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Supporting ELL students and promoting writing in all young students

Supporting ELL students and promoting writing in all young students

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  • In the article Worlds Beneath the words: Writing Workshop with Second Language Learners there is a quote that resonates with me and applies to all of my first grade authors,, “To Learn to read is to learn to walk. To learn to write is to learn to rise.”
  • My name is Myla Bashford and I have taught in Jefferson County for 9 years. When I began teaching at Semper 9 years ago I had no ELL students at all. In the past 5 years our ELL population has grown considerably and I now have three in my classroom of 19 children and there are 15 in the whole grade level of 59 students.
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    • 1. Learning to RiseLearning to Rise “To learn to read is to learn to walk. To learn to write is to learn to rise.”“To learn to read is to learn to walk. To learn to write is to learn to rise.” -Jose Marti-Jose Marti Promoting WritingPromoting Writing Development in ELL StudentsDevelopment in ELL Students
    • 2. Myla Mohler BashfordMyla Mohler Bashford First grade teacher, SemperFirst grade teacher, Semper ElementaryElementary
    • 3. Charles Semper ElementaryCharles Semper Elementary ELL PopulationELL Population 61 ELL students with14 languages61 ELL students with14 languages 11 students in entire grade level (first grade)11 students in entire grade level (first grade) Languages spoken; Spanish, Vietnamese,Languages spoken; Spanish, Vietnamese, Russian, Tamil, Chinese, Cantonese,Russian, Tamil, Chinese, Cantonese, Malayalam, Hmong, Portuguese, Gujarati, Kurdi,Malayalam, Hmong, Portuguese, Gujarati, Kurdi, Arabic, Tibetan, Napoli, and Tagalong.Arabic, Tibetan, Napoli, and Tagalong. In my class currently I have 1 ELL student andIn my class currently I have 1 ELL student and teach 3 other first grade ELLs for literacy.teach 3 other first grade ELLs for literacy.
    • 4. Essential QuestionsEssential Questions What instructional practices best promoteWhat instructional practices best promote ELLs writing development?ELLs writing development? What is the correlation between oralWhat is the correlation between oral language and writing instruction?language and writing instruction? ““If I can think it I can say it, if I can say it I can write it, If I can write it I can readIf I can think it I can say it, if I can say it I can write it, If I can write it I can read it.”it.” How can mentor texts guide writingHow can mentor texts guide writing instruction for all of my young writers?instruction for all of my young writers?
    • 5. Instructional Practices that bestInstructional Practices that best promote ELL writing development.promote ELL writing development. (Source: Colorin’ Colorado- Standards-Based Writing for ELLS)(Source: Colorin’ Colorado- Standards-Based Writing for ELLS) Writing instruction doesn’t need to wait until the studentWriting instruction doesn’t need to wait until the student is proficient in Englishis proficient in English Explicit instruction of mechanics and composition areExplicit instruction of mechanics and composition are necessarynecessary Oral language and vocabulary are taught in conjunctionOral language and vocabulary are taught in conjunction with writingwith writing Teachers and students create a safe environment inTeachers and students create a safe environment in which to learn.which to learn. ““Writing flourishes in a safe community of learners, where teacher and students are writing andWriting flourishes in a safe community of learners, where teacher and students are writing and sharing their writings…” –(Colorin’ Colorado-Standards Based Writing for ELLs)sharing their writings…” –(Colorin’ Colorado-Standards Based Writing for ELLs) Teacher strives to be culturally responsive.Teacher strives to be culturally responsive. Teacher uses technology such as Kidspiration orTeacher uses technology such as Kidspiration or Inspiration to help all children begin to understand howInspiration to help all children begin to understand how graphic organizers can help them organize their thinkinggraphic organizers can help them organize their thinking before writing.before writing.
    • 6. Writing Instruction WithWriting Instruction With Oral LanguageOral Language “The goal of oral language instruction is to stimulate as much oral“The goal of oral language instruction is to stimulate as much oral language as possible, not to correct grammar, as this would inhibit free discussion and languagelanguage as possible, not to correct grammar, as this would inhibit free discussion and language development.”development.” -Mondo Guidebook for Instruction, pg 18-Mondo Guidebook for Instruction, pg 18 One on one conversationsOne on one conversations Student language patterns are most readily improved by one on oneStudent language patterns are most readily improved by one on one conversations with an English proficient adult.conversations with an English proficient adult. Small Group Language InstructionSmall Group Language Instruction Students need to generate language orally first in a small group and a safeStudents need to generate language orally first in a small group and a safe environment. The goal is to stimulate as much language as possible andenvironment. The goal is to stimulate as much language as possible and small groups are the best place to create this.small groups are the best place to create this. Building on Oral Language for WritingBuilding on Oral Language for Writing InstructionInstruction Students are in the habit of generating thoughts and sharing ideas orally.Students are in the habit of generating thoughts and sharing ideas orally. Transition into having students share some of their thoughts in writing byTransition into having students share some of their thoughts in writing by shared or interactive writing methods.shared or interactive writing methods.
