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Strategies for ELL students in writing

Strategies for ELL students in writing

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C:\Documents And Settings\Jeffco\Desktop\Strategies To Support Esl Writer’S In The Classroom C:\Documents And Settings\Jeffco\Desktop\Strategies To Support Esl Writer’S In The Classroom Presentation Transcript

  • Strategies to Support ESL Writer’s in the Classroom By: Holly Seefried Westgate Elementary Jefferson County Public Schools
  • Description of ESL Population
    • Grade Level: 2
    • Number of Students: 1 student in my homeroom class
    • Language Spoken: Spanish
    • Proficiency level: LEP
    • Specific considerations: implementing listening comprehension skills
    • CELApro results:
      • Speaking, reading, and writing =5
      • Listening = 4
  • Essential Questions
    • 1. Course essential question: What instructional practices best promote ELL’s writing development?
    • 2. My essential questions:
    • Currently our school has just begun to debate the teaching of grammar to ELL students. What method of delivery (direct instruction vs. teaching in the context of actual writing) is most effective? Should the methods be combined? How will I assess the student’s progress?
    • How does teaching oral language support the development of writing? What are the best instructional practices to tie the two together?
  • Strategies to Promote Grammar Instruction
    • Effective teachers model exemplary writing practices and demonstrate how writers write about what they know.
    • Teach grammar in the context of actual writing.
    • Teachers demonstrate brainstorming, drafting, editing, and revising and create an understanding that these are recursive processes.
  • Strategy #1: Model the Writing Process
    • Modeled writing gives a focus for the lesson.
    • ELL students benefit from seeing what good writing looks like. (Exemplars)
    • The teacher models her thinking as she corrects grammar mistakes and uses good word choice.
    • Model writing interactively.
  • Strategy #2: Grammar in the Context of Actual Writing
    • Why?
    • How?
    • Teacher models correct grammar in her own writing.
    • Grammar is taught during individualized conferences during Writer’s Workshop.
    • Teacher designs guided writing practices based upon errors that students make.
  • Strategy #3: The Recursive Writing Process
    • Brainstorming, drafting, revising, and editing are used as a recurring process.
    • Teachers use formative assessments to notice error patterns.
    • Mini-lessons are implemented based upon student needs.
  • Strategies to Promote Oral Language
    • Teachers use “teacher talk” to develop oral skills.
    • Teachers Develop Lists of Core Words.
  • Strategy #4 :Teacher Talk Promotes Oral Language
    • Repetition, paraphrasing, clarification, and expansion of student’s reading and writing.
    • Shared reading and writing experiences build vocabulary.
    • Oral Language groups build thinking and speaking skills. Students learn that what they think, they can say, and what they say, they can write!
  • Strategy #5: Teachers Develop Lists of Core Words to Promote Oral Language
    • Examples: Word wheels, visual representations of words, picture dictionaries, and word webs on Kidspiration software
    • Include previous grade’s lists of words.
    • Include content words.
    • Students can use the thesaurus on Microsoft Word to build their knowledge of synonyms and antonyms.
  • Standards Addressed NCTE/IRA and NETS
    • Standard 1: Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction; classic and contemporary works.
    • Standard 4: Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.
    • Standard 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.
    • Standard 3: Model Digital-Age Work and Learning- Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
  • Assessments
    • Formative Assessments:
    • Student portfolios
    • Teacher observations
    • Peer and self assessments
    • Mondo Oral Language assessment
    • Questioning strategies