Students analyze and synthesize their research to make claims about inquiry questions within an inquiry path or the inquiry path question itself. Students complete at least two Forming Evidence-Based Claims Tools for all inquiry paths on the Research Frame. These initial claims are the foundation for the Evidence-Based Perspective students will develop in Lessons 11 and 12.
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Bilingual Language Progressions
These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.
From EngageNY.org of the New York State Education Department. Grade 9 ELA Module 3, Unit 2, Lesson 10.
Available from engageny.org/resource/grade-9-ela-module-3-unit-2-lesson-10; accessed 2015-05-29.
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