Should we worry about what we eat?
Opinion Mini-Unit
Jean Wolph, Louisville Writing Project, Director
Adaptations by Irina McGrath, Louisville Writing Project Co-Director
Lessons inspired by materials developed by the National Writing Project i3 College
Ready Writers Program, funded by the Department of Education.
Mini-Unit Overview
Writing
Argument
MINI-UNIT
Emphasis
Reading
ARGUMENT SKILLS
PRODUCT
ELEMENTS OF ARGUMENT
CLOSE READING
STRATEGIES
RESPONSE TO READINGS
Close reading strategies
Writing & talking to develop
knowledge on topic or issue
Studying models to
improve our writing
Writing in response
to texts
Highlighting key
words and
definitions
Turn and Talk
TOPICS
# of Lessons
Draft, Feedback, Revise,
Reflect
Making a strong
claim
5 Lessons
Entering Skills:
Foundational Skills:
Writing a claim that is
debatable, defensible,
and compelling. Use
specific evidence from a
text to support it,
providing attribution.
Making a comment
about evidence.
Digging Deeper:
Developing the context
(introductory material to
provide background to
the reader)
2
Product: Multiparagraph guided
draft
• Kernel Essay
• Revision
Claim
Evidence
Highlighting
sources of
information
It Says/I Say notes
SHOULD WE WORRY
ABOUT WHAT WE
EAT?
(connections to
Michele Obama’s
“Let’s Move”
campaign and
changes in school
lunches)
3 shared texts
(chart, video ,
article)
Writing Standards Emphasized in the Mini-Unit
Write arguments to support claims with clear reasons and relevant evidence, using valid reasoning.
Conduct short research projects to answer a question, drawing on several sources ….
Gather relevant information from multiple print and digital sources…and quote or paraphrase the data and
conclusions of others while avoiding plagiarism ….
Draw evidence from …informational texts ….
Write routinely over longer and…shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Mini-Unit Sequence
Day 1
Day 2
Day 3
Day 4
Days 5-6
Days 7-8
Day 9
Study chart
from National
Center for
Health Statistics
Turn and Talk
Write
• Explain
what the
chart says
• Tell what
you think
about it
Add to our
writing
Take notes
from a video
text
Write from I Say/
They Say chart
Read “First
Lady Proposes
Ban on Junk
Food
Marketing in
Schools”
twice
• Mark key
words
• Note
informatio
n that is
important
or that you
have a
reaction to
• Add to
writing
Reread writings
and notes.
Revise to
increase sense of
authority and
credibility
Review
student
model.
Revise to lift
the quality of
our responses.
•
•
Evidence
Attribution
Note: This
portion
later
becomes the
OVERVIEW
OF THE
PROBLEM.
•
I Say/
They Say
Review
possible
notes. Add to
lift the
quality of our
notes.
Use sentence stems
to attribute
information to the
source. Comment
on evidence.
Peer Feedback
Revision
Write what you are
thinking now.
Make a claim.
Write a kernel
essay.
NOTE: Older students can complete
this work in a shorter timeframe.
These lessons are chunked for
short sessions.
In this unit, we will read about an issue, examine the
facts, and make a claim.
Claim: A statement of opinion
that others can either agree with
or disagree with
As we explore different texts, we’ll create notebook
entries
that we’ll use again later in a draft of what’s

