ELLs’ Writing Development
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ELLs’ Writing Development

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Encouraging writing to develop from ELL students

Encouraging writing to develop from ELL students

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    ELLs’ Writing Development ELLs’ Writing Development Presentation Transcript

    • ELLs’ Writing Development What classroom practices best promote ELLs’ writing development?
    • Student Population  4th Grade  23 students  Majority of students speak English and 4 students are English/Spanish speaking students.  ELL students work with a Spanish speaking aid in the classroom for small group instruction for about 45 min. a day.
    • Strategies Supporting Writing Development #1 Implementing Graphic Organizers  Graphic organizers can be used to brainstorm ideas, convey meaning, study vocabulary, etc.  Graphic organizers can be used whole class, teacher demonstration, small group or individually.
    • Graphic Organizers (cont.)  ELL students can benefit from graphic organizers because they are using text to complete them and it gives them a reference to use when developing larger written works.  A resource that can be used to find student friendly graphic organizers is www.pbs.org/teachers
    • Example of a Graphic Organizer (This is a 4-square completed on Microsoft Word) What is it What it is not Word Definition Picture
    • Strategies Cont. #2 Modeling  An effective teacher will continuously model exemplary writing.  As stated in the article Teaching Diverse Learners: Writing “By inviting students to observe and participate in the teacher's own writing process, ELLs can better understand ways to approach the task of writing.”
    • Modeling (cont.)  As stated in the article Teaching Diverse Learners: Writing, “ When writing interactively, teachers verbalize their thinking as they write (e.g, "I'm going to put a comma here after bananas because I want to list three fruits: bananas comma apples comma and grapes period. The comma tells the reader to pause in between, and the period says that's the end of the sentence."). Writing is interactive when teachers invite student participation (e.g., "What would be a good title for this journal entry? What was my topic?").”
    • Strategies Cont. #3 Rubrics  Rubrics are an effective way to encourage text from ELL students. It allows the student to know exactly what is expected of them when writing.
    • Rubric Example for Writing Content 4 3 2 1 Word Writer uses vivid words & phrases, Writer uses vivid words & phrases, Writer uses words that Writer uses a limited Choice & placement of but occasionally communicate vocabulary that words seems the words are used clearly, but lacks does not natural and not inaccurately or variety. communicate forced. inappropriately. clearly. Sentence All sentences sound natural & Most sentences sound natural & Most sentences sound natural, Sentences are difficult to read Fluency are easy to read. are easy to read. but are not easy & understand. to read. Content Relevant information & Relevant Relevant information, but an information, but Information is unclear & not quality details. idea is not several ideas are related to the supported. not supported. topic. Conventions No errors 1 or 2 errors are Few errors are Several errors made made are made
    • Strategies Cont. #4 Portfolio Assessment  Using a portfolio as a student’s ongoing assessment allows both the teacher and the student to track progress that is being made in writing.
    • What is a portfolio?  A portfolio is an informal assessment because the teacher is evaluating a students work over a period of time using different pieces of data that have been gathered.  A portfolio can also allow the student to go back to revise and edit their previous works.
    • Assessing Students  Informal assessments (also called authentic or alternative) allow teachers to track the ongoing progress of their students regularly and often. While standardized tests measure students at a particular point in the year, ongoing assessments provide continual snapshots of where students are throughout the school year. By using informal assessments, teachers can target students' specific problem areas, adapt instruction, and intervene earlier rather than later. (Colorin’ Colorado 2007) Article titled Using Informal Assessments for English Language Lea
    • Essential Questions  Essential questions are a great way to encourage higher order thinking from your ELL students.  Essential questions also allow for creative answers that students can continue to add to.
    • Examples of Essential Questions 1. What do you think makes a persons writing interesting? Why? 2. Why do you think it is important to be able to write using the English language? These questions encourage students to think and explain.
    • Creating Your Own Essential Questions  Question cannot be answered using one word answers  Encourage students to think  Generate curiosity in the students  There is likely to be more than one answer that can be given
    • Connecting to Curriculum  LA State Standards Addressed 2. Standard 1: Reading and Responding 3. Standard 2: Writing 4. Standard 3: Writing/Proofreading 5. Standard 7: Demonstrate understanding of information in grade appropriate texts using a variety of strategies.
    • Connecting to the Curriculum  National Standards Addressed 2. 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. 3. 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.
    • National Standards (cont.)  National Standards Addressed 2. Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 3. Standard 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
    • National Standards (cont.)  National Standards Addressed 2. 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. 3. Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 4. 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)
    • Connecting to the Curriculum  Technology Standards Addressed 2. Standard 1: Creativity and Innovation 3. Standard 2: Communication and Collaboration 4. Standard 4: Critical Thinking, Problem Solving, and Decision Making
    • Resources  Louisiana State Department  Rubistar rubrics