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Principals’ Session: Addressing Rigor in Writing Instruction

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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.

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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

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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.

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Q & A for Module 9.4

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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.

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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?

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Instructional ShiftsTe

xt-B

ased

A

nsw

ers

Writing from Sources

Academ

ic

Vocabulary

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Module 9.4 Assessments

• Lesson 10• Lesson 24• Performance Assessment

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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 9.4 - 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?

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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)

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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?

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Q & A

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Discussion and Reflection

From today’s session, what was the most helpful to your work in your schools?

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CONFIDENTIAL – DO NOT CIRCULATE

Online Parking LotPlease go to http://

www.engageny.org/resource/network-team-institute-materials-may-13-16-2014

and select “Online Parking Lot” for any NYSED

related questions.

Thank You!

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CONFIDENTIAL – DO NOT CIRCULATE

Pulse Check

Please go to http://www.engageny.org/resource/network-team-institute-materials-may-13-16-2014

and fill out the Plus/Delta for today’s sessions.

Thank You!

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