called a “Kernel Essay.” (Bernabei)
Overview of
the problem
or issue…
Some people
think...
Here's what
I'm
thinking...
In the
end, I
say...
Writer’s Notebook (Day 1):
What does the National Center for Health statistics say about kids’ sizes? What do you think
about these facts and statistics?
Writer’s Notebook (Day 1): Possible Accommodation
What does the National Center for Health statistics say about kids’ sizes? What do you think
about these facts and statistics?
In 1963-65, boys were ______ than boys in
1999-2002.
In 1999-2002, boys were _____ than boys in
1963-65.
Heavier
Taller
Bigger
Lighter
Shorter
Smaller
Writer’s Notebook (Day 1): Possible Accommodation II
What does the National Center for Health statistics say about kids’ sizes? What do you think
about these facts and statistics?
In 1963-65, boys were ___(#)___ [how much] ______ than boys
in 2002.
height
In 1999-2002, boys were ___(#)___ [how much] than boys in
1963-65.
waist
Example: In 1999-2002, boys were one inch taller than
boys in 1963-65.
Heavier
Taller
Bigger
Lighter
Shorter
Smaller
Sample Student Response: Overview of the Issue
The chart is claiming that American kids are getting bigger. They are a little
taller, but a lot heavier. It’s 12 years later now. I wonder if boys weigh even
more or whether they are the same. And I wonder if anyone is doing anything
about this.
 Where do you see the writer explaining what the chart shows?
 Where do you see the writer telling what he thinks about this information?
 Did you do both of these moves as a writer? If not, try again!
Possible Accommodations
Sample Student Response: Overview of the Issue
The chart is claiming that American kids
are getting bigger. They are a little taller,
but a lot heavier. It’s 12 years later now.
I wonder if boys weigh even more or
whether they are the same. And I wonder
if anyone is doing anything about this.
 Where do you see the writer
explaining what the chart shows?
 Where do you see the writer telling
what he thinks about this information?
 Did you do both of these moves as a
writer? If not, try again!
• Read the passage to the student or have
another student read it to him/her.
• Use ReadWrite toolbar (JCPS owns the rights
to download this for free). Training available
Nov 19 and Dec. 10, 4-6:30 pm, at Jaeger, with
Kathleen Receveur.
• Allow students to draw, write in their native
language or a combination of English and L1.
• Use a translation app. See Irina McGrath’s
livebinders at
https://www.livebinders.com/play/play?id=1
652878
Writer’s Notebook (Day 2):
Add to or revise your entry by using the words “For example, . . .” and then refer to the
chart for specific information. Try to show the difference between “then” and “now.” Add
a line that shows where this information came from.
Writer’s Notebook (Day 2): Possible Accommodation
Add to or revise your entry by using the words “For example, . . .” and then refer to the chart for
specific information. Try to show the difference between “then” and “now.” Add a line that shows
where this information came from.
Use ReadWrite’s toolbar to
predict words as the student
types.
Sample Student Response: OVERVIEW OF THE ISSUE
The National Center for Health Statistics says that American kids are getting bigger. They
are a little taller. For example, from the 1960s to 2002, 10-year-old boys got an inch
taller. That might not seem like very much. They have gotten a lot heavier, however. The chart
shows that after 40 years, 10-year-old boys are 14.5 pounds heavier. In addition,
their arms and legs are an inch bigger, and their waists are almost 4 inches bigger.
 Where do you see the writer using words like “For example, . . .” to introduce specific
information?
 Where do you see the writer showing the difference between “then” and “now”?
 Where do you see the writer showing us where this information came from?
 Did you do each of these moves in your writing? If not, try again!
Sample Student Response, cont.
It’s 12 years later now. I wonder if kids are still getting bigger
and bigger. And if so, I wonder who is doing anything about it.
Add a line like this:
A question some people raise is __________.
OR fill in your own question.
Example: What should be done about childhood obesity?
Possible Accommodations
Sample Student Response, cont.
It’s 12 years later now. I wonder if
kids are still getting bigger and
bigger. And if so, I wonder who is
doing anything about it.
Add a line like this:
• Read the passage and directions to the
student or have another student read it to
him/her.
• Use ReadWrite toolbar
A question some people raise is
__________.
• Allow students to write in their native
language or a combination of English and
L1.
Example: What should be done about
childhood obesity?
• Use a translation app.
OR fill in your own question.
Day 3: A text with an answer
In 2012, more than one third of children and teens were overweight ,
according to the Center for Disease Control. Poor eating habits make
even more kids at risk of health problems as adults. That’s why First
Lady Michelle Obama has started a LET’S MOVE campaign to end
childhood obesity in one generation.
Obese:
overweight
Possible Accommodation
Day 3: A text with an answer
In 2012, more than one third of children and teens were overweight , according to the
