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Scaffolding to Rigor in High School English Language Arts

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Presentation on theme: "Scaffolding to Rigor in High School English Language Arts"— Presentation transcript:

1 Scaffolding to Rigor in High School English Language Arts
Supporting Student Access to Complex Texts

2 Purpose of this Session
Participants will be able to explain how the instructional design and delivery methods of the NY grade 9 ELA curriculum module support all students to access rigorous texts. Participants will be able to describe the instructional arc and features of Module 9.1, Unit 1.

3 Understanding rigor

4 What is Rigor? Read the three quotes on the “What is Rigor?” handout.
Put a star next to ideas that resonate with you.

5 4 Myths About Rigor As you read, annotate for:
Concepts that connect or resonate with you. Words that would be a part of your definition of rigor. Concepts or ideas that might surprise others. Questions for discussion: What is rigor? Where does rigor “live?”

6 Sampling the Curriculum

7 Rigor in the Text Reread pp of St. Lucy’s Home for Girls Raised by Wolves by Karen Russell. (Stage 1) Discuss: What makes this text complex and potentially rigorous for 9th graders? What particular challenges might your students have with this text? What are some of the key ideas and understandings in this section of the text?

8 Rigor in Instructional Design
Read the Unit Overview and Unit 9.1.1, Lesson 1. As you read, look for evidence of the article’s perspectives about rigor. Notice: The amount and type of homework. The types of questions and support. The amount of text considered each day.

9 Scaffolding to Rigor—Going Deeper
Evidence in this lesson: Analyze the sequence of questions on pages of Lesson 1. Think About: What is happening in this section of the lesson? Describe the types of scaffolding you observe.

10 Scaffolding to Rigor through Questioning
How can questions provide scaffolding? Guide students toward important understandings without “giving them the answers.” Support students to unpack the language of the text and build vocabulary. Model where to look for “important ideas.” 10

11 Adding Scaffolding Questions
Answered only with evidence from the text Can be literal (checking for understanding) but must also involve analysis, synthesis, and evaluation Focus on words, sentences, and paragraphs, as well as larger ideas, themes, or events Focus on difficult portions of text in order to enhance reading proficiency

12 Discussion and Reflection
How can this curriculum help teachers create “an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.” What do teachers need to do with this curriculum to create this? What additional support might they need?

13 Q & A

14 Online Parking Lot Please go to and select “Online Parking Lot” for any NYSED related questions. Thank You!

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