1. Tying Vocabulary into Writing
Giuliana Jahnsen Lewis
Sterling Middle School, ELL Teacher
Loudoun County Public Schools

2. Think about your students and consider the following questions…
What is the level of your student within 1.0 and 2.0 range?
What to do?
How well-developed is their formal education?
Formal Education?
What can you do to help them develop vocabulary and writing?
1.0 to 2.0 Levels
What English SOL strands should we follow?

3. Sequence and Narrative Writing Other Types of Text Structures
Main Focus:
For the purpose of better serving level 1 ELL students, the following layout of skills are and have been successfully utilized in order to fulfill their needs in vocabulary, reading, and writing, all in conjunction.
Wh-Question Words
Sequence and Narrative Writing
Main Idea and Details
Compare and Contrast
Other Types of Text Structures
Starting Skill

4. Writing in a Sequence: Timelines Sequential Narratives Biographies
Cartoons and Stories
First
Next
Finally
This lesson will be taught once students have mastered learning Wh-Question Words in question format and writing a correct response in complete sentences. This activity can be done with any book to be utilized in class, just remember to show students desired final product.
NOTE: For the purpose of this presentation, the skill of writing in a sequence was put into place, but the same procedure will need to be done with the other skills, so that the students have a better idea of how to apply the learned material into writing.
After
Second
Then
Before

5. Pictures or actions BEFORE sentences…
How do you start?
Teach each of the content words for writing in a sequence by using;
Visuals
TPR
Number and order pictures
Tie to writing sentences
First,
Next,
Then,
Finally,
Teach students, step by step procedure by ordering events, pictures, or actions before formulating sentences. Teach students these words with examples, to which, they can relate.
Pictures or actions BEFORE sentences…

6. Add sentences by utilizing a graphic organizer
First, Henry wakes up at 6:45
a.m.
Next, he goes to brush his
teeth. 3
Then, he gets dressed. 4
Finally, he eats breakfast.

7. Which books do you select for your ELLs?
High Interest Books
Background Knowledge
Connections
At Students’ Level
Which books do you select for your ELLs?
***Show modified books for beginner students***. These books have been modified into the present tense in order to show students how these take place in context and do not confuse them with a different verb tense. These books, those being shown, have been originally written in the past tense, but present rich vocabulary, so I thought of changing and modifying the verbs and write them into the present tense.
NOTE TO CONSIDER: ELL students need to master content in the present tense first in order to successfully acquire the other verb tenses. This also applies to writing.

8. Step-by- Step Instruction in Class
“I do”
Step-by- Step Instruction in Class
“We do”
Explain the “I do” “We do” You do” model:
“I do”= Teacher directs and presents student how to proceed step by step. Even though, I will show students how to work on the given task, they will be asked questions to enhance their interest and develop understanding of what is being explained: Mini Lesson
“We do”= We will be working as a class and students will be participating 70 to 90 percent of the time. This part will prepare them for the “You do” part.
“You do”= Students will be working with a partner and also independently.
IT NEEDS TO BE CONSIDERED THAT TEACHER MONITORING WILL BE TAKING PLACE THROUGHOUT THE LESSON AND ACTIVITIES.
“You do”

9. Lesson:
For complete understanding of the process of tying vocabulary to writing the following takes place:
Key Vocabulary: Focus on one aspect; for example, verbs in the present tense. Introduce students to the
Verbs taking place in the story, but using TPR or
Illustrations. Then, teach them the conjugation.
Finally, practice writing sentences.
REMEMBER: Teach vocabulary first!
State how instruction takes place for students to understand the vocabulary taking place in instruction and how to utilize it in context.
Key Vocabulary: the following procedure takes place when teaching new words; 1) Sound out sounds, 2) Writing practice, 3) Sentences with words; 4) conjugation table– IMPORTANT: Students have gotten used to this routine when learning new verbs and/or other parts of speech.
*** This routine is also used in my intermediate class when learning new words, except for the sounding of words. This is used to teach content vocabulary in Language Arts, as well as, vocabulary taking place in stories and passages in various assessments***
2. Reading: Proceed with the process for reading; picture walk, prediction, teacher discussion, choral and student reading

10. These graphic organizers are given to students according to their writing level. At the beginning of the year, students are divided into writing groups to ensure self development in writing and learning of more skills. ***EXPLAIN how students are moved from group to group=rubric and teacher monitor***
3. Organizing the information: This part of the lesson is according to the level of the students in their corresponding writing groups.

11. Possible Activities Cartoon Foldable:
*Note: These vary according to students’ abilities*
Explain the activities in a few sentences and provide a brief description of the student’s learning and progress from beginner to intermediate.
This was written by student #1 in December of This is
her first year in the country in a beginner ELL class.

12. Sample of graphic organizer by student #1: Level 1 year
Narrative Essay by Student
#1: Level 2 year: December
2013

13. Final Draft of Narrative Essay written by Student #1: Level 2 year, May 2014

14. Interpretation of Story: Student #2: Summer 2013

15. Narrative Essay: “Coming to the United States”

16. Sequence of Current Events
This activity could also be applied to Text Structure essays

18. Bibliography
1. Graphic Organizers: Some were modified from the following:
Ice Cream Cone: Houghton Mifflin Company
Cycle of Events: Have Fun Teaching
Sequencing: Teacher Vision
2. Short Stories:
Sunny and Moonshine by David W. Moore
Children We Remember by Chana Byers Abells

20. Contact Information:
Giuliana Jahnsen Lewis, ELL Teacher
Sterling Middle School
Loudoun County Public Schools