Morning Messages for CER and Argument Writing
A four-day set of morning messages for 3rd-grade reading level sheltered ELA classes with students at WIDA proficiency 3.0, focused on claim, evidence, and reasoning (CER) and persuasive writing. Each message follows the teacher's sample length and closes with a casual morning greeting prompt that invites students to talk with partners and practice WIDA Standard 1.
“I would like you to create my morning messages for my sheltered ELA class with EL students at english proficiency of 3.0. For this week I only have 4days. So, I only need 4 messages. I would like the focus to be on the CER / argumentative /persuasive writing. My students are 6-8 graders that are EL students. Here is an example of the length of my messages. Along with my messages I need a quick discussion when my students greet each other for the day. It should be something casual and fun to get them talking and using Standard 1 of WIDA standards. Here is that sample: Good morning, class! Today is Tuesday, September 8, 2026! As we continue to read Act I, Scene 2, we begin to see internal and external conflicts emerge among the characters. Living in such tight, secretive conditions creates immediate tension. External conflict grows as the families struggle to adapt to strict rules of absolute silence, while internal conflict builds as characters like Anne struggle with losing their freedom and normal lives. Remember the vocabulary word loathe? To loathe something means to hate or strongly dislike it. How do the early conflicts in Scene 2 show us what the characters loathe about their new living situation? Let me hear your thoughts as we start our warm-up!”
Teacher Guide & Tips
- Read each morning message aloud at the start of class, pausing to define key terms like claim and evidence, then have students echo the vocabulary to support language acquisition.
- Discussion question: What is a claim, and how is it different from a feeling? Ask students to share a claim they could support with facts from their own experience.
- Scaffold for newcomers: Provide a sentence frame such as "I believe ___ because ___" on the board, and allow students to point to pictures or use bilingual word cards during the greeting discussion.
- Extension for advanced students: Ask them to rewrite one claim into a stronger argument by adding a counterclaim and a reason that addresses it.
- Estimated time: About 10 to 15 minutes per day, including the message reading and the partner greeting discussion.
What is Diffit?
Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free“I would like you to create my morning messages for my sheltered ELA class with EL students at english proficiency of 3.0. For this week I only have 4days. So, I only need 4 messages. I would like the focus to be on the CER / argumentative /persuasive writing. My students are 6-8 graders that are EL students. Here is an example of the length of my messages. Along with my messages I need a quick discussion when my students greet each other for the day. It should be something casual and fun to get them talking and using Standard 1 of WIDA standards. Here is that sample: Good morning, class! Today is Tuesday, September 8, 2026! As we continue to read Act I, Scene 2, we begin to see internal and external conflicts emerge among the characters. Living in such tight, secretive conditions creates immediate tension. External conflict grows as the families struggle to adapt to strict rules of absolute silence, while internal conflict builds as characters like Anne struggle with losing their freedom and normal lives. Remember the vocabulary word loathe? To loathe something means to hate or strongly dislike it. How do the early conflicts in Scene 2 show us what the characters loathe about their new living situation? Let me hear your thoughts as we start our warm-up!”
Teacher Guide & Tips
- Read each morning message aloud at the start of class, pausing to define key terms like claim and evidence, then have students echo the vocabulary to support language acquisition.
- Discussion question: What is a claim, and how is it different from a feeling? Ask students to share a claim they could support with facts from their own experience.
- Scaffold for newcomers: Provide a sentence frame such as "I believe ___ because ___" on the board, and allow students to point to pictures or use bilingual word cards during the greeting discussion.
- Extension for advanced students: Ask them to rewrite one claim into a stronger argument by adding a counterclaim and a reason that addresses it.
- Estimated time: About 10 to 15 minutes per day, including the message reading and the partner greeting discussion.
Morning Messages for CER and Argument Writing
A four-day set of morning messages for 3rd-grade reading level sheltered ELA classes with students at WIDA proficiency 3.0, focused on claim, evidence, and reasoning (CER) and persuasive writing. Each message follows the teacher's sample length and closes with a casual morning greeting prompt that invites students to talk with partners and practice WIDA Standard 1.
What is Diffit?
Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free