Center for Disease Control. Poor eating habits make even more kids at risk of health
problems as adults. That’s why First Lady Michelle Obama has started a LET’S MOVE
campaign to end childhood obesity in one generation.
Obese:
overweight
Add
visuals.
Use
translation
apps.
Watch the video. Jot down facts you hear in
Column 1. Afterward, we’ll take time to add our
reactions in Column 2.
 https://www.youtube.com/watch?v=68_QUvTedc8
 Show minutes 5:59 to 15:08. Watch it twice.
It Says
•
I Say
Possible Accommodation
Give students the notes from Slide 21. As they watch the video,
have them highlight information that they hear.
 https://www.yout
ube.com/watch?v=
68_QUvTedc8
 Show minutes
5:59 to
15:08. Watch
it twice.
It says:
• Too many kids don’t eat right.
• They are at risk of preventable diseases, like diabetes, heart disease, and cancer.
• Treating these diseases costs a lot of money.
• Government is trying to help kids be more active and eat more healthy food.
• Schools are giving kids time to be more active and to learn about healthy eating.
• Because of a new law, school lunches have fewer calories, less fat, less salt, and
less sugar.
• “If we really work together, we can reverse these trends,” says Mrs. Obama. “If
you learn these habits early, you can carry them throughout the rest of your
lives.”
• “We are trying to end the epidemic of childhood obesity in a generation,” says
Mrs. Obama.
• Everyone has to do their part: government leaders, school officials, parents, food
companies, and young people.
Some Key Points You Might Have Captured
It says:
• Too many kids don’t eat right.
• They are at risk of preventable diseases, like diabetes, heart disease, and cancer.
• Treating these diseases costs a lot of money.
• Government is trying to help kids be more active and eat more healthy food.
• Schools are giving kids time to be more active and to learn about healthy eating.
• Because of a new law, school lunches have fewer calories, less fat, less salt, and less
sugar.
• “If we really work together, we can reverse these trends,” says Mrs. Obama. “If
you learn these habits early, you can carry them throughout the rest of your lives.”
• “We are trying to end the epidemic of childhood obesity in a generation,” says
Mrs. Obama.
• Everyone has to do their part: government leaders, school officials, parents, food
companies, and young people.
What do YOU say?
I say:
Make a comment about each idea you
recorded from the video.
Possible Accommodations
What do YOU say?
I say:
Make a
comme
nt
about
each
idea
you
recorde
d from
the
video.
It says:
• Too many kids don’t eat right.
• They are at risk of preventable diseases, like
diabetes, heart disease, and cancer.
• Treating these diseases costs a lot of money.
• Government is trying to help kids be more
active and eat more healthy food.
• Schools are giving kids time to be more active
and to learn about healthy eating.
• Because of a new law, school lunches have fewer
calories, less fat, less salt, and less sugar.
• “If we really work together, we can reverse
these trends,” says Mrs. Obama. “If you learn
these habits early, you can carry them
throughout the rest of your lives.”
• “We are trying to end the epidemic of
childhood obesity in a generation,” says Mrs.
Obama.
• Everyone has to do their part: government
leaders, school officials, parents, food
companies, and young people.
I say:
• Use ReadWrite toolbar
as they write.
• Allow students to write
in their native language
or a combination of
English and L1.
• Allow students to draw
their ideas.
Day 4: Some People Think…
Add to your notebook entry . . .use your “They Say / I Say” chart to
add a paragraph or more to your writing about the issue. Use
sentence starters like these:
 “As Mrs. Obama says, “
 “The video explains …”
 “ According to …”
 “Supporting my example, …”
 “Just as Mrs. Obama says in her speech…”
 “Although the video says …”
 “While the video explains …”
Possible Accommodations
Day 4: Some People Think…
Add to your notebook entry . . .use your “They Say / I Say” chart to add a paragraph or
more to your writing about the issue. Use sentence starters like these:
 “As Mrs. Obama says, “
 “The video explains …”
 “ According to …”
 “Supporting my example, …”
 “Just as Mrs. Obama says in
her speech…”
 “Although the video says …”
 “While the video explains …”
• Use ReadWrite toolbar
as they write.
• Allow students to write
in their native language
or a combination of
English and L1.
• Allow students to draw
their ideas.
Sample Response: Where is the writer
COMMENTING? Attributing information to a source?
 Because kids are getting heavier, First Lady Michelle Obama has started a LET’S MOVE
campaign to end childhood obesity. According to Mrs. Obama, kids are not healthy because
they aren’t eating right and they aren’t getting enough exercise. Kids are getting diseases that
once happened just to adults. That is scary. I look around and I don’t see kids that seem
unhealthy. Maybe that’s why some kids ignore adults when they say, “Eat healthy.” We can’t see
inside of ourselves. We can’t tell that diseases might be starting in our bodies.
 The video also said that schools are giving kids time to be more active and to learn about
healthy eating. I wonder if that is happening in our school. We do run around our track each day.
