are men and women different in their jobs and home activities? What do these differences help us to understand about men and women? How can men and women help each other?

Using a Comparing Paragraph Frame Report Back Skills Collaborate Gather Information Summarize Compare Write Academic Vocabulary Building

Filling in a Paragraph Frame: Using a Think Aloud Men and women are similar in several ways. They both __________________ ______________________________. They also_____________________________ _____________________. Furthermore, each ______________________________. ___________________________________. Because of these similarities, they can help each other ___________________. However, _____________ and ______________ differ in some key areas. First,__________________________________. In addition, _________________. In contrast, ____________________. These differences help us to see ____________ _____________________________________________________________________. ~Parrish, B. & Johnson, K., 2011, Zwiers, J., 2005

Types of Sentence/Paragraph Frames DEFINITION/DESCRIPTION A _______________ is a kind of _____________ that ____________. SEQUENCE First, __________, then ____________, and finally ____________. CAUSE/EFFECT ____________________ happens because _______________________. COMPARE /CONTRAST (a) ___________ and (b) ___________ are alike in that they both ________________; however, (a) _________, while (b) _____________. 24 ~Corley, M., 2013, Helping Your Students Increase Their Writing Fluency.

Using Paragraph Frames at Beginning Levels My Favorite Dinner If I could have my favorite dinner, these are the foods I would pick. First, I would pick _________________________ because ___________________. Next, I would also pick _________________________________. I also like _____________ because _____________. I would be very happy to have this dinner. My Best Friend _________________ is my best friend for a number of reasons. First of all, _________is my best friend because _____________________. Also __________________________ is _______________________. In addition, ____________________ is my best friend because __________________________________. I am so lucky to have _______________________ as my friend. 25

Jim’s Problem The lock on Jim’s front door never worked well. Now the lock is broken. Jim calls the building manager. The building manager says it isn’t his responsibility to fix the lock. He says, “You break it. You fix it.” Jim knows it is the building manager’s responsibility to fix the lock. What can Jim do? Pay a locksmith to fix the lock. Pay a locksmith and take the money out of the rent. Talk to other renters in the building. d. Call the city housing office and ask for help. 26 ~ Future, Book 2., Pearson, 2010.

Using Sentence Frames for Problem Solving 1. The problem is _____________________. 2. He can _____________, ___________, or ________________________________. 3. I/We think the best way to resolve this problem is___________________________. 4. If he_______________________________, then_________________________________. 27

Paragraph and Sentence Frames....... Provide a writing scaffold, a direct, guided paragraph model Strengthen students’ thinking skills, academic language, and academic vocabulary Guide students as they analyze, categorize, describe, contrast, etc. Help students express ideas that are more complex than their English proficiency level Reduce student anxiety about using correct English Can be taught using a Think-Aloud strategy 28

Two-Minute Pair Share Select one paragraph/sentence frame model that you plan to use with your class next week. Talk with a partner who teaches at the same level. Explain why you selected that paragraph frame model to teach to your students. How would you adapt it for your class? Refer to handout

Paragraph Frame Writing Skills Collaborate and communicate Gather information Use critical thinking to categorize, summarize, evaluate, & analyze Write to convey information Write arguments to support claims Write informative/explanatory text to convey complex ideas Use words to create cohesion Build academic vocabulary and academic language Cite evidence

Explicit Teaching and Transferable Skills How can we help students identify the skills they are using in paragraph framing? How can we help students transfer the skills they are learning from the adult classroom to home, school, workplace and community settings?

Instruction needs to be....... EXPLICT DIRECT SYSTEMATIC 32 ~ Adelson-Goldstein, J., The ESL Writing Process, 2013.

Transferable Skills: Ask Specific Guiding Questions Did you work in a team? Did you communicate and collaborate with others? Did you gather information? Did you summarize the information? Did you write a sentence? Did you write a paragraph?

Transferable 21st Century Skills Teach “I” Statements I can work in a team. I can gather information. I can analyze and evaluate information. I can collaborate with others to write a sentence/paragraph. I can write a sentence. I can write a paragraph.

Did We ....... Learn about the writing process? Consider different sentence/paragraph frame models? Learn ways to teach students the skills involved in using writing frames? Identify the skills developed in the writing frames process? Discuss the transferable skills that can be taken from the classroom to the workplace and other academic settings?

Make a Commitment I will implement the following two new instructional strategies into my classroom during the next month. ______________________

Writing with Scaffolds: Using Paragraph Frames Ronna Magy ronnawrite@sbcglobal.net http://www.quia.com/pages/donna/ronna