English Language Arts6-8
Morning Messages for CER and Argument Writing
By Leilani A.
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.
Customize for your classroom
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.
English Language Arts6-8
Morning Messages for CER and Argument Writing
By Leilani A.
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.
Customize for your classroom
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.