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Massachusetts Sheltered English Instruction Teacher Endorsement Course

Session 12: Writing for ELLs I

Facilitator Manual

Version 1.0

Contents

Overview of the SEI Teacher Endorsement Course Sessions.........................................................1Introduction to Session 12................................................................................................................2

Session Overview.................................................................................................................2

Regulatory Requirements Addressed in this Session...........................................................2

Preparing for Session 12..................................................................................................................3

Session Objectives...............................................................................................................3

Agenda..................................................................................................................................3

Equipment and Materials......................................................................................................4

Pre-Session Activities...........................................................................................................4

Power Point Presentation Facilitator Guide......................................................................................5

I. Session Introduction (5 min).....................................................................................5

II. Complexities of Writing (28 minutes)........................................................................6

III. Curriculum Frameworks and Common Core Writing Expectations (5 min)..............9

IV. Analysis of ELL Student Writing (20 min)...............................................................10

V. The Writing Process for ELLs (11 min)...................................................................11

VI. Break (10 min)........................................................................................................13

VII. Strategies for Developing ELLs Writing Skills.........................................................13

VIII. Summarizing Learning: Traffic Light (7 min)...........................................................18

IX. Assignments and Preparing for Upcoming Sessions (5 minutes)...........................19

Upcoming Assignments..................................................................................................................20

Assignments due by Session 13.........................................................................................20

Session 12 Participant Handouts...................................................................................................21

Writing Differences Across Cultures...................................................................................21

Analyzing Student Writing Samples....................................................................................22

The Writing Process and ELLs...........................................................................................24

RAFT Practice....................................................................................................................25

The Curriculum Cycle.........................................................................................................28

Language Experience Approach........................................................................................32

Traffic Light Debrief............................................................................................................34

Endorsement Lesson Plan Template..................................................................................35

Strategy Implementation Self-Assessment Tool.................................................................37

Professional Learning Network Summary Form.................................................................39

Session 12 Notes...........................................................................................................................40

Overview of the SEI Teacher Endorsement Course Sessions

Current Session

MODULE A: ELLs: Their World and Second Language Acquisition Process in the SEI Classroom

(Sessions 1—4)

1: Examining Data & Policies Relevant to

ELLs

2: Diversity within ELL

Populations(ONLINE 3 HOURS)

3: Cultural & Social Aspects of Teaching in the SEI Classroom

4. Second Language

Acquisition in the SEI Classroom

MODULE B: Academic Language and Literacy Development in the SEI Classroom (Sessions 5—16)

5. Sheltering Content(ONLINE 3 HOURS)

6: Vocabulary for ELLs I 7: Vocabulary for ELLs II8. Vocabulary for ELLs III

(ONLINE 2 HOURS)

9: Reading for ELLs I 10: Reading for ELLs II 11: Reading for ELLs III(ONLINE 2 HOURS)

12: Writing for ELLs I 13: Writing for ELLs II 14. Writing for ELLs III(ONLINE 2 HOURS)

15: Large-Scale Assessments for ELLs and Lesson Planning Presentations

16. Capstone Lesson Presentations, Course Evaluation

Facilitator Manual for SEI Teacher Endorsement Course Session 12 Version 1.0 Page 1 of 40

Introduction to Session 12

Session OverviewSession 12 is the first session in the Writing Module – sessions 12, 13, and 14. This module uses the combination of model, practice, and feedback to introduce strategies for writing. During session 12 participants will explore expectations for writing instruction derived from the 2011 MA Curriculum Frameworks, the Common Core State Standards and the WIDA ELD Standards. Participants will also deepen their understanding of the characteristics and complexities of writing, and special considerations for teaching writing to ELLs. Finally, participants will explore several strategies for teaching writing to ELLs: RAFT, Joint Construction, and the Language Experience Approach.

Regulatory Requirements Addressed in this Session CMR 7.14: Endorsements

(1) SEI Teacher Endorsement

(b) Subject Matter Knowledge: 1. The basic structure and functions of language. 2. Second language acquisition factors as they affect access to the Massachusetts standards. 3. Social-cultural, affective, political, and other salient factors in second language acquisition. 4. Sheltered English immersion (SEI) principles and typologies:

i. General academic and domain-specific discourse practices relevant to the grade level (k-5 or secondary), English proficiency level, and content area (English language arts and history; science and mathematics; other content areas).

5. Implementation of strategies for coordinating SEI and English language development instruction for English language learners.

6. Federal and Massachusetts' laws and regulations pertaining to English language learners. 7. Understanding of diversity and background of English language learner populations,

including family systems, and communities, and their impact on teaching and learning. 8. Theory, research, and practice of reading and writing for English language learners.

i. Practices and approaches for developing reading and writing skills and comprehension in English for English language learners who are at different levels of English language proficiency.

9. The role of oral language development in literacy development for English language learners.

10. Formative and summative assessments for English language learners. 11. Literacy and academic language development.

i. The role of vocabulary development in accessing academic language.


