5. Writing - R. Read Research

Use of Academic Language	Descriptor	Level	Domain
Argue	Developing a stance in favor of or against claims presented within content-related text	5	Reading

SIOP Section	Descriptor
Building Background	Concepts Explicitly Linked to Student’s Background Experiences

Action Steps:

Step 1

Read: Choose one of the following articles:

Meaningful Writing Opportunities: Write-Alouds and Dialogue Journaling With Newcomer and English Learner High Schoolers [can be accessed via Hollis]
Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading [can be accessed via Hollis]
Scaffolding Evidence-Based Writing for English Learners in Three Steps [can be accessed via Hollis]
Writing in the Secondary-Level Disciplines: a Systematic Review of Context, Cognition, and Content [can be accessed via Hollis]

Step 2

Reflection: Answer the following questions about the reading on a Capstone slide

Takeaways: You can choose one or all questions, or parts from each question. (200-250 words)

What was your most significant take away from the assignment? What did you find interesting and useful?
How will you apply your learning to practice?
What did you find challenging in the readings/videos? Are there areas where you would push back or critique?
To learn more, what might your next steps be?

Step 3

Be sure to link your work and documents in the capstone project:

Culture and Writing

REQUIRED TASK

Description: Conduct research on how speaking multiple languages may impact writing.

Points: 5

Must Haves
1. Response completes the task. 2. Accurately reflects WIDA Standards and the principles of SIOP. 3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics). 4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course. 5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting.

Must Haves

1. Response completes the task.
2. Accurately reflects WIDA Standards and the principles of SIOP.
3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics).
4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course.
5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting.

Amazing
* Explain how learning from completing the task can be useful to you. * Promotes self and cultural awareness. * Describes possible next steps. * Relates to developing language skills in specific ways. * Share materials or examples that may be useful to others.