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Learning To Rise Power Point
 

Learning To Rise Power Point

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Supporting ELL students and encouraging all young writers

Supporting ELL students and encouraging all young writers

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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.”

Learning To Rise Power Point Learning To Rise Power Point Presentation Transcript

  • Learning to Rise “To learn to read is to learn to walk. To learn to write is to learn to rise.” -Jose Marti Promoting Writing Development in ELL Students
  • Myla Mohler Bashford First grade teacher, Semper Elementary
  • Charles Semper Elementary ELL Population
    • 61 ELL students with14 languages
    • 11 students in entire grade level (first grade)
    • Languages spoken; Spanish, Vietnamese, Russian, Tamil, Chinese, Cantonese, Malayalam, Hmong, Portuguese, Gujarati, Kurdi, Arabic, Tibetan, Napoli, and Tagalong.
    • In my class currently I have 1 ELL student and teach 3 other first grade ELLs for literacy.
  • Essential Questions
    • What instructional practices best promote ELLs writing development?
    • What is the correlation between oral 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 read it.”
    • How can mentor texts guide writing instruction for all of my young writers?
  • Instructional Practices that best promote ELL writing development. (Source: Colorin’ Colorado- Standards-Based Writing for ELLS)
    • Writing instruction doesn’t need to wait until the student is proficient in English
    • Explicit instruction of mechanics and composition are necessary
    • Oral language and vocabulary are taught in conjunction with writing
    • Teachers and students create a safe environment in which to learn.
    • “ Writing flourishes in a safe community of learners, where teacher and students are writing and sharing their writings…” –(Colorin’ Colorado-Standards Based Writing for ELLs)
    • Teacher strives to be culturally responsive.
    • Teacher uses technology such as Kidspiration or Inspiration to help all children begin to understand how graphic organizers can help them organize their thinking before writing.
  • Writing Instruction With Oral Language “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 language development.” -Mondo Guidebook for Instruction, pg 18
    • One on one conversations
    • Student language patterns are most readily improved by one on one conversations with an English proficient adult.
    • Small Group Language Instruction
    • Students need to generate language orally first in a small group and a safe environment. The goal is to stimulate as much language as possible and small groups are the best place to create this.
    • Building on Oral Language for Writing Instruction
    • Students are in the habit of generating thoughts and sharing ideas orally. Transition into having students share some of their thoughts in writing by shared or interactive writing methods.
  • Using Mentor Texts to Promote Writing Development
    • Best practices for all students
    • “ First 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 they mimic their speech in their writing, they also mimic the language of books they read and hear.” (www.ncee.org)
    • What writers read helps writers write. (Jeffco Cap K12)
    • Writers look at mentor texts to develop their own ideas for writing.
    • When writers make their writing better, they look for an author who uses a technique that would help.
    • There are many forms of writing.
    • A writer’s experiences help create writing and set goals.
    • Authors and illustrators own their writing and art.
    • Writing is a way to communicate ideas.
    • Writers talk to each other about writing and ideas for writing.
  • Assessment
    • Goal setting
    • Questioning
    • Student samples
    • Portfolio 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)
    • Self and Peer assessments
    • Rubrics and observation checklists
    • Oral communication
    • Observe ELLs while reading with partners, retelling stories, role playing, oral language groups,oral reports, brainstorming, playing games, and completing incomplete stories. (Colorin’ Colorado-Using Informal Assessments for ELLs)
  • NCTE/IRA Standards
    • 5. Students employ a wide variety of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
    • 6. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
    • 10. Students whose first language is not English make use of the first language to develop competency in the English Language arts and to develop understanding of content across curriculum.
    • 12. Students use spoken, written, and visual language to accomplish their own purposes.
  • NETS Standards
    • 1.Creativity and Innovation  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
    • Students: 
    • a. apply existing knowledge to generate new ideas, products, or processes.
    • b.create original works as a means of personal or group expression.
    • 2.Communication and Collaboration  
    • Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
    • Students: 
    • a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
    • b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • c.develop cultural understanding and global awareness by engaging with learners of other cultures.