Preparing for Session 12

Session Objectives At the end of this session, participants will be able to:

explain the relationship of writing to : reading essential shifts relating to literacy and the Common Core standards WIDA’s Functional Components of Academic Language oracy sheltered educational theory and practice. (SEIT 1, 4.1, 8,11)

explain the importance of writing skills as a predictor of success for all students. (SEIT 8, 9, 11)

identify typical elements of the writing process as taught in schools. (SEIT 8, 9)

identify areas of particular challenge for ELLs including the role of oral language development as a foundation for writing development. (SEIT 8, 9)

plan and deliver instruction that explicitly teaches writing strategies that focus on attention to audience, purpose, text type and structures, grammatical forms, vocabulary usage, and the effective use of vocabulary. (SEIT 1, 8.1, 11,11.1)

demonstrate modeled and practiced cooperative writing strategies in the sheltered classroom. (SEIT 8.1,9)

take into account, when planning writing instruction, any known differences in discourse patterns between ELLs’ native language and English. (SEIT 8, 8.1, 11)

Agenda I. Session Introduction (5 minutes)

Course map (1 min)

Agenda (1 min)

Objectives (1 min)

Connections to Prior Sessions (2 min)

II. Complexities of Writing (28 minutes)

Free Write (10 min)

Complexities of Writing (11 min)

Effective and Ineffective Writers (7 min)


III. Curriculum Frameworks and Common Core Writing Expectations (5 minutes)

IV. Analysis of ELL Student Writing (20 minutes)

V. The Writing Process for ELLs (11 minutes)

VI. Break (10 minutes)

VII. Strategies for Developing ELLs Writing Skills (65 min)

RAFT (25 min)

Joint Construction (25 min)

Language Experience Approach (20 min)

VIII. Summarizing Learning: Traffic Light (7 min)

IX. Assignments and Preparing for Upcoming Sessions (5 minutes)

Equipment and Materials Equipment:

Computer or laptop LCD projector Chart paper Markers

Materials: Participants own student texts Session 12 PPT Participants’ Manuals Facilitator’s Manual

Pre-Session Activities Make sure to complete these tasks before the face to face session.

Review Session 11 assignments and activities.


Power Point Presentation Facilitator Guide

I. Session Introduction (5 min)

Title Slide Slide 1: Session 12: Writing for ELLs I

Session Introduction Slide 2: Session Introduction

Purpose: To highlight where Session 12 fits in the larger context of the course.Time: 1 minProcedure: Facilitator summarizes how Session 12 is the first of three sessions focused on writing instruction for ELLs.

Slide 3: SEI Teacher Endorsement map

Purpose: To introduce the activities of the session Time: 1 min Procedure: Facilitator reviews the agenda with participants Slide 4: Agenda

Purpose: To introduce the objectives of the session Time: 1 min (for two slides)Procedure: Facilitator summarizes key objectives in the slide. Slide 5: Objectives

Purpose: To introduce the objectives of the session Time: 1 min (for two slides)Procedure: Facilitator summarizes key objectives in the slide. Slide 6: Objectives

Purpose: To remind participants of assignments due during this session and connections to the prior session Time: 2 minProcedure: Facilitator summarizes information on the slides and talking points.Talking Points:1) For the past 3 sessions participants explored strategies for improving ELLs reading comprehension strategies. 2) There are many connections between the development of reading and writing skills, which will come up during this session. Additionally, development of writing skills is tied to academic vocabulary development. Participants should keep these things in mind during the next three sessions to make connections between reading, writing and vocabulary.

Slide 7: Connections to Prior Session


II. Complexities of Writing (28 minutes)

Title Slide Slide 8: Components of Effective Writing

Purpose: To elicit background knowledge on the elements that writers draw upon when writing. Time: 3 minProcedure: Facilitator summarizes instruction on the slides and gives participants time to write (Notes pages are found on the last two pages of the session 12 Participant Manual).

Slide 9: Eliciting Background Knowledge on Writing – Free Write

Purpose: To elicit background knowledge on the elements that writers draw upon when writing. Time: 2 minProcedure: Facilitator asks participants to switch their writing to the new statue.

Slide 10: Eliciting Background Knowledge on Writing – Free Write

Purpose: To elicit background knowledge on the elements that writers draw upon when writing. Time: 5 minProcedure:

1) Facilitator asks participants to work with a partner to compare their writing about the two statues using the guiding questions on the slide.

2) Facilitator debriefs the activity with the whole group, including information from the talking points.

Talking points:1) Writers need appropriate background knowledge about the

content they write about in order to produce complex writing. Without appropriate background knowledge it is difficult to include technical vocabulary.

2) Writing involves thinking about audience and purpose. Here the purpose was just to collect ideas, so perhaps the tone of the writing was very informal and the sentence structures simple. Perhaps if the task had been to write about the statue for a textbook, the writing piece would have had different form, grammatical structures and vocabulary.

3) Free writing in students’ first language is a strategy that can be used to brainstorm ideas with ELLs, specially students at the lower ELD levels.

Slide 11: Free Write Debrief

Purpose: To explore the different elements that make writing a complex skillTime: 1 min

Slide 12: Writing Is Complex


Procedure:1) Facilitator ties this slide in with the last activity highlighting how

there are many different elements that writers need to keep in mind when writing.

2) Facilitator summarizes key ideas in the slide without going into too much detail – the next few slides provide more information.

Purpose: To understand how writing is different from oral language.Time: 4 minProcedure: Facilitator summarizes key ideas in the slide. Facilitator invites participants to offer answers to the question on the slide. Facilitator engages participants in a discussion that includes talking points.Talking Points:

1) ELLs need explicit instruction to understand that modes of written text have different features than oral text. It is not just enough to say “if you can say it, you can write it”.

2) ELLs also need explicit instruction to develop oral language skills – oracy. For example, teachers can develop their students oral language by providing visuals and other clues when speaking to guide comprehension of oral language. Teachers can also create opportunities for “structured talk”, or guided opportunities to speak using academic language structures and vocabulary. Research shows that teachers who emphasized oral language development saw greater gains in their ELLs reading scores (Haager 2004

Slide 13: Writing Is Different than Oral Language

Purpose: To understand how writing varies across disciplines Time: 2 minProcedure: Facilitator summarizes key ideas in the slide and talking points. Talking Points:

1) Good Academic writing utilizes the necessary language features and organizational structures associated with specific disciplines (content areas).

2) Teachers are experts in how English is used in their content areas and should teach ELLs specific vocabulary, grammar and text structures appropriate for writing in that content area.

