EngageNY.org Principals’ Session: Addressing Rigor in Writing Instruction
Purpose of this Session Participants will be able to identify the differences between accommodations and modifications in the ELA curriculum modules. Participants will be able to identify components of a rigorous lesson designed for argument writing. Participants will be able to support ELA teachers by providing specific feedback designed to increase rigor in the classroom as it relates to argument writing. EngageNY.org2
Argument Writing Instruction Traditional Curriculum (persuasive) Emphasizes use of “feelings” and anecdotes Often associated with speeches and frequently requires listeners/readers to take some sort of action to remediate an issue CCSS-Aligned Curriculum Burdon of proof is more demanding Requires facts/evidence to support a claim Attempts to convince the reader to accept a belief or claim/thesis as truth EngageNY.org3
Lesson Activity In pairs, review Lesson 10. Identify CCSS-aligned instructional practices embedded within the lesson. Determine observable teacher actions that would reflect the aligned practice. EngageNY.org4
Q & A for Module 9.4 EngageNY.org5
Rigor in Argument Writing Watch the video. What would a school leader expect to observe if the lesson is being effectively aligned to the module? Choose an Evidence Guide indicator. Write a CCSS-aligned instructional practice embedded within the lesson that is emphasized within the indicator. Determine observable teacher actions that would reflect the aligned practice. EngageNY.org6
Rigor In pairs, review Lesson 16. Where are areas of challenge for your teachers and students? Where does the lesson provide access? Where does the lesson provide guided practice and support? Where does the lesson support independent practice? Where can the teacher increase these opportunities for support? EngageNY.org7
Instructional Shifts EngageNY.org8 Text-Based Answers Writing from Sources Academic Vocabulary
Module 9.4 Assessments Lesson 10 Lesson 24 Performance Assessment EngageNY.org9
Discussion At your tables, talk about your observations from your review. Use the following questions to guide the discussion. What are my impressions of the assessments for Module Argument Writing? Where will my teachers struggle? Where will my students struggle? Where is there opportunity for accommodations? What can I do to help my teachers deliver these assessments with fidelity? How can I help my teachers use the data from the assessments to increase student outcomes? EngageNY.org10
Leaders as Coaches Good coaching is about providing actionable feedback informed by data. Coaching should also be goal-oriented to help teachers improve practice. Effective feedback is targeted and non- judgmental. Good coaches are constructive and action- oriented, while being able to listen to teachers’ points-of-view. (Knight, 2011) EngageNY.org11
EngageNY.org12 Case Study Read the Case Study Using the Sample Evidence Guide in your packet, describe the feedback you would give to a teacher after an observation. What are the things you would see/hear in a coaching session after an observation? What should you not see/hear? EngageNY.org12
Q & A EngageNY.org13
Discussion and Reflection From today’s session, what was the most helpful to your work in your schools? EngageNY.org14
CONFIDENTIAL – DO NOT CIRCULATE Online Parking Lot Please go to institute-materials-may and select “Online Parking Lot” for any NYSED related questions. institute-materials-may Thank You! EngageNY.org
CONFIDENTIAL – DO NOT CIRCULATE Pulse Check Please go to institute-materials-may and fill out the Plus/Delta for today’s sessions. institute-materials-may Thank You! EngageNY.org