Practices of Acceleration Introduction Scaffolding the Writing Process Mary Ann Gomez-Angel Mt. San Antonio College

When was the last time you were in unfamiliar territory? How did you navigate ? What steps did you take? What was helpful ? Did you reach your destination? Sharing

We need strategies to get through difficult task! Scaffolding is a teaching strategy that breaks a problem down into manageable steps. The writing process is broken into steps that are focused and promotes the student to grow independently in writing. It is accelerated because initial support gradually diminishes, students gain confidence, and move forward in competency/proficiency. Why scaffolding helps accelerate a learning process

Scaffolding Strategies Model the thought process: think out loud as you outline an essay. Provide organizers or starters, who, why, how, what next? (Prompts) Do part of the problem (Help with topic) Give hints and cues (brainstorm with students) Connect new learning to students’ interest or prior learning (favorite topics) The strategies we use in our Writing sequence courses

Scaffolding Strategies Use graphic organizers: timelines, charts, tables, categories, checklist, and graphs. Simplify the task, clarify the purpose, and give clear directions. Teach clear vocabulary and provide examples Adapted from http://projects.coe.uga.edu/epltt/index.php?title=Scaffolding#Sharing_a_Specific_Goal continued

Writing a persuasive paragraph Instructional time: Selecting a topic Analyze a persuasive paragraph Complete a graphic organizer Complete a paragraph outline Persuasive paragraph rough draft Complete editing and revising rubric Instructional review and final draft Steps are used for compare and contrast, cause and effect.

Persuasive Graphic Organizer Organize your argument in the following graphic organizer. Remember this can be a brief summary of your details. It does not have to be complete sentences. You will use this organizer to complete your paragraph outline. Topic + Position = Opinion Statement Evidence to support topic (quote from article) Why did you choose this quote? How does it support your opinion statement Counterargument (what is the other side of the argument?) Rebuttal: (Why is that argument wrong?) Concluding Statement Restate the topic: Restate a summary of evidence: Various organizers can be used for example; Venn diagrams, hierarchal, concept maps, sequential diagrams, cyclical diagrams, matrices and flow charts

Paragraph Outline The outline will help with order Before you complete: Look at your graphic organizer. Decide which quotes you are going to use. Put those quotes in the box labeled “Detail/Evidence”. In the “Explain” box make sure to explain how your quote supports your topic sentence. After you complete: Please use the sentences you wrote on this worksheet to write a rough draft of your paragraph. You will use the sentences below and write them in paragraph form. Please ask for help if you need it!! Topic Sentence: Detail/Evidence from your graphic organizer(This should support your topic sentence. May be a quote): Explain (Explain how your detail supports your topic sentence. This may be a few sentences): Another Detail/Evidence from your graphic organizer (This should support your topic sentence. May be a quote): Explain (Explain how your detail supports your topic sentence this may be a few sentences): The outline will help with order

Paragraph Outline –cont. Counter Argument Counter Argument (State the argument that is opposite of yours): Rebuttal (Explain why the counter argument is incorrect and reinforce your argument): Conclusion: (Sum up what you said with a strong ending statement):

Paragraph editing &revising Editing will prepare the student to review work and can reinforce grammar skills

Instructional Review & Final Draft The paragraph writing rubric is based on : Organization-clear topic sentence Development-details are provided Reasoning & Ideas- answers entire question Language-all sentences have subject verb, different lengths, academic language is used Rubrics will inform the student on what they are graded on and what they need to work on.

http://www.mtsacregionaladulted.org/spring-2016-conference/