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Group 5 — MLL Language Access

WHAT THE TEACHER NEEDED
Ms. Duval: “My newcomers can compare a table and a graph. The wording of the task is what blocks them.”
Objective: Clarify language while students still compare the table and graph.

THE PROMPT WE WROTE (Modification)
Create a simple visual glossary with icons for key terms and student friendly vocabulary word bank for MLL students who struggle with complex directions for comparing representations. Students must still compare both representations and explain the relationship. Do not give the answer.

OSAMR rating:
Modification

Rigor evidence:
Our support gives words and structure, never the answer or the reasoning.

Suggested Padlet labels:
Group 5 — MLL Language Access; Fix-It; Rigor Preserved; OSAMR: Modification

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WHAT THE TEACHER NEEDED

Ms. Novak: “My multilingual learners know the water cycle. They cannot get through the directions to show me.”

Objective: Help students understand the directions while they still identify and label the water-cycle processes themselves.

THE PROMPT WE WROTE (Modification)

Create a step-by-step checklist for the process for Grade 7 Science students who struggle with directions and academic language for a diagram task. Students must still identify processes and label the model. Do not model a completed example.

OSAMR rating:

Augmentation

Rigor evidence:

Students will still have to label the water cycle diagram.

Suggested Padlet labels:

Group 3 — Science Model; Fix-It; Rigor Preserved; OSAMR: Augmentation

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AI Prompting with SAMR | Participant Pages

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WHAT THE TEACHER NEEDED

Mr. Ellis: “My readers can handle the ideas in this article. The sentence density is what is stopping them.”

Objective: Make the article more accessible while students still read, choose evidence, and explain how it supports the claim.

THE PROMPT WE WROTE (Augmentation)

Create the text chunked with headings and one focus question per chunk for Grade 7 ELA students who struggle with dense text and close-reading load. Students must still identify the claim, select evidence, and explain the connection. Do not choose the evidence.

OSAMR rating:

Augmentation

Rigor evidence:

Students still have to identify the claim, select evidence, and explain the connection.

Suggested Padlet labels:

Group 2 — ELA Evidence; Fix-It; Rigor Preserved; OSAMR: Augmentation

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WHAT THE TEACHER NEEDED

Ms. Reyes: “My students can explain ratios out loud, but the academic vocabulary stops them cold when they have to write it down.”

Objective: Support vocabulary while students still decide whether the ratios are equivalent and justify their reasoning.

THE PROMPT WE WROTE (Augmentation)

Create a vocabulary bank with student-friendly definitions for students who understand the content but are blocked by academic vocabulary in explaining equivalent ratios. Students must still decide equivalence and justify why. Do not give the answer.

OSAMR rating:

Augmentation

Rigor evidence:

Students will have to determine the equivalence and justify their explanation. Our support gives words and structure, never the answer or the reasoning.

Suggested Padlet labels:

Group 1 — Math Reasoning; Fix-It; Rigor Preserved; OSAMR: Substitution

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AI Prompting with SAMR | Participant Pages

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SAMR Prompt Fix

AI Prompt:
Create a short reading support for this grade-level text. Keep the important ideas and vocabulary, but add a student-friendly summary, 3 key vocabulary words with simple definitions, and 2 sentence starters students can use to explain their thinking. Do not give students the answers.

SAMR Level: Augmentation

Why: This is Augmentation because AI improves an existing support by making it faster to create and more accessible for students. The learning task stays the same: students still read, understand, and explain the content themselves.