Our teacher says it’s to burn off steam, but maybe it’s also to help us start healthy habits of
exercising. In the cafeteria, there’s a poster that shows what we should eat more of and what we
should eat less of. Maybe both of these things are because of Mrs. Obama’s Let’s Move campaign.
Peer Feedback:
Review your partner’s new paragraph(s). Did he/she use sentence
starters that show where the evidence came from? Did he/she
make a comment about the evidence?
 “As Mrs. Obama says, “
 “The video explains …”
 “ According to …”
 “Although the video says …”
1. Underline the starters you find.
2. Make a * anywhere you see an opportunity for your partner to add one of these
phrases.
3. Circle the comments your partner wrote about the evidence (the facts).
4. Draw an arrow to show where your partner COULD make comments about the facts.
5. Switch papers and talk about your suggestions.
6. REVISE your own writing based on these suggestions.
Possible Accommodations
Peer Feedback:
Review your partner’s new paragraph(s). Did he/she use sentence starters that show
where the evidence came from? Did he/she make a comment about the evidence?
 “As Mrs. Obama says, “
 “The video explains …”
1. Underline the starters you find.
2. Make a * anywhere you see an opportunity for
your partner to add one of these phrases.
3. Circle the comments your partner wrote about
the evidence (the facts).
4. Draw an arrow to show where your partner
COULD make comments about the facts.
5. Switch papers and talk about your suggestions.
6. REVISE your own writing based on these
suggestions.
Pair newcomers
with an English
speaker or English
learner who is at a
higher level of
proficiency.
Day 5: Researching
READ the title: “First Lady Proposes Ban on Junk Food Marketing in
Schools” by Maggie Fox, NBC News/ 6-10-14.
A headline gives the GIST (main idea) of the news article.
What is a ban?
What is marketing?
What do we think the main idea of this article will be?
Possible Accommodation
Day 5: Researching
READ the title: “First Lady Proposes Ban on Junk Food
Marketing in Schools” by Maggie Fox, NBC News/ 6-10-14.
A headline gives the GIST (main idea) of the news article.
What is a ban?
What is marketing?
What is junk food?
What do we think the main idea of this article will be?
• Add visuals.
• Write
studentfriendly
definitions as
the class
discusses these
terms.
• Chart or post
the main idea
after
discussion.
Day 5, cont.: Mark the Text
READ “First Lady Proposes Ban on Junk Food Marketing in Schools” by Maggie Fox, NBC News/ 610-14.
 First reading: Highlight important terms and definitions:
First Lady Michelle Obama
Smart Snacks in School
Let’s Move
USDA (U.S. Department of Agriculture)
Junk food
Childhood obesity
Center for Science in the Public Interest (CSPI)
Federal Trade Commission (FTC)
American Beverage Association
This will help
us later when
we quote the
text!
Day 6, cont.: Second Reading
 RE-READ “First Lady Proposes Ban on Junk Food Marketing in
Schools” by Maggie Fox, NBC News/ 6-10-14.
 On sticky notes, capture facts and data that seem important or that
you’d like to comment on (you have a reaction to share).
Companies spend
$149 million a year
trying to sell junk
food in school.
Since 2006,
companies can only
sell water, sugarless
juice, low fat milk and
nonfat mile in school.
In 2012 , 70% of
elementary schools
allowed food ads in
schools.
Possible Accommodations:
Day 6, cont.: Second Reading
 RE-READ “First Lady Proposes Ban on
Junk Food Marketing in Schools” by
Maggie Fox, NBC News/ 6-10-14.
• May need extra time to
capture facts and data
on sticky notes.
 On sticky notes, capture facts and data
that seem important or that you’d like to
comment on (you have a reaction to
share).
Since 2006,
Companies spend
$149 million a year
trying to sell junk
food in school.
companies can only
sell water, sugarless
juice, low fat milk and
nonfat mile in school.
In 2012 , 70% of
elementary schools
allowed food ads in
schools.
Add your sticky notes to the notebook writing you
have completed so far
 Try to a find place that this information “fits” and stick your notes there.
OR
 Add it to the end of your notebook writing, if your sticky note is something
you haven’t talked about yet.
 Look back at your article highlighting. Add a line that tells where the
information came from.
Writer’s Notebook (Day 7):
Re-read what you have written so far.
Then write what you are now thinking. These questions
may help:
Are the new school snack rules a good idea or not?
Is childhood obesity a problem or not? Is healthy eating
important or not? Explain your thinking.
Possible Accommodations: Writer’s Notebook
(Day 7):
Re-read what you have written so far.
Then write what you are now thinking. These
questions may help:
Are the new school snack rules a good idea or
not?
Is childhood obesity a problem or not? Is
healthy eating important or not? Explain your
thinking.
• Use translation apps to
help students
understand the
questions.
• Use ReadWrite toolbar
as they write.
• Allow students to write
in their native language
or a combination of
English and L1.
Day 7, cont.: What’s your answer to the problem? What
should we do HERE? Bring it home!
WRITE A CLAIM!
We’ll brainstorm claims about this issue (next slide). But first…
Good claims

