What Classroom Practices Best Promote ELLs Writing Development?
Upcoming SlideShare
Loading in...5
×
 

What Classroom Practices Best Promote ELLs Writing Development?

on

  • 2,298 views

Here are some great strategies you can use to get your ELL students writing!

Here are some great strategies you can use to get your ELL students writing!

Statistics

Views

Total Views
2,298
Views on SlideShare
2,292
Embed Views
6

Actions

Likes
0
Downloads
13
Comments
0

1 Embed 6

http://www.slideshare.net 6

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    What Classroom Practices Best Promote ELLs Writing Development? What Classroom Practices Best Promote ELLs Writing Development? Presentation Transcript

    • What Classroom Practices Best Promote ELLs Writing Development? Roseanne Smith Kindergarten teacher Jeffco Public Schools
    • Description of Student Population Grade level: Kindergarten (full day) Number of ELL students: 1 out of 25 students total Primary Language of ELL student: Korean Background knowledge of ELL student: This student is 5 years old and new to the U.S. He has developed a lot of new vocabulary since the beginning of the school year. He is beginning show progress with his writing!
    • Essential Questions… Course Essential Question: What instructional practices best promote ELLs writing development? My Essential Questions: 1. How can I get all of my students involved in supporting the ELLs in oral language development? 2. Should ELL students be taught letter/sound relationship before they can communicate in English?
    • Strategy 1: Oral Language Development Oral language skills important for all ELL Ideas to support Oral Language students to develop: Development: Receptive Oral Language Encourage student interaction; Skills: Where the student can socialization time demonstrate comprehension MONDO curriculum: nonverbally or by pointing to encourages students to have 30 pictures or things. second conversations Expressive Language Skills: When the student can Songs and Storytelling understand conversational Support and encourage all language from peers and learners! teachers. A great website that provides many ideas for oral language activities is: http://www.literacyconnection s.com/OralLanguage.php
    • Standards for Strategy 1: Oral Language Development NCTE/IRA Standards: Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
    • Strategy 2: Phonemic Awareness The key to teaching ELLs phonemic awareness is by having a very print and visual rich learning environment for students. A strategies I use to teach phonemic awareness: “Turtle Talk” and “Fast Fred” This article is a great resource for determining how to support phonics development for ELLs: http://www.thecenterlibrary.org/cwis/cwisdocs/pdfs/ phonics.pdf Phonics can be assessed through teacher observation and/or performance-based assessments.
    • Standards for Strategy 2: Phonemic Awareness NCTE/IRA Standards: Standard 2: Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
    • Strategy 3: Technology Integration Ways technology integration supports ELLs and their writing: 1. It promotes student engaged learning and a hands-on experience 2. Helps promote organization of writing topic (graphic organizers) 3. The use of tape recorders can be helpful to capture students thoughts 4. Teacher can use image galleries to support ELLs in building vocabulary I know for my kindergarten students, technology has been a very positive contributor to their learning. My ELL student is also very eager to learn and try new things on the computers and SMART Board. There are many different websites available to support student learning. Many of the children’s websites available today help develop fluency as well as phonemic awareness. One of our class favorites is: www.starfall.com For more information of Assistive Technology to support writing: www.readingrockets.org/article/12769?theme=point
    • Standards for Strategy 4: Technology Integration NETS Standards: 1a, 1b: Creativity and Innovation, applies existing knowledge and creates original works. 6: Technology Operations and Concepts - Students demonstrate a sound understanding of technology concepts, systems, and operations. NCTE/IRA Standards: Standard 8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
    • Strategy 4: Ongoing Assessment I believe that in order to keep up to Portfolio Assessments: a collection of date with our ELLs and their learning student work over a period of time goals and needs, ongoing assessment is Shows strengths and necessary. weaknesses of student To make any type of assessment effective, “be consistent” in giving them and analyzing the data. Characteristics of an ELL What makes ongoing assessment portfolio: effective: 1. Comprehensive It provides continuous feedback It assesses students through their 2. Predetermined performance and Systemic It is a great way to examine the 3. Tailored growth of the student throughout the school year 4. Informative For more information about Ongoing Assessment, visit: 5. Authentic www.lab.brown.edu/tdl/assessme nt/perfassess-prt.shtml
    • Standards for Strategy 4: Ongoing Assessment NCTE/IRA Standards: Standard 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
    • "Once children learn how to learn, nothing is going to narrow their mind. The essence of teaching is to make learning contagious, to have one idea spark another." -- Marva Collins