Slide 14: Writing Varies Across Disciplines

Purpose: To understand how writing varies across disciplines Time: 4 minProcedure: Facilitator summarizes key ideas in the slide. Facilitator invites participants to read the statements from the handout. Facilitator includes talking points in the discussion.Talking Points:

1) Good Academic writing utilizes the necessary language features and organizational structures associated with specific disciplines (content areas).

2) Teachers are experts in how English is used in their content areas and should teach ELLs specific vocabulary, grammar and text structures appropriate for writing in that content area.

3) Teachers must also consider the emotional aspects of writing and

Slide 15: Writing Is Different Across Cultures


what it means for students to shift from what they have been taught to be good writing to different styles and organization in American writing.

Purpose: To explain the type of skills good writers have Time: 5 minProcedure: Facilitator summarizes key points in the slide and talking pointsTalking Points:1) Good writing is connected to reading. In order to be able to draw on models of good writing or effectively revise or edit their writing because analyzing texts closely requires good reading comprehension skills. 2) In contrast, less effective writers may:

a. Lack the confidence to write lengthy piecesb. Be unaware of the differences between different text types c. Lack an awareness of audienced. Write the same way they speake. Lack knowledge of text organization or language

structures3) ELLs struggle with many of the elements in this list: they often lack understanding of the organization and structure of different writing products, lack background knowledge about topics, may not have had instruction in the writing process, are unable to read and process model texts, etc.4) Teachers should not just focus on what students don’t know how to do – deficits, but also on what skills students already bring – assets, and capitalize on those when planning and delivering instruction. Teachers should also be careful not to over-correct because ELLs need space to make errors – errors are a window into the types of structures that ELLs are learning. If ELLs are never allowed to make errors, or are always corrected when they do, they will be hesitant to try new, more complex structures they are learning.

Slide 16: Effective Writers Address Complexity of Writing

Purpose: To highlight how writing well is important for ELLsTime: 2 minProcedure: Facilitator summarizes key points in the slide and talking points.Talking Point: ELLs who are literate in their first language should always be encouraged to continue writing in their first language. Dual language writing skills can help ELLs procure higher-paying jobs, and also promotes the development of writing skills in their second language – as ELLs learn strategies in their first language they can transfer them to their second language.

Slide 17: Writing Is Critical to Academic Success

III. Curriculum Frameworks and Common Core Writing Expectations (5 min)

Slide 18: Curriculum


Title Slide Frameworks & Common Core Writing Expectations

Purpose: To highlight key shifts in the CCSS and Ma 2011 Curriculum Frameworks Time: 2 minProcedure: Facilitator summarizes key points in the slide.

Slide 19: Instructional Shifts

Purpose: To review writing instructional shifts in the Common Core/2011 Curriculum Frameworks.Time: 3 minProcedure: Facilitator summarizes key information in the slide and talking points.Talking points:

1) All students are expected to engage with 3 modes of writing across content areas in ways that are appropriate for each discipline. For example, students are expected to write arguments in history class (about whether the democratic system in America still works the way the Founding Fathers expected), as well as in math (about why a particular linear equation represents a real life proportional relationship). This means teachers need to become acquainted with specific writing conventions in their content areas.

2) As students progress through school, expectations for language use increase. For ELLs this means that at times the linguistic development of ELLs is at odds with the grade-level writing expectations. For example, a beginner ELL in 9th grade is still supposed to produce argumentative texts that support claims with appropriate, relevant and sufficient evidence and demonstrate command of English conventions.

3) Teachers of ELLs must balance ELA & Literacy framework expectations with students linguistic abilities. This means teachers must differentiate instruction without diminishing rigor. How? By designing writing tasks/activities and providing supports that match students’ ELD levels.

Slide 20: 2011 ELA & Literacy Frameworks Writing Expectations

IV. Analysis of ELL Student Writing (20 min)

Title Slide Slide 21: Analysis of Student Writing

Purpose: To explain how the linguistic expectations increase as the ELD level increases.Time: 2 minProcedure: Facilitator summarizes key information in the slide and talking points.Talking points:

1) As students develop in their academic language and in their overall proficiency, the vocabulary, language control and discourse

Slide 22: ELD Levels and Linguistic Complexity


become more and more complex. Instructional supports should match the increased linguistic demands – although it seems counterintuitive to provide more support to Level 5 students than to level 1 students.

2) ELLs at different ELD levels struggle with different things: ELD level 3 students often lack tools to access and write discipline specific texts. Level 4 and 5 students may have well developed oral language skills but limited academic writing skills in English.

3) Teachers must consider the different proficiency levels of ELLs as we make instructional decisions. This is what differentiation means.

Purpose: To provide instructions and provide time for the analyzing student writing activity.Time: 9 minProcedure:

1) Facilitator summarizes key information in the slide and talking points.

2) Facilitator circulates around the room as participants determine ELD level of writing samples (Recommended time: 8 min)

Talking points:1) The WIDA Performance Definitions explicitly highlight the features

of academic language (performance criteria) for each language domain (reading, writing, speaking, listening).

2) Both the WIDA Performance Definitions and CAN DO descriptors highlight the type of language ELLs can produce in a given level of English language proficiency, with visual, graphic, or interactive support. This means ELLs still require supports in order to produce the language described at each ELD level.

3) Students may exhibit different levels for different features of academic language.

4) All ELLs were given the same prompt: Write about flowers. Jillian Morin’s, from Marlborough, collected these samples from her ELLs.

Slide 23: Analyzing Students Writing: Flowers

Purpose: To debrief the analyzing student writing activity.Time: 9 minProcedures:

1) Facilitator elicits potential ELD levels for some writing samples and pauses to talk about differing opinions asking participants to justify their choices.

2) Facilitator engages participants in a discussion using the questions in the slide.

