Writing with Proficiency: Strategies for Scaffolding and Inspiring English Language Learners

Angela Johnsonanjohnson@psd1.org

Shannon Lockardslockard@psd1.org

Here and Now:Stephen Krashen says, “Writing is thinking”.

What do you think about writing?

Objectives• Understand ELD levels• Familiarization with ELD standards• Utilize Sentence Patterning Chart (SPC) to

create sentences• Utilize Cooperative Strip Paragraph to

create paragraphs• Experience Writers’ Workshop• Share writing ideas• Write

ELD Strands

ELD Levels

Grade Band

CCSS W.5.2b,d

ELD Writing2.2.1 Writes to learn using simple sentences (intermediate), descriptive sentences (advanced), specialized vocabulary (transitional)

Poetry Resources

http://www.poetry4kids.com/

http://ettcweb.lr.k12.nj.us/forms/newpoem.htm

http://www.pitara.com/talespin/poems.asp

http://www.gigglepoetry.com/

http://www.psd1.org/Page/244

Compare and Contrast G.O.

ELD Writing1.1.1 Gathers and paraphrases information from teacher-selected resources and uses an organizer to analyze and evaluate information to plan writing (intermediate). Synthesize is added for advanced and transitional.

CCSS W.5.2c

ELD Standards

http://k12.wa.us/

• Offices & Programs

– Migrant Bilingual (pull down tab)

• English Language Development Standards

http://k12.wa.us/MigrantBilingual/ELD.aspx

Learning Log

What have you learned about the ELD levels and/or poetry frames?

How can you apply this to your own teaching?

Sentence Patterning Chart

Writing 3.2.1 (advanced) Builds a rich vocabulary through language activities using descriptive sentences.

Cooperative Strip ParagraphCCSS W.5.2a-e

ELD Writing1.2.1 Reread text and continues drafting over time (intermediate and advanced); rereads text and/or feedback to decide if additional drafts are necessary.

Learning Log

What are some key elements of the SPC or Cooperative Strip Paragraph?

How can you apply this to your own teaching?

What is your level of expertise?

Huh? Hooray? Again?!

Welcome Back

Either write something worth reading or do something worth writing.

-Benjamin Franklin

What do we know?

• Mini-lessons• Notebook ideas• Conferring• Independent Writing• Shared Writing• Group Sharing• Publishing• Questions

Writer’s Workshop

Purpose:• Authentically engage students as writers• Differentiate instruction to meet the needs

of each student• Create a love of writing

Writer’s Workshop

Essential Characteristics (Katie Wood Ray):• Choices about content• Time for writing• Teaching• Talking• Focused study (the writer’s notebook, text

structures, conventions, point of view…)• Publication Rituals• High Expectations and Safety• Structured Management

Writer’s Workshop

• Mini-Lesson• Independent Writing

– Guided Writing– Conferring

• Group Share and Evaluation

Mini-lessons

Management Students learn the procedures and

routines writing workshop.Strategy and Skill Students learn how to use the

conventional rules for written language accurately and effectively.

Craft Students learn how writers work.

Gathering Ideas• Heart Thoughts• Lists• Writing Idea Box• Pizza Graphic Organizer• Teacher Ideas ELD Standard: Writing 1.1.1 (Transitional 6-8) Uses

a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming) to determine purpose and audience, and/or organize text.

Heart Thoughts

Lists

• likes/hates

• typical/unusual

• regrets/proud of

• fun/have to

• worst/best

• expert

Writing Idea Box

Pizza Graphic Organizer

Teacher Ideas

• Cognitive Content Dictionary• Pinterest (look for charts, writing ideas)• Detective show me the evidence—need to

show 3 pieces of evidence whether in reading or writing.

• BAM! Words on paint can, the paintbrush has the boring/common word.

• Practice a variety of prewriting strategies.• Different genres throughout the year

Teacher Ideas cont…

• 4 Square Writing• Rewrite endings to favorite stories• ywp.nanowrimo.org

Building Writing Stamina

• Writing time should be predictable• Quickwrites• Prompted Writing• Choice topics• Projects

Sensory Detail Mini-Lesson

ELD Writing

3.2.2 Uses precise words (e.g., vivid verbs, specific nouns, sensory words) in descriptive writing (Advanced); uses precise language (e.g., powerful verbs, specific descriptors) (Transitional)

CCSS W.4.3d Uses concrete words and phrases and sensory details to convey experiences and events precisely.

Independent Writing

Let’s write: Choose one of your ideas and write about

it We will share

Group Sharing

• Writers need to talk• Pair Share• Small Group Share• Whole group Share

Ways to share– Favorite line, great word choice…(tie into mini-

lesson)– Author’s chair

Whole Group Sharing

Learning Log

What did you learn about writers’ workshop?

How can you apply this to your own teaching?

What about the test?

• Narrative

• Expository

• Persuasive

• Conventions

Fountas and Pinnell refer to test-taking as it’s own genre.

Write three specific strategies and skills

you teach students in order to prepare them

for the state assessment.

(Write each strategy or skill in a different box.)

“Mix and Mingle” to give one idea and get

one idea from your colleagues. Try to fill

up your whole grid with ideas.

Focus and Organization Matter

• Teach students to narrow ideas

• Utilize graphic organizers

• Structure and scaffold

http://www.ttms.org/

Learning Log

What did you learn about test taking?

How can you apply this to your own teaching?

Exit Ticket