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Massachusetts Sheltered English Instruction Teacher Endorsement Course

Session 13: Writing for ELLs II

Facilitator Manual

Version 1.0

Contents

Overview of the SEI Teacher Endorsement Course Sessions.........................................................4Introduction to Session 13................................................................................................................5

Session Overview.................................................................................................................5

Regulatory Requirements Addressed in this Session...........................................................5

Preparing for Session 13..................................................................................................................6

Session Objectives...............................................................................................................6

Agenda..................................................................................................................................6

Equipment and Materials......................................................................................................7

Pre-Session Activities...........................................................................................................7

Power Point Presentation Facilitator Guide......................................................................................8

I. Session Introduction (5 min).....................................................................................8

II. Writing Challenges for Different ELL Groups (10 min)..............................................9

III. Creating Differentiated Writing Activities (30 min)..................................................10

IV. Strategies for Developing ELLs’ Writing Skills........................................................14

V. Break (10 min)........................................................................................................17

VI. Strategies for Developing ELLs’ Writing Skills – Cont. (25 min).............................17

VII. Formative Assessment (10 min).............................................................................18

VIII. Debriefing Strategy Implementation & Mini-Lessons (20 min)................................19

IX. Assignments & Preparing for Upcoming Sessions (15 min)...................................19

Upcoming Assignments..................................................................................................................21

Assignments due by Session 14.........................................................................................21

Session 13 Participant Handouts...................................................................................................22

Differentiating Writing Tasks for ELLs................................................................................22

Write Around.......................................................................................................................24

Write Around Practice.........................................................................................................25

Sentence Combining - Modeling.........................................................................................27

Sentence Combining - Practice..........................................................................................29

Other Ideas for Sentence Combining ................................................................................30

Combining sentences to Reconstruct or Deconstruct Academic Texts..............................31

Peer Response Group Strategy..........................................................................................32

Peer Response Practice.....................................................................................................33

Planning a Peer Response Group......................................................................................35

Additional Writing Strategies for ELLs................................................................................36

Strategy Implementation Self-Assessment Tool.................................................................38

SEI Lesson Presentation Feedback Form..........................................................................40

Session 13 Notes...........................................................................................................................42

Instructor Resources......................................................................................................................43

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 13 Version 1.0 Page 4 of 42

Introduction to Session 13

Session OverviewThis session continues exploring strategies for developing ELLs writing skills. During this session participants will have an opportunity to modify writing tasks/assignments for ELLs at different ELD levels, and practice strategies such as Write Around, Sentence Combining and Peer Response Group.

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 13

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

Utilize WIDA tools (i.e., Can Do descriptors, performance definitions, writing rubrics, expanded strands of Model Performance Indicators) to analyze students’ writing samples and plan writing lessons for English Learners at different grade and proficiency levels.(SEIT 5, 8, 8.1, 11)

Address writing challenges for English learners with specific learning needs including SIFE students, ELLs with disabilities, long-term ELLs, and gifted ELLs.

Create differentiated classroom writing assessments for ELLs at various proficiency levels, considering appropriate error-correction, selection of targeted aspects of language for focused feedback (e.g., checklists, rubrics, portfolios, modifications and accommodations and grading), and a variety of formative assessments. (SEIT 10)

Evaluate and provide feedback to colleagues on the writing strategies modeled and practiced in the last session to help ELLs to write effectively in a variety of genres such as narratives, informational, and argumentative texts. (SEIT 8.1)

Apply writing strategies that will develop control of English grammatical structures, writing conventions, and appropriate word usage as well as the craftsmanship of writing across a variety of genres for a variety of purposes. (SEIT 8, 8.1, 11)

Agenda I. Session Introduction (5 min)

Course Map (1 min)

Agenda (1 min)

Objectives (1 min)

Connections to prior Sessions (2 min)

II. Writing Challenges for Different ELL Groups (10 min)

III. Creating Differentiated Writing Activities (30 min)

Introduction (6 min)

Modeling (8 min)

Practice (10 min)


Feedback (5 min)

IV. Strategies for Developing ELLs Writing Skills (50 min)

Write Around (25 min)

Sentence Combining (25 min)

V. Break (10 min)

VI. Strategies for Developing ELLs Writing Skills – Peer Revision Groups (25 min)

VII. Formative Assessment (7 min)

VIII. Debriefing Implementation & Mini-Lesson (20 min)

IX. Assignments & Preparing for Upcoming Sessions (17 min)

Capstone Lesson Plan Presentations (12 min)

Assignments and Readings for session 14 (5 min)

Equipment and Materials Equipment:

Computer or laptop LCD projector Chart paper Markers

Materials: Participants own student texts Session 13 PPT Participants’ Manuals Facilitator’s Manual

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

Make 3 copies of the Peer Response Group Role-Play handout

Be prepared to assign students for final capstone presentations in either Session 15 or 16


Power Point Presentation Facilitator Guide

I. Session Introduction (5 min)

Title Slide Slide 1: Writing for ELLs II

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 Course Map

Purpose: To provide information about the session activities.Time: 1 minProcedure: Facilitator summarizes key information in the slide. These can also be found in the Participant Manual.Talking Points:Because this is the last face to face session, class time will be allocated to discussion lesson presentations due sessions 15 and 16.

