The survey results from the Fall Interim Assessment (IA1), revealed that the ability to locate and explain evidence to support an assertion is an obvious skill that needs development. When this manifested in sixth grade classes, it was no surprise; however, the survey also clearly revealed evidence of this same underdeveloped skill-set in high school. As educators, we must develop steps to promote powerful thinking and writing as a foundation to be built upon. The focus: powerful academic language, both written and oral.
Most students can choose relevant examples and cite the text. The difficulty lies in their inability to explain their choice(s) back to their opinion. Most have difficulty tying ideas so they flow in a logical manner. Students need examples, modeling and constant feedback.
With three carefully chosen best practices, in a specific order, the scaffolded writing process automatically differentiates. The first best practice is a close read using CUBS:
- Circle topic sentence(s).
- Underline supporting details.
- Box unknown words.
- Summarize the gist of the paragraph in the margin.
In this activity, students apply CUBS individually at first. Next, they turn to a partner or small group to discuss their findings. This close read is repeated with each paragraph, allowing for unknown vocabulary to be flushed out, central ideas to be paraphrased, and details to be recognized and explained. The teacher brings the class back to whole class to discuss findings and have students clarify any vocabulary. Expectations of the activity are modeled and shared, checking to be certain students understand.
Students continue to work on each paragraph individually, coming together in small groups to discuss their findings when they are done with the first close read. This allows for small discussion groups that are focused in on a text, one paragraph at a time. A foundation of discussion techniques, such as the ones found in Academic Conversations; Classroom Talk That Fosters Critical Thinking and Content Understandings by Jeff Zwiers & Marie Crawford, have already been taught. The teacher circulates to listen in on academic conversations, commenting on students who “elaborate and clarify” and “support ideas with examples”.
Groups are asked to share their findings with the whole group as the teacher charts findings. As the activity is culminating, the teacher acknowledges and points out when students use “behaviors of effective conversations” Zwiers and Crawford speak of as “Skill 5” correctly while groups build upon and encourage the ideas put forth by other groups.
Next, using the 4-square method, students address the IA1 questions. Sentence starters, specific to each square, complete the graphic organizer, guiding students to create quality paragraphs. Modeling and small groups are used throughout the activity. When finished, students have complete paragraphs that flow from square 1; their answer, to square 2; a paraphrase of their answer, to square 3; a citation from the text to support their answer, and to square 4; an explanation of their citation to tie it to their answer, with a metaphor to solidify their citation’s explanation.
The 4-square steps have sentence starters that are based on The Thinker’s Guide to How to Read a Paragraph: The Art of Close Reading by Dr. Richard Paul & Dr. Linda Elder. The authors offer five levels of close reading; the second level is used in the 4-Square activity to bring the student through cognitive reasoning. Each square has sentence starters that scaffold where needed yet naturally differentiate.
Second Level: Explicating | Explicating the Thesis of a Paragraph
- State the main point of the paragraph in one or two sentences. [Square 1: Answer the question.]
- Then elaborate on what you have paraphrased. (“In other words,…”). [Square 2: paraphrase the answer.]
- Give examples of the meaning by tying it to concrete situations in the real world.
(For example,…) [Cite the text first with “According to the text…” or “The author states…”. Then use “This reminds me of…”.Square 3.]
- Generate metaphors, analogies, pictures, or diagrams of the basic thesis to connect
it to other meanings you already understand. [Square 4: explain and reason the chosen citation to the answer, giving a metaphor to further explain.], (p. 10).
The final best practice pulls the paragraphs of the essay together. The 4-square activity, with its pattern of organization and sentence starters, keep the student on track to create paragraphs that are clear and concise in assertion, citation, and explanation, AKA: ACE.
- Answer the question or prompt.
- Cite evidence from the text to support your answer.
- Explain your chosen citation to your answer or assertion.
ACE is repeated for each paragraph, pulling in sections, phrases, ideas, sentences, or entire paragraphs that were created during the 4-Square writing activities. Throughout the activities, academic language and conversations are reinforced, both in conversations among the students as well as sharing as they firm up their ideas and write their essays.