    • 7. Using Mentor Texts to PromoteUsing Mentor Texts to Promote Writing DevelopmentWriting Development Best practices for all studentsBest practices for all students ““First graders write very much the way they talk-and they like to talkFirst graders write very much the way they talk-and they like to talk and write about what I like, how I feel, what I know. Even as theyand write about what I like, how I feel, what I know. Even as they mimic their speech in their writing, they also mimic the language ofmimic their speech in their writing, they also mimic the language of books they read and hear.”books they read and hear.”(www.ncee.org)(www.ncee.org) What writers read helps writers write. (Jeffco Cap K12)What writers read helps writers write. (Jeffco Cap K12) Writers look at mentor texts to develop their own ideas for writing.Writers look at mentor texts to develop their own ideas for writing. When writers make their writing better, they look for an author whoWhen writers make their writing better, they look for an author who uses a technique that would help.uses a technique that would help. There are many forms of writing.There are many forms of writing. A writer’s experiences help create writing and set goals.A writer’s experiences help create writing and set goals. Authors and illustrators own their writing and art.Authors and illustrators own their writing and art. Writing is a way to communicate ideas.Writing is a way to communicate ideas. Writers talk to each other about writing and ideas for writing.Writers talk to each other about writing and ideas for writing.
    • 8. AssessmentAssessment Goal settingGoal setting QuestioningQuestioning Student samplesStudent samples Portfolio assessment is one type of performance based assessment in which students are evaluatedPortfolio assessment is one type of performance based assessment in which students are evaluated on what they produce in the classroom.- (The Education Alliance-Teaching Diverse Learners)on what they produce in the classroom.- (The Education Alliance-Teaching Diverse Learners) Self and Peer assessmentsSelf and Peer assessments Rubrics and observation checklistsRubrics and observation checklists Oral communicationOral communication Observe ELLs while reading with partners, retelling stories, role playing, oral language groups,oralObserve ELLs while reading with partners, retelling stories, role playing, oral language groups,oral reports, brainstorming, playing games, and completing incomplete stories. (Colorin’ Colorado-reports, brainstorming, playing games, and completing incomplete stories. (Colorin’ Colorado- Using Informal Assessments for ELLs)Using Informal Assessments for ELLs)
    • 9. NCTE/IRA StandardsNCTE/IRA Standards 5. Students employ a wide variety of strategies as they5. Students employ a wide variety of strategies as they write and use different writing process elementswrite and use different writing process elements appropriately to communicate with different audiencesappropriately to communicate with different audiences for a variety of purposes.for a variety of purposes. 6. Students apply knowledge of language structure,6. Students apply knowledge of language structure, language conventions, media techniques, figurativelanguage conventions, media techniques, figurative language, and genre to create, critique, and discuss printlanguage, and genre to create, critique, and discuss print and non-print texts.and non-print texts. 10. Students whose first language is not English make10. Students whose first language is not English make use of the first language to develop competency in theuse of the first language to develop competency in the English Language arts and to develop understanding ofEnglish Language arts and to develop understanding of content across curriculum.content across curriculum. 12. Students use spoken, written, and visual language12. Students use spoken, written, and visual language to accomplish their own purposes.to accomplish their own purposes.
    • 10. NETS StandardsNETS Standards 1.Creativity and Innovation1.Creativity and Innovation Students demonstrate creative thinking, constructStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.knowledge, and develop innovative products and processes using technology. Students:Students: a. apply existing knowledge to generate new ideas, products, or processes.a. apply existing knowledge to generate new ideas, products, or processes. b.create original works as a means of personal or group expression.b.create original works as a means of personal or group expression. 2.Communication and Collaboration2.Communication and Collaboration Students use digital media and environments to communicate and workStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute tocollaboratively, including at a distance, to support individual learning and contribute to the learning of others.the learning of others. Students:Students: a. interact, collaborate, and publish with peers, experts, or others employing a varietya. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.of digital environments and media. b.communicate information and ideas effectively to multiple audiences using a varietyb.communicate information and ideas effectively to multiple audiences using a variety of media and formats.of media and formats. c.develop cultural understanding and global awareness by engaging with learners ofc.develop cultural understanding and global awareness by engaging with learners of other cultures.other cultures.