Talking Points:1) It’s often difficult to determine an ELLs’ ELD level just from their writing. Teachers should consider holistic analysis that takes into consideration reading and oral language skills because ELLs may have different proficiency levels in different language domains. For example, an ELL may be a level 3 in speaking and listening, but a level 2 in writing.

Slide 24: Analyzing students Writing: Flowers


V. The Writing Process for ELLs (11 min)

Title Slide Slide 25: The Writing Process for ELLs

Purpose: To understand the purposes and stages of the writing process.Time: 4 minProcedures: Facilitator summarizes key points in the slide and talking points. Facilitator asks participants to discuss: Which stage do ELLs struggle with? Why?Talking Points:

1) DRAFTING AND REVISING ARE RECURSIVE PROCESSES Which is why they are in orange. Students sometimes need to revise and redraft several times.

2) It’s important to teach the writing process to help dispel students’ myths about writing: that good writers don’t need to revise or edit their writing, that only a few people have the gift of being good writers, that writing is a simple process. Teachers can demystify writing by teaching students that all writers need to use a process to develop their writing, and that good writing involves recursive writing and rewriting. This means ELLs need opportunities to write in all content classes and subjects, from explanations in math to science reports and social studies essays.

3) Each step of the writing process has a specific purpose. Good writers are able to monitor their writing by keeping in mind whether or not they are keeping up with each stage. For example, good writers spend time brainstorming ideas first and then drafting, and have a clear idea of how revising drafts involves paying close attention to whether the language structures chosen are appropriate for the purpose and audience of the piece.

Slide 26: The Writing Process

Purpose: To understand how the writing process can be challenging for ELLs. Time: 6 minProcedures: Facilitator summarizes key points in the slide and talking points. Facilitator asks participants to brainstorm ways in which they can incorporate the writing process in their classroom and in content area writing tasks. Talking Points:

1) Prewriting – ELLs need content and genre knowledge built. They need support in selecting topics, perhaps from a list of teacher and student generated topics.

2) Drafting – ELLs may have limited exposure to text structure in academic English. They will need exposure to multiple models of text structure in the target genre and form that is expected at the end of the “publishing” stage.

3) Revising – This stage is when students review, with appropriate scaffolding, whether their writing is appropriate for the intended purpose and audience. ELLs need explicit instruction through whole group modeling and practice to understand the revision

Slide 27: The Writing Process: Challenges for ELLs


process. ELLs also need practice with reading comprehension in order to be able to read their own writing pieces closely to see whether their writing makes sense.

4) Proofreading- ELLs need explicit modeling and guidance in editing strategies. Rather than editing for everything (spelling, punctuation, capitalization) at the same time, it is essential for ELLs to be given the appropriate scaffolding to identify these items one at a time. For example, focusing on correcting the spelling of commonly used classroom words, or capitalizing the appropriate words. Too much editing at once will not support ELLs in mastering editing skills.

5) Publishing – Teachers can provide models of “final drafts” so ELLs develop an understand of final product expectations.

6) Some ideas for incorporating the writing process into content area classrooms:

a. Provide models of the final productb. Teach mini lessons about a particular revision or editing

skill your students struggle withc. Establish “check-ins” for each part of the stage where you

ask students what they’re working on, and advice them about next steps

d. Post information about the writing process and include models of what writing looks at stage

e. Brainstorm ideas for topics in class prior to assigning writing tasks

Purpose: To highlight how ELLs need explicit instruction about all the elements of good writingTime: 1 minProcedures: Facilitator summarizes key points in the slide and talking points.Talking Points:

1) ELLs need explicit instruction on all the elements of good writing.After the break the session will focus on specific strategies teachers can use to teach these skills.

Slide 28: ELLs Need Explicit Instruction

VI. Break (10 min)

VII. Strategies for Developing ELLs Writing Skills

Break Slide 29: Break

Title SlideSlide 30: Strategies for Developing ELLs Writing Skills


Purpose: To introduce the RAFT strategyTime: 1 minProcedures: Facilitator summarizes key points in the slide and talking points.Talking points:The WIDA ELD standards and the 2011 MA Curriculum Frameworks for ELA & Literacy both emphasize the idea that learning – and writing - needs to be contextualized.

a. WIDA highlights how language is learned in a “sociocultural context” where learners have to think about their audience, the tone of their writing, the organization structures related to writing in a specific genre, etc.

b. The 2011 MA Curriculum Frameworks expect students to write in both formal and informal registers, attending to audience and purpose.

Slide 31: RAFT (Role, Audience, Format,Topic)

Purpose: To model and provide an opportunity for participants to experience the RAFT strategy Time: 13 minProcedures:

1) Facilitator counts off participants to form groups of 3. Facilitator reads instructions in the slide.

2) Facilitator gives participants 3 minutes to write their piece following instructions in the RAFT Practice handout in their Participant Manual.

3) Facilitator reorganizes groups so that all participants who worked on the same RAFT assignment are sitting together (all who wrote to the principal are now together, etc.)

4) Facilitator asks participants to discuss their writing pieces using the guiding questions. (Recommended time: 5 minutes)

5) Facilitator discusses characteristics of different writing prompts, highlighting how writers use different text organization structures, vocabulary and grammar when considering purpose and audience.

6) Facilitator explains how participants can use this same procedure for helping ELLs analyze their writing to make sure it fits audience and purpose.

Slide 32: RAFT

Purpose: To practice the RAFT strategy Time: 7 minProcedures:

1) Facilitator summarizes instructions in the slide.2) Facilitator gives participants a chance to complete the activity (use

RAFT Practice handout in the Participant Manual).

Slide 33: RAFT

Purpose: To practice the RAFT strategy Time: 5 minProcedures: Facilitator summarizes instructions from the slide and guides the speed dating feedback activity.

