Middle School English Language Arts Instructional Guide

End of Unit Writing Competency Example

District-Wide Formative Assessment

● Sample Multi-Genre Assignment ● Informative Writing Rubric ● Argument Writing Rubric

DWSBA Window: Winter 2 - *Informative 2 or Argument 2 Feb. 10th - March 9th

PLCs should plan to review the data before March 8th Early-Out *PLCs to choose Informative or Argument writing based on student data.

Scaffolds

● All Day ELA, Professional Learning Armory

General

● Multigenre Mapper Tool ● NCTE Position Statement - Understanding and Teaching Writing: Guiding Principles ● Learning Through Writing Strategies

Writing

● Text Annotation ● Guiding Questioning ● Close Reading Route ● The Three Phases of the Critical Reading Process ● Think-Alouds and Structured Dialogue

Reading

● Text-Dependent Questions ● Accessing Complex Texts

● Structured Academic Discussions ● The Big List of Discussion Strategies (Cult of Pedagogy)

Speaking and Listening

● Student Ted Talk ● Narrative Journalism ● Create an infographic, podcast, profle, turning point essay, proposal, photo essay ● Submit to school’s newspaper or literary journal ● Turn it into an OpEd and submit to the local newspaper ● Submit for publication: learn how to write a query letter, research publications for submissions, submit essay or narrative for publication Multilingual Learners will construct informational texts in language arts that: ● Introduce and defne topic and/or entity for audience ○ Opening statements to identify type of information (describing, comparing/contrasting, classifying) ● Establish objective or neutral stance ○ Declarative statements to provide objective, factual information ○ Technical word choices to add precise and descriptive information without evaluative language (the effects versus devastating effects)

Extensions

Language Expectations for Multilingual Learners

Source: WIDA English Language Development Standards Framework, 2020 Edition

Last Updated June, 2023 Middle School ELA, Page 27