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together to complete the graphic organizer. Take the Emerging students aside and provide additional small group instruction
to aid in understanding as they work to complete the graphic organizer. Make yourself available to other groups for questions, and check in as you are able.
6 When students are finished, have them share their supporting details and add them to the example on the board. Use this opportunity to informally assess student work using the following rubric.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the How English Works Skill: Understanding Text Structure.
Emerging: With substantial support, are students able find at least one detail to support the author’s argument?
Student example: The author thinks schools should teach children that peanuts can make some kids sick. The author thinks schools should not take peanuts away from everyone.
Expanding: With some support, are students able to find two or more details to support the author’s argument?
Student example: The author thinks schools need peanut-free tables and that banning peanuts from schools would be hard to enforce.
Bridging: With little support, are students able to find two or more details to support the author’s argument?
Student example: The author thinks since the world is not peanut- free, schools should not be either and that children with peanut allergies need to learn to protect themselves.
adapt
If students need additional help understanding how to identify details to support the argument, try this activity: Have students Role Play a school meeting where people are discussing the peanut banning issue. Ask one student to play the part of the school official who wants to ban peanuts, one to be a student with peanut allergies, and another student who loves peanut butter sandwiches for lunch. The rest of the students can be the public attending the meeting. Instruct the students to think about the issue from all sides, using details from the text to support their statements.
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ACTiviTy 1.3 continued
Name DaTe Idea and argument evaluator
Supporting Idea from the Text
Supporting Idea from the Text
Supporting Idea from the Text
What is the author's idea or argument?
Does the author give a reason?
q yes qno
Does the author give a reason?
q yes qno
Does the author give a reason?
q yes qno
186 SpringBoard® English Language Development Grade 7
Unit 3 • Changing Perspectives • Part 1: Don’t Ban Peanuts 149
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.