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Scaffolding to Rigor in High School English Language

ArtsSupporting Student Access to Complex Texts

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.

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UNDERSTANDING RIGOR

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What is Rigor?• Read the three quotes on the “What is Rigor?”

handout.• Put a star next to ideas that resonate with you.

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4 Myths About RigorAs 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?”

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SAMPLING THE CURRICULUM

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Rigor in the TextReread pp. 237-239 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?

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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.

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Scaffolding to Rigor—Going DeeperEvidence in this lesson: Analyze the sequence of questions on pages 13-15 of Lesson 1.

Think About: What is happening in this section of the lesson? Describe the types of scaffolding you observe.

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Scaffolding to Rigor through QuestioningHow 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.”

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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

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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?

Q & A

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CONFIDENTIAL – DO NOT CIRCULATE

Online Parking LotPlease go to engageny.org/novnti and select “Online Parking Lot” for any NYSED related

questions.

Thank You!

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