Slide 34: RAFT


Picture source: http://www.michellehenry.fr/speed_dating.htm

Purpose: To introduce the Joint Construction strategyTime: 1 minProcedures: Facilitator summarizes key points in the slide and talking points.Talking Points:

1) The Curriculum Cycle helps students at all levels to learn through and about language using a balance of talking, listening and writing skills. First, the teacher builds background knowledge with students about the content and characteristics (genre, grammar and sentence structures) of the writing task. Then the teacher analyzes model text with similar structures to those of the writing task with students. Next, the teacher works with students to write a text together, reflecting aloud through the process of writing. This stage my also include additional collaborative strategies of joint construction between students – pair or group writing. Finally, students work on writing independently.

2) At each stage talking, listening, reading and writing are interrelated.

3) The Participant Manual has additional information about the Curriculum Cycle.

Notes: The Curriculum Cycle is a framework that evolved out of the 'genre' movement in the 80's and 90's. The framework was developed by Beverly Derewianka and is used in the resource ESL Learners: Language Features of Text Types, developed, written, piloted and evaluated by ESL and class teachers in Sydney Archdiocesan Catholic primary schools, Australia. The framework has five main stages, each of which has a particular teaching purpose.

Slide 35: Joint Construction

Purpose: To model the Joint Construction strategyTime: 7 minProcedures:

1) Facilitator summarizes instructions: read the prompt, brainstorm characteristics of the genre and write them on chart paper (Genre: persuasion, text organization: state your claim, provide supporting details with evidence, refute a counterargument, provide a conclusion, vocabulary: because, therefore, although, In my opinion), brainstorm content ideas (choose a place to write about as a whole class).

2) Facilitator elicits sentences from the participants. Follow the following organization: state your claim, provide supporting details with evidence, refute a counterargument, provide a conclusion.


Purpose: To practice the Joint Construction strategyTime: 10 minProcedures:

1) Facilitator summarizes instructions in the slide and provides materials to each group (markers, chart paper)



2) Facilitator circulates around the room while participants practice.

Purpose: To get feedback on the Joint Construction strategyTime: 7 minProcedures:

1) Facilitator summarizes instructions in the slide and gives participants time to share.

2) Facilitator debriefs with the whole group about their experience and talking points.

Talking Points:1) Teachers can teach this strategy to ELLs and have them lead a

joint construction activity with a group.2) Teachers can differentiate a Joint construction Activity by adding

sentence frames, word banks and glossaries, asking other students to facilitate the activity, etc.


Purpose: To introduce the Language Experience Approach strategy Time: 1 minProcedures: Facilitator summarizes key points in the slide and talking points.Talking Points:

1) ELLs benefit from Language Experience Approach activities because they have an opportunity to learn how oral language changes into written language. You can also teach ELLs to facilitate Language Experience Approach activities with partners.

2) Paragraph frames can be created to support various content area topics & understanding. Paragraph frames are similar to sentence frames, but they include text organization features specific to genre and purpose.

Slide 39: Language Experience Approach

Purpose: To model the Language Experience Approach strategy Time: 4 minProcedures:

1) Facilitator asks for a volunteer to dictate a story using the paragraph frame on the slide. Facilitator writes the dictated story on chart paper.

2) Facilitator rereads the final piece to the volunteer asking clarifying questions on the slide.

3) Facilitator asks the volunteer to read the finished piece aloud. Talking Points:

1) Teachers can learn useful information about reading and writing from this activity. For example, when asking students whether thoughts were captured correctly, the teacher can learn about reading comprehension skills. When asking students to reread the piece, ELLs are practicing reading fluency. When asking students about which parts of the writing piece need to be changed, the teacher can notice whether ELLs are able to pick up on convention, meaning or mechanical errors.

Teachers can design mini-lessons to target areas in which ELLs struggled during this activity.



Purpose: To practice the Language Experience Approach strategy Time: 10 minProcedures:

1) Facilitator divides up participants into groups of six, with two participants volunteering to practice the strategy in the center, and four participants sitting around them observing.

2) Facilitator asks the volunteers in the center take turns facilitating a Language Experience activity using the Language Experience handout in the Participant Manual.

3) Facilitator asks observers to take notes about the interaction, noting things such as whether the facilitator provided any supports, whether the activity progressed fluidly, etc.

4) Facilitator circulates around the room as groups finish the activity (Recommended time: 8 minutes).

Image Source: http://mplcatseyeview.blogspot.com/2011/04/phishing-for-fish-bloggers-at-westfield.html


Purpose: To debrief the Language Experience Approach strategy Time: 7 minProcedures:

1) Facilitator debriefs the fishbowl language experience approach activity with the whole group following instructions in the slide.

2) Facilitator highlights talking points during the debrief.Talking Points:

1) You can use the fishbowl activity with ELLs too. It’s a good idea to create rubrics or note pages for the observers to keep them engaged in the task.

2) You can use the Language Experience Approach in content areas with content topics. For example, students could write about whether a graph presented represents the proportional relationship between two variables or not in math class, or about the importance of voting for maintaining a safe democracy in social studies, or whether the properties of elements in the periodic table are represented in the way in which the elements are arranged and why in science class.


VIII. Summarizing Learning: Traffic Light (7 min)

Title Slide Slide 43: Summarizing Learning: Traffic Light

Purpose: To summarize important ideas learned in the session. Time: 6 minProcedures:

1) Facilitator gives instructions: Use the Traffic Light guiding questions to write down ideas learned from today’s session in the Traffic Light Debrief handout in the Participant Manual.

2) Facilitator gives participants an opportunity to write their ideas (Recommended time: 4 minutes)

Slide 44: Traffic Light Debrief


3) Facilitator asks participants to share all or some of their ideas with a partner (Recommended time: 4 minutes)

Purpose: To reemphasize session takeaways.Time: 1 minProcedures: Facilitator summarizes key ideas in the slide and talking points.Talking points:

1) Don’t overcorrect, focus on a specific language target to teach and model.