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 - 6: Objectives

Purpose: To remind participants of assignments due during this sessionTime: 2 minProcedure: Facilitator summarizes information on the slides and talking points.Talking Points:

1) Participants were assigned to write a writing mini-lesson and implement a writing strategy prior to session 13.

2) This session will continue exploring issues related to writing instruction for ELLs and provide additional strategies for developing ELLs writing skills.

Slide 7: Connections to Prior Session

II. Writing Challenges for Different ELL Groups (10 min)

Slide 8: Writing


Section Title Page Challenges for Different ELL Groups

Purpose: To review key elements at play during writing.Time: 5 minProcedure: Facilitator information in the slide and discusses the following question with participants: What areas are challenging for SIFE, ELLs with disabilities, gifted and talented students, well-schooled newcomers? Why?

Slide 9: Writing Challenges for Different Groups

Purpose: To review key elements at play during writing.Time: 5 minProcedure: Facilitator information in the slide and talking points, highlighting any commonalities between participants comments to the question on the last slide and talking points below.Talking Points:

1) Well schooled ELLs may struggle with different rhetoric patterns, writing systems and expectations for content area writing in English than what they were used to or taught in their first language.

2) All ELLs need s3) Some of the strategies that work to develop writing with Native

speakers work with ELLs. However, ELLs need specific instruction in writing that’s targeted to their needs:

a. ELLs need more explicit instruction connecting L1 and L2 – teach what transfers and what’s different in spelling, mechanics, conventions

b. ELLs need additional background knowledge on culturally rich topics. If ELLs experience difficulties writing, teachers should ask whether the students have adequate background knowledge about the topic or the type of writing product that’s expected. It’s always a good idea to begin a writing task by building background knowledge about the topic or writing product. For example, if you’re expecting students to write a persuasive article, spend time teaching students what persuasive texts are like, and how they are structured. Provide opportunities for ELLs to personally experience what it means to persuade and how people make persuasive claims.

c. SIFE students need more contextualized instruction. Writing prompts should be related to meaningful, real life communicative situations.

d. Don’t assume that bright students will just pick up the language – be explicit and provide visual supports, opportunities for collaboration with native speakers.

4) Teachers need to pay attention to what their students struggle with and provide targeted instruction that is comprehensible, yet challenging

Slide 10: Sample Writing Challenges for Different Groups


III. Creating Differentiated Writing Activities (30 min)

Creating Differentiated Writing Activities Title SlideSlide 11: Creating Differentiated Writing Strategies

Purpose: To review writing instructional shifts in the Common Core/2011 Curriculum Frameworks. Time: 2 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 12: ELA Common Core & MA Curriculum Frameworks Expectations

Purpose: To review sample writing tasks across content areas at different school levels.

Time: 1 minProcedure: Facilitator summarizes key information in the slide and talking points.Talking points:1) Content area teachers already include writing in their curriculum. These are sample writing tasks.2) These tasks can be challenging for Native English speakers and must be differentiated for students at different ELD levels. the slide.

Slide 13: Sample Writing Tasks

Purpose: To explain how teachers can differentiate writing tasks for ELLs.Time: 1 min

Slide 14: Differentiating Writing Tasks


Procedure: Facilitator summarizes key information in the slide and talking points. Talking points:

1) Teachers should consider ELLs’ backgrounds as well as ELD levels because some ELLs may struggle with the particular content knowledge associated with a task. For example, a level 3 student may really struggle with writing in math because he or she may have had no opportunities to learn to write in math in his or her home country.

2) Teachers should consider linguistic demands of writing tasks in order to determine what types of supports and scaffolding would be appropriate. Linguistic demands refers to the academic language expectations embedded in the task: what vocabulary, grammar structures, organization, etc. will students need to possess in order to successfully complete the task? Although a task may seem easy, the level of cognitive demand or background knowledge and vocabulary required may make the task too difficult for ELLs to complete independently.

Purpose: To explain how teachers can differentiate writing tasks for ELLs.Time: 4 minProcedure:

1) Facilitator summarizes key information in the slide. 2) Facilitator asks participants to discuss with a partner the

question: What are language demands of this task? What language knowledge or skills must Amir and Paola possess in order to successfully complete this task? Look at the 5th grade ELA & Literacy expectations in your Participant Manual for ideas.


Purpose: To explain how teachers can differentiate writing tasks for ELLs.Time: 5 minProcedure:

1)Facilitator highlights additional language demands of this task not

mentioned by the group – and refers participants to the Differentiating Tasks for ELLs handout in the Participant Manual for more information on relevant ELA Curriculum Standards related to this task. In order to complete this task independently, Amir and Paola must be able to:

a. Write an essay using a somewhat formal tone (it’s for a magazine)b. Write good paragraphs c. Write using proper spelling, capitalization, punctuation and spellingd. Use descriptive language related to forestse. Use compare and contrast transition words and text organization

structuresf. Use pronouns effectively to maintain coherence and cohesion



g. Draw on background knowledge about forests and deforestationh. Develop a topic with adequate and sufficient details

2) Facilitator models using WIDA tools (in the Participant Manual) to differentiate the language demands for this task for Amir, a level 2 student. The facilitator uses the following prompts to engage participants in the process:

a. Look at WIDA CAN DO writing descriptors for 5th grade. What can a level 2 student do?

b. Now turn to the WIDA Performance Indicators for writing. What type of vocabulary usage, language forms and linguistