Addressing the Argument Writing Needs of English Learners in Seventh Grade

Author

Cassidy Hamilton, Otterbein UniversityFollow

Date of Award

Spring 5-2-2020

Document Type

Thesis

Degree Name

Curriculum and Instruction (MAE)

First Committee Member

Diane Ross

Advisor

Diane Ross

Second Committee Member

Kristin Bourdage

Third Committee Member

Daniel Cho

Keywords

English Learners, Lucy Calkins, Argument Writing, Teachers College Reading and Writing Project

Subject Categories

Education | Higher Education

Abstract

The purpose of this curriculum development project was to address the writing needs of English learners (ELs) in the seventh grade English/ Language Arts classroom through modifying the Teachers College Reading and Writing Project’s (TCRWP) Art of Argument Writing Unit with the Sheltered Instruction Observation Protocol (SIOP) model. The curriculum developed by TCRWP required modifications to support ELs in achieving the academic demands of today’s schools. One framework that supports ELs in the classroom is the SIOP model, which is grounded in 15 years of research (Echevarria, Vogt, & Short, 2013). The curriculum developed within this project used the TCRWP Art of Argument Unit as a guide to teaching argumentative writing, but I modified it for EL students using the strategies suggested in the SIOP model.

Recommended Citation

Hamilton, Cassidy, "Addressing the Argument Writing Needs of English Learners in Seventh Grade" (2020). Masters Theses/Capstone Projects. 46.
https://digitalcommons.otterbein.edu/stu_master/46