Are debatable: There is more than one side; it’s not just your opinion. “I like food” isn’t a good claim because even though it shows your preference
or opinion, there’s no argument to be made.

Are defensible: There is text-based evidence available to support the claim.

Are compelling: Others will care about debating the issue. “Food is important in our lives” is not a good claim. We would say, “So what? Everybody
knows that.”

Show the writer’s position on the issue
 We should or we should not …
 It would be better to ….

Are focused so we’ll try to narrow the topic. We could focus on healthy eating or the new school lunch rules or childhood obesity or Let’s Move
or Smart Snacks in School.
Possible Accommodations:
Day 7, cont.: What’s your answer to the problem? What should we do HERE?
Bring it home!
WRITE A CLAIM!
We’ll brainstorm claims about this issue (next slide). But first…
Good claims

Are debatable: There is more than one side; it’s not just your opinion. “I like food”
isn’t a good claim because even though it shows your preference or opinion, there’s
no argument to be made.

Are defensible: There is text-based evidence available to support the claim.

Are compelling: Others will care about debating the issue. “Food is important in
our lives” is not a good claim. We would say, “So what? Everybody knows that.”

Show the writer’s position on the issue
 We should or we should not …
 It would be better to ….

Are focused so we’ll try to narrow the topic. We could focus on healthy
eating or the new school lunch rules or childhood obesity or Let’s Move or Smart
Snacks in School.
• Use translation apps or
ReadWrite toolbar to
help students understand
the questions.
• Simplify language.
• Allow students to
explain the main
points—sometimes
newcomers learn best
from other students even
if those students don’t
speak their language.
Possible Claims:
Kids should change their eating habits.
Families should change their eating habits.
Our school should follow the Smart Snacks in School rules.
Students should give healthy cafeteria food a chance.
The First Lady’s Let’s Move program is a good choice for our school.
Our school should fight childhood obesity by ________________.
Kids don’t need to change their eating habits; they just need to be more active.
Our school should not follow the Smart Snacks in School rules.
Students should not have to eat healthy food at school if they don’t like it.
What Other Claims Could We Make?
Possible Accommodations
Possible Claims:
Kids should change their eating habits.
Families should change their eating habits.
Our school should follow the Smart Snacks in School rules.
Students should give healthy cafeteria food a chance.
The First Lady’s Let’s Move program is a good choice for our school.
Our school should fight childhood obesity by ________________.
Kids don’t need to change their eating habits; they just need to be more
active.
Our school should not follow the Smart Snacks in School rules.
Students should not have to eat healthy food at school if they don’t like it.
What Other Claims Could We Make?
• Use translation apps or
ReadWrite toolbar to
help students understand
the questions.
Sample Student Responses: Here’s What I’m Thinking
1. Kids need lessons about healthy eating. If we understand
the dangers, we will want to eat the right foods.
2. Even though kids are getting heavier, we should be allowed
to eat what we want. Instead, our school should fight
childhood obesity by increasing Physical Education time.
Are these good claims?
Good claims are debatable, defensible, and compelling.
Does the writer take a position on the issue, pro or con?
Is there evidence to support it? Will others care?
Does the writer narrow the topic? Is the claim nuanced?
Can we see what direction the writer plans to go?
1. Kids need lessons about healthy eating. If we understand the dangers,
we will want to eat the right foods.
2. Even though kids are getting heavier, we should be allowed to eat what
we want. Instead, our school should fight childhood obesity by increasing
Physical Education time.
Create a class list of Claims. Check each one!
 Does the writer take a position on the issue, pro or con?
 Is the claim debatable, defensible, and compelling?
 Does the writer narrow the topic? How?
 Can we see what direction the writer plans to go? How?
 Choose one that interests you.
Possible Accommodations
Create a class list of Claims. Check each one!
 Does the writer take a position on the
issue, pro or con?
 Is the claim debatable, defensible, and
compelling?
 Does the writer narrow the topic? How?