2) Provide sentence and paragraph level frames – they are very useful for teaching text organization

3) If background/prior knowledge about a topic or genre does not exist, it needs to be built before students are expected to write about the topic and using those structures.

4) Well-schooled ELLs bring many writing skills in their first language that should be capitalized on. Encourage your writers to use their first languaage and “translanguage” (Garcia) to develop writing in the second language.

Slide 45: Strategies to Teach Writing to English Language Learners

IX. Assignments and Preparing for Upcoming Sessions (5 minutes)

Title SlideSlide 46: Assignments and Preparing for Upcoming Sessions

Purpose: To go over and clarify assignments and readings due the next session.Time: 5 minProcedures: Facilitator summarizes key ideas in the slide. Facilitator answers any questions regarding upcoming assignments.

Slide 47: Assignments Due by Session 13


Upcoming Assignments

Assignments due by Session 13A. Lesson plan

Using designated components of the Endorsement Lesson Plan Template, plan a writing mini-lesson for English learners. Your lesson plan should include the following: Content and language objectives. A plan to pre-teach targeted tiered vocabulary words/phrases. One or more of the approaches to writing instruction introduced in the last class session

which supports students to attend to audience, purpose and text type.

B. Implementation

In your classroom, implement a writing strategy modeled and practiced in this Endorsement course session at least once before the next session. Complete the Strategy Implementation Self-Assessment Tool.

C. Professional Learning Networks due by the beginning of Session 14

Identify two other teachers in the course who teach in your school or district. Schedule a 45-minute meeting to take place sometime before Session 14. At the meeting:

a. Each of the three participants will have five minutes to describe successes he or she has had in implementing SEI strategies introduced in the Endorsement course.

b. Each of the participants will have five minutes to describe challenges he or she has had in implementing SEI strategies introduced in the Endorsement course

c. Each of the participants will have five minutes to receive friendly, helpful feedback and suggestions from his or her colleagues.

At the conclusion of the meeting, the three participants should complete the Professional Learning Network Summary Form, submit a copy to the Course Instructor, and one to each of the teachers’ building Principals.

D. Required Reading for Session 13

Zwiers, J. and M. Crawford. 2009. How to start academic conversations. Educational Leadership, 66 (7): 70–73.

E. Bring a student text from your SEI class to Session 13.


Session 12 Participant Handouts

Writing Differences Across Cultures

The following statements represent reflections from adult ELL students about the differences between writing in their own language and writing in English:

1. “In English, writing goes main topic, supporting idea and conclusions. In Japanese it is totally different. We start with topic sentence, supporting ideas, then put an opposing point of view. You just go with the flow. I remember coming to the States I was asked to write one short paragraph and the teacher went, “Um, OK…I think you did well but I don’t know what you want to say, “ (Chuckle). I was shocked. Getting used to that style took a little bit of time. Academic Writing in English is less confusing; it’s clearer, it’s more efficient to convey the idea plainly. In Japanese we put more embellishment. In Japanese the idea is not to look myopic and with a narrow view.” (Japanese Student)

2. “The way of writing in English was totally confusing. I have the chance that my professor know about French and when I wrote she really liked my style of writing but it wasn’t conformed to the American standard of writing. And I have to realize that the Americans are not asking me about my personal experience or history about what happened. They want me to go straight to the point. In French I have to give my perspective. I have to show emotion; I have to show that I am connected to the subject. It’s been hard and it’s continuing to be hard because I’m so used to show my history. Adding to that, I am African and anything you do you have to show you are connected to what you are saying. I am passionate about what I am saying. But the biggest thing was the fact that I have been to university and people told me, “No, you don’t have the level”. The way we expect you to write is not what the American standard required.” (Multilingual Beninian student, speaker of French and several African languages).

3. “I like the way I write in Spanish. It’s fluid, fun and a bit flowery. I can write really long sentences with multiple clauses and commas, with several verb tense changes throughout. That’s the type of writing I enjoy. But in English my teacher always marked up my paper with little comment bubbles, “Run-on sentence!” “Start a new sentence!” Eventually I got used to the plain, staccato sentence structures Americans value. And yet deep down I always think about how to lengthen my sentences. Every once in a while I get away with a complex-compound sentence and it makes me smile.” (Dominican Student).


Analyzing Student Writing Samples Use the WIDA CAN DO Descriptors and the Performance Definitions to identify the ELD level of the writing samples below.

Sample 1: ELD Level _______

I think that flower are beatiful and decorate. Any thing and has more then one color Pink, Red, Yellow, blue, Purple, the flower cames in Summer some of them smell really good and other smells bad but I think all of them are cute and If You dont like flowers because you alergic you dont have to haved in your house!


Every flower is beautiful. And have 4 part. The main part is female. Female part have only one between flower of a flower.


I think the flowers are very beautiful like the womens the flowers are made of cells They had polen. and every thing. Flower are cute when you give to some women.


I feel about flower. flower are cute and pretty because the girls get crazy when I gave some flower to my girlfriend she is like you are the best and I just look at you. I feel beter and we feel lovely with her. So flowers are really good in my life and her life or someone who want to be the best with me.


Is beautiful and help the humans. Mr. Morin talking everything the parts of flower, and have picture most plants.



You know flowers are not romantic. Why would I ever give flowers as a gift to someone? It's going to di anyway. They won't take care of it. Plus, they smell awful, very awful. They're ugly and I don't like them. Another thing about flowers is we kind of need them or else we'll die. Yet we pluck them from the grass and fors them to die. We're not giving bees any pollen to help w/production of honey and other life or whatever. We depend on bees. And now I managed to turn a paragraph about flowers into bees.


Flowers: it help us sometimes to feel better and are Pretty like a gift to a girl, but if you need flowers to make something you can combine the colors to see a beatuful project, Flowers are something that you can use to adorn, something but you have to put feelings if you want that the people like.


