Classroom Practices That Best Promote ELLs Writing Development

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  • Classroom Practices That Best Promote ELLs Writing Development

    1. 1. Classroom Practices that best promote ELLs Writing Development Raeann Pugliano ESL Teacher/Coach Westgate Elementary
    2. 2. Westgate ELL Population <ul><li>60 ELLs school wide </li></ul><ul><li>10% of the school population </li></ul><ul><li>Languages include: </li></ul><ul><ul><li>Spanish </li></ul></ul><ul><ul><li>Vietnamese </li></ul></ul><ul><ul><li>Chinese/Cantonese </li></ul></ul><ul><ul><li>Nepali </li></ul></ul><ul><ul><li>Finnish </li></ul></ul>
    3. 3. Essential Questions <ul><li>Course Essential Question </li></ul><ul><ul><li>What instructional practices best promote ELLs writing development? </li></ul></ul><ul><li>My Essential Questions </li></ul><ul><ul><li>How does oral language tie into writing instruction? </li></ul></ul><ul><ul><li>How do we teach ELLs grammar skills? </li></ul></ul>
    4. 4. Oral Language and Writing <ul><li>Initial instructional priority should be developing the children’s oral proficiency in English. </li></ul><ul><li>Oral language development provides the foundation in phonological awareness and allows for subsequent learning about the alphabetic structures of English </li></ul><ul><li>From the article, “Reading Research and English Language Learners” from www.readingrockets.com </li></ul>
    5. 5. Two Principles of Writing Instruction for ELLS <ul><li>Literacy instruction should center on understanding </li></ul><ul><li>Communication of meaning </li></ul>
    6. 6. ELLs success depends on… <ul><li>Quality of the instructional process </li></ul><ul><li>Practices </li></ul><ul><li>Classroom Climate </li></ul>
    7. 7. 5 key principles: <ul><li>Writing can be taught earlier than once believed </li></ul><ul><li>Explicit instruction is necessary for writing success </li></ul><ul><li>Vocabulary and Oral Language are an integral part of writing </li></ul><ul><li>Safe environment </li></ul><ul><li>Bring cultural knowledge into writing themes </li></ul>
    8. 8. Strategy #1 <ul><li>Demonstrate how writing and reading are connected </li></ul><ul><li>ELLs can begin to “try on” or emulate the styles they have read </li></ul><ul><li>www.writingfix.com </li></ul><ul><ul><li>Examples of mentor text to be used with genres or 6-trait writing lessons </li></ul></ul>
    9. 9. Strategy # 2 <ul><li>Demonstrate how writing and reading are tools for thinking and learning </li></ul><ul><li>ELLs need to write frequently and be aware that writing is a recursive process </li></ul>
    10. 10. Strategy # 3 <ul><li>Demonstrate explicitly how brainstorming, drafting, revising, and editing are recursive processes </li></ul><ul><li>Effective teachers model how to write for a purpose and for an audience </li></ul>
    11. 11. Strategy # 4 <ul><li>Demonstrate exemplary writing practices for their students </li></ul><ul><li>Effective teachers model how writers write about topics that are meaningful to them </li></ul>
    12. 12. Strategy # 5 <ul><li>Teach grammar in the context of actual writing </li></ul><ul><li>ELLs grammar improves over time when they are provided: </li></ul><ul><ul><li>Good language models </li></ul></ul><ul><ul><li>Guided practice </li></ul></ul><ul><ul><li>Clear expectations </li></ul></ul><ul><ul><li>Explicit feedback </li></ul></ul>
    13. 13. Strategy # 6 <ul><li>Provide varied and increasingly challenging writing experiences for students at all grade levels </li></ul><ul><li>Effective teachers in the intermediate grades add new and challenging writing tasks </li></ul>
    14. 14. Strategy # 7 <ul><li>Develop a list of core words for their students to use in their writing </li></ul><ul><li>Success of a writing piece depends on word choice and writer’s vocabulary </li></ul>
    15. 15. Strategy # 8 <ul><li>Regularly integrate spelling into writing and reading instruction </li></ul><ul><li>ELLs need explicit instruction in the conventions of English spelling in context </li></ul>
    16. 16. Assessments <ul><li>Formative Assessment: </li></ul><ul><ul><li>Goal Setting </li></ul></ul><ul><ul><li>Questioning strategies </li></ul></ul><ul><ul><li>Observations </li></ul></ul><ul><ul><li>Student record keeping </li></ul></ul><ul><ul><li>Self and peer assessments </li></ul></ul>
    17. 17. NCTE/IRA Standards <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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 </li></ul><ul><li>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. </li></ul><ul><li>NETS Standards </li></ul><ul><li>STANDARD 3 : Model Digital-Age Work and Learning </li></ul><ul><li>Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. </li></ul>

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