 Can we see what direction the writer plans
to go? How?
 Choose one that interests you.
• Use translation apps and
ReadWrite toolbar.
• Allow students to talk to
partners or discuss these
questions in a small
group first.
• Write students’
responses.
Here’s What I’m Thinking
Write your claim at the end of your notebook entry
and then write a paragraph or more explaining
what needs to happen.
Possible Accommodations
Here’s What I’m Thinking
Write your claim at the end of
your notebook entry and then
write a paragraph or more
explaining what needs to
happen.
• Use ReadWrite toolbar
as they write.
• Allow students to write
in their native language
or a combination of
English and L1.
• Allow students to draw
their ideas.
Day 8: Completing a Draft from Notebook Entries
Kernel Essay (Bernabei)
Overview of
the
problem...
Some people
think...
Here's what
I'm
thinking...
In the
end, I
say...
Overview of the Problem:
Review your Writer’s Notebook entries from Days 1 and 2. These
will help you draft your introduction, which provides your reader
with the background he/she needs about the topic. You will angle
it toward your focus (childhood obesity, school lunch rules, greater
physical activity), which is in your claim.
You may also share your claim in this section of the Kernel Essay or
you may wait till section 3.
Possible Accommodations—also for slides 50-52:
Overview of the Problem:
Review your Writer’s Notebook entries
from Days 1 and 2. These will help you
draft your introduction, which
provides your reader with the
background he/she needs about the
topic. You will angle it toward your
focus (childhood obesity, school lunch
rules, greater physical activity), which
is in your claim.
You may also share your claim in this
section of the Kernel Essay or you may
wait till section 3.
• Simplify directions:
• Review what you wrote on
Day 1 and 2.
• Write a beginning based on
your claim.
• Use ReadWrite and translation
apps.
• Use ReadWrite toolbar as
students write.
• Allow students to write in their
native language or a
combination of English and L1.
Some People Think:
Review your They Say/I Say chart and Writer’s Notebook Entry from Day
4. How do these ideas relate to your claim? Do they support it or are
they on “the other side” of the issue? That will determine how you
introduce these ideas as you explain what people in the news are saying
about the problem.
Use a starter to introduce each fact. If the facts SUPPORT your claim,
you’ll use words like “For example.” If the facts DO NOT support your
claim, you will use phrases like “Even though” or “Although” or “While.”
You will then be able to use some of your comments in reponse.
Here’s What I’m Thinking:
Add evidence to support your claim
1. Introduce your claim if you have not done so already. Or restate
it.
2. Remind your reader about any evidence that you’ve written
about so far. Explain how it supports your claim.
3. Review the chart, notes, and article for any other support that
will help you convince your readers.
4. Use a starter to introduce each piece of evidence (fact). Explain
how and why it helps you prove your claim.
In the End, I Say…
1. Write a conclusion that makes clear what you want your reader
to do, think, or believe about this issue.
2. Help the reader imagine the impact that will occur if we do as
you suggest.
Writer’s Notebook, Day 9, Revision.
Read what you have written so far.
What Key Words or Phrases might you want to provide
definitions of for your reader? These will give your writing
authority.
Who says? Go back to the highlighting of the article and
add any names of people or programs that you need.
These will give your writing credibility.
Possible Accommodations: Writer’s
Notebook, Day 9, Revision.
Read what you have written so far.
What Key Words or Phrases might
you want to provide definitions of for
your reader? These will give your
writing authority.
Who says? Go back to the
highlighting of the article and add
any names of people or programs
that you need. These will give your
writing credibility.
• Read to students what they
have written. Their listening
skills are often better than
reading and writing and they
should be able to catch their
own mistakes
• Simplify directions
• Use ReadWrite to translate
and/or write
• Provide additional time for a
newcomer to work with a
partner to revise his/her work
Teacher Feedback Focus
 Writing a strong claim
 Identifying the source of the evidence
 Accurately representing facts
 Selecting facts to support the claim
 Commenting on the facts (explaining how they apply to or support
the claim)