Flowers are beautiful. People tend to give flowers for special ocations meaning, birthdays, anniversarys, use in marrages and many other. They have a sensitive smell. They are very soft. Come in many different colors. Grow in gardens and on soil. Have to be watered almost everday in able to survive. I love flowers and are great for decorations.



RAFT Practice

Choose one of the rows of the table and develop a writing sample. For example, if you choose the first row, you need to write letter to your school principal requesting that he/she hire an ELL coach to support implementation of the strategies and knowledge learned in the RETELL SEI Course.

Role Audience Format Topic

1 Teacher Your school’s principal

Letter Hiring an ELL Coach to “keep RETELL alive”

2 SEI Course Participant

Future course participants

Handout How to download an assignment from an email attachment

3 Friend A non-teacher friend

Email Your week teaching and keeping up with the SEI course

Guiding Questions

1. What type of genre does your text represent? (opinion/argument, compare and contrast, procedure, drama, narrative, explanatory/informative, etc.)

2. What grammar, sentence structures, and connectives were common to your samples?3. Were there any common words or phrases?4. What was the tone of your writing (formal, informal)? What words or sentence structures

helped you figure out the tone?


Plan your own RAFT

Content area: ___________________________________

Role Audience Format Topic

1

2

3

Potential Mini-Lessons to teach prior to the RAFT

Language functions (describing, persuading, comparing/contrasting, organizing, asking questions, explaining, sequencing, making connections, classifying, predicting, summarizing, etc.)


Grammar features (verbs, connectives, pronouns, simple or complex sentences)

Vocabulary (tier 1, 2 or 3 words/phrases)

Using RAFT in my classroom:

Additional RAFT Ideas

RAFT Prompts

Role Audience Format TopicLanguage Function

InventorHotel Owner

GardenerProspective

employerJournalist

Writer of the constitution

A coordinate

ConsumersProspective

travelerApprentice

Character in a story

Newspaper readersVotersA point

TV CommercialTravel brochure

Instruction manual

InterviewEyewitness

accountVenn Diagram

Letter

The WheelThe Gold RushPhotosynthesisCharacter traits

Survivor of a volcanic eruption

Forms of government

Slope

PersuadeDescribeSequence

Ask QuestionsSequence using

past tenseCompare and

contrastExplain


A cell Children Game Mitosis Describe

Stage 1: Building

Knowledge

Building knowledge for content and genre. It’s important to remember these are two different types of language (the language of the content and language of the genre). ELLs need explicit instruction in both to meet with success in academic writing. ELLs also need time to work with teacher and peers to build background about both genre and content before they are expected to write in a new genre.

Stage 2: Modeling the

Text

Teacher selected or created models specific to discipline or genre. These models should be reflective of the rhetorical text structure that the teacher wants the students to learn. Models should be published examples and teacher created. Students should have the opportunity to identify genre structures and language features within selected genres.

Stage 3: Joint Construction

Teacher and student joint writing of text. This activity is very important for students learning to write a discipline-specific genre. It breaks apart the genre into each main structure so ELLs can focus on one piece and its register features at a time. Students are then able to write extended pieces of text and develop a deeper understanding of text types and purposes.

Stage 4: Independent

Writing

Students demonstrate understanding of genre and content. Provides ELLs an opportunity to apply what they have learned about genre and content. This stage includes: drafting, self-editing, conferencing and publishing. Keep in mind that ELLs at levels 1-3will need more help, so rather than independent, they can do it with a partner.

Source: adapted from Derewianka, B. (1990). Exploring How Texts Work. Australia: Primary English Teaching Association

Steps for Implementing the Curriculum Cycle


Step 1: Complete work with model texts. Students should have a developing understanding of structure and language features for specific genre [i.e. argument].

Step 2: Provide a teacher created model of first genre structure for students to review understanding. [i.e. position statement in argument]

Step 3: Entire class will respond to a prompt provided by the teacher. Can be completed in pairs or groups.

Step 4: Students share written texts aloud in the whole group. Discuss language features that are heard which are specific to this structure.

Step 5: Create joint construction [i.e. position statement] from student texts containing discipline-specific language features. Post this for the students to see.

Step 6 [Secondary: same day; elementary: Day 2]: Review joint construction with students. Provide prompt for students to create independent text. The independent text should have the same structure and language features as the class created joint construction.

Implementation Example: Using the Curriculum Cycle Model to teach about argument/opinion

Stage 1: Building the field

1. Introduce the argument/opinion text type to the students. Discuss as a whole group.

F. Discuss the words persuasive, persuade, convince, argument, opinion.

G. What do they know?

H. Have they ever written an argument/opinion piece before? When? Why?

I. Why would someone want or need to write an argument/opinion piece?

J. If they had to write an argument/opinion piece, what would they write about? Why?

2. Give students multiple examples of argument/opinion pieces and ask them to rank them from best to worst. They can work in pairs and must justify their reasons. Class discussion.

3. Give students another example of an argument/opinion piece (for example: a letter to a magazine editor, trying to convince the editor to take out an article that was offensive). Read and discuss the reasons. Class discussion.

Stage 2: Modeling the Text Type


1. Explicitly teach the features of the argument/opinion text type. Create a display in the classroom which contains the following information:

K. Purpose: To present a logical argument from a particular point of view

L. Structure:

Thesis: A statement on the general position (what you are concerned about) Arguments: At least two major arguments with supporting evidence for each

argument Counterarguments: At least one major counterargument refuted with evidence Conclusion: Restate your position or point of view

M. Language Features: Present tense (unless past or future are necessary), General Nouns (“the people”, “human beings”), Emotive words, Connective words to link the arguments

2. Use an example from Stage 1 (for example: the magazine letter) and have students identify the features of the argument/opinion text. Students can highlight each part of the structure in different colors and debrief as a class.

