Teaching Writing to ELLs Group of 3 One paper, one pencil Write one statement you know about the topic and pass the paper to the person on the right Keep adding statements until time is up

Writing in a subject area Text structureWriting strategySignal words Problem- Solution Problems are identified and solutions are provided Supporting details describe the problem and solution Accordingly, answer, as a result, because, challenge, decide, fortunately, issue, if____then, one reason is, outcome is, problem, so, solution, the problem is solved by, therefore, thus, unfortunately, trouble

The 7 steps of writing process for ELLs 1.Pre-teach key vocabulary. Select key words that students will need to understand and use for writing assignment. 2.Develop background knowledge. Students from different cultures approach writing differently and they also have different schooling experiences. Develop background knowledge or explanation of unfamiliar concepts and mechanics for writing. 3.Describe it. Discuss and present the strategy, its purpose, benefits, and goals, and the grading rules of finished products. Consider differentiated grading scales for ELLs, depending on their level of English proficiency. 4.Model it. Show the writing you want your students to emulate. Model each phase of the strategy.

The 7 steps of writing process for ELLs 5. Memorize it. Ensure that students memorize the language and steps of the strategy. 6. Support it. Support or scaffold the student’s use of the strategy until she/he can apply it with few or no supports. Model self-regulated learning. 7. Ample use of student interaction. Model and implement collaborative/cooperative writing strategies to plan, draft, revise, and edit composition.

Round table-1: What are the 7 steps? Group of 3 One paper, one pencil Each group member writes one short statement about the topic and passes the paper to the person on the right Everyone must write a statement Keep adding statements until time is up Count the number of correct responses by your team. Delete repeated words/statements and report your number

Round-2: What are the 7 steps? Group of 3 One paper, one pencil Each group member writes one expanded statement about the topic and passes the paper to the person on the right Everyone must write a statement Keep adding statements until time is up Count the number of correct responses by your team. Delete repeated words/statements and report your number

Round-3: What are the 7steps? Put your heads together and come up with a strategy to improve your team total Apply your strategy in Round-2

Round table: Variations Write a key word from the text and pass the paper Keep writing one word at a time until time is up The words must be Tier 2 or 3

Why tier classification? Tier 1 Simple words for English speaker, but might create difficulty for ELLs due to: Spelling Pronunciation Background knowledge Unfamiliar word False cognate

Why tier classification? Tier 2 words and clusters Phrasal clusters: Skim through, over the course of, stimulus package Idioms, social function words/clusters: break a leg, I’m just looking, I’m good Polysemous words: Trunk, right, cell, left, table Information-processing words: apparent, assumption, basis, crucial, display Connectors: however, as well as, although, for instance, in contrast Sophisticated /specific words: scrutiny, celestial, wholesome

Why tier classification? Tier 3 academic content specific Math: square root, rectangle, radical numbers, circumference, Pi square Science: photosynthesis, germ, atom, matter, osmosis Social Studies: government, bylaws, bailout, congressional, capital

Making connections: academic language Select 6 words to pre-teach in this order: 1.Which words are going to be most important for learning this content? 2.Start with tier 3-words that are content specific 3.Next, find tier 2-words that nest those concepts 4.Finally, select tier 1 words that students do not know yet and you need to teach those in order to better comprehend the tier 2 and 3 words.

Assessment & Writing At the end of each week: Write one or two paragraphs summarizing what you learned about _________ using as many tier 2 and tier 3 words as you have learned. Use appropriate connectors, transition or signal words.

Revising Find a simple declarative sentence in your composition, one that lacks specificity and details (do not choose the first or last sentences in a paragraph) Have students elaborate or extend the sentence by adding adjectives, adverbs, specificity, polysemous words, sophisticated words, compound sentences, etc. use post-it note and affix to the composition- “cut and grow” strategy

Getting off to a good start Focus on ideas the student has, rather than the ones he/she lacks Contextualize grammar for students to play with and then use in their writing Teach about how different choices of modal verbs in argument can position the writer Teach about how expanded noun phrases can create great mind-movies

Getting off to a good start Allow ELLs to work on one or two skills per week, focusing on proofreading and editing A rule of thumb might be to let the student write only one paragraph and use three or four new vocabulary words The student and teacher will increasingly target other skills to assess. Samples of work can be included in personal portfolios to track growth.

Write-Around strategy Group of 3 three sheets of paper, three pencils Write one statement you know about the topic and pass the paper to the person on the right Read what others added to your statement and continue with your writing Keep adding sentences until time is up