3. In pairs students do a text reconstruction of another argument/opinion piece. The students receive the text in paragraphs, and they must put it back together.

4. Give another example of an argument/opinion piece.

Stage 3: Joint Construction

1. As a class, re-read an example of an argument/opinion piece (for example: the magazine letter).

2. Have students stand up and go to two different sides of the room based on if they are persuaded or not persuaded.

3. Split the class into these two groups. This is a perfect time to collaborate with your ESL specialist, Learning Support specialist, or Classroom Assistant because each teacher can take a group of children and work with them.

4. In pairs, ask students to list reasons why they feel the way they do. Debrief as a whole group-list all the reasons they feel the way they do on a graphic organizer.

5. Together, construct the text. The teacher can prompt with questions such as:

N. What do we need to start with?


O. Is that the best way to say it?

P. Can anyone think of a better word than that?

Q. Can you remember what the other persuasive pieces looked like?

R. It’s important to note that the teacher must act as a guide at this stage. The ideas must come from the children, but the teacher has a responsibility to point out grammatical or linguistic errors, and explicitly teach. The point is that the language is in context and not isolated.

6. Come back together as a large group and share writing. This is a great chance for the children to compare what the others wrote.

Stage 4: Independent Writing

1. Divide students into small groups. Have a selection of graphic organizers. Allow each group to choose a statement (for example: We want longer recess. Lincoln was really trying to end slavery / Lincoln only cared about the Union.)

2. In groups, students complete the graphic organizer of their choice for their statement.

3. The teacher(s) need to provide assistance to the students as they complete the graphic organizers. This is a good time to conference with different groups of students.

4. Share the graphic organizers in the class.

5. Students chose the statement that they feel most strongly about and write a persuasive piece, using a scaffold. (This can be done in pairs or individually).

6. The teacher(s) conference with individual students or pairs.

Source: adapted from Beth Queeney, ESL in the PYP, Osaka, Japan (March 2006)For more ideas about the Curriculum Cycle and how it can be used for writing development, visit http://gettingitwrite.wikispaces.com/Writing+Experiences

Language Experience Approach Procedure:


http://gettingitwrite.wikispaces.com/Writing+Experiences

1. Ask the student dictate an experience or story to you.2. Write down what the student says.3. Read back to the student what you wrote to be sure it is correct.4. Decide with the learner what changes to make, if any. 5. Read and reread the story together, tracking as you read.

Writing Prompt #1: What are the top three most important pieces of knowledge or skill that teachers should keep in mind when teaching ELLs? Explain each key knowledge or skill. Justify your answer.

In my opinion, the three most important things to keep in mind when teaching ELLs are _______, _____ and _______. ________________is important because ________________________. I see this all the time in my classroom. For example, ______________________________________. Secondly, ________________________is very important because _________________________. For instance, _________________________. Moreover, teachers of ELLs must be able to ____________________ in order to _______________________________. In conclusion, ________________________.

Writing Prompt #2: What are key instructional shifts in the new ELA & Literacy Curriculum Frameworks? Describe each instructional shift and how it is different from previous expectations. Provide relevant examples.




Endorsement Lesson Plan TemplateDue Session 13

Using designated components of the Endorsement Lesson Plan Template, plan a writing mini-lesson for English learners. Your lesson plan should include the following:

• Content and language objectives.• A plan to pre-teach targeted tiered vocabulary words/phrases.• Incorporation of one or more of the approaches/strategies for developing ELL writing

that was introduced in the last class session which supports students to attend to audience, purpose and text type.

Lesson Background Information

Name: Date:

District: Lesson Length:

Content Area: Lesson Topic:

Focus Language Domain (R, W, L, S):

Content Objective:

All students will be able to…

Language Objective/s:

Students at will be able to…


Key Content Vocabulary

Tier 1 words Tier 2 words Tier 3 words

Focus ELL Writing Strategy:

Instructional Procedure

Duration Description

Activities to develop writing:


Strategy Implementation Self-Assessment Tool

Teacher Name: _______________________________

Strategy implemented: _________________________

Description of the Implementation

A. Describe how you integrated the strategies into a rigorous course lesson.

Reflecting on Teacher Implementation

A. Rate your performance for each task using the following scale: 1= Poor2= Adequate3= Effective4= Exemplary

When teaching this strategy… RatingI presented the strategy effectively (presented steps or procedures, when to use it, importance).

I modeled the strategy using comprehensible language, appropriate visuals/manipulatives, and enough repetition

I gave students multiple opportunities to apply the strategy in a meaningful context

I gave students comprehensible feedback while they applied the strategy

I gave students an opportunity to evaluate their application of the strategy in a way that made sense to them

I assessed how effectively students applied the strategy

B. How might you refine your implementation the next time?


Reflecting on Student Implementation

A. Rate your students’ response to your instruction using the following criteria:

When I taught this strategy, I observed that my students RatingWere engaged 90% of the time

Successfully practiced the strategy

Were able to explain why they had applied the strategy or how it was useful to them Were able to evaluate their own application of the strategy

B. I know that my students were successful in implementing the strategy because …


Professional Learning Network Summary Form

Date: __________________ Duration of the meeting: __________________Location:_______________________

Participants in Attendance:

1. ________________________________________________

2. ________________________________________________

3. _________________________________________________

What implementation successes were discussed? List successes and related group member.

What implementation challenges were identified? List challenges and related group member.

Did members of the team commit to future actions? If so, list the name of the person and proposed action steps.

How could you envision this type of network meeting support the implementation of SEI initiatives in the future? Who would you involve in your professional learning network?


Session 12 Notes


Documents

FM Writing for ELLs I - doe.mass.edu 12_FM... · Web viewidentify areas of particular challenge for ELLs including the role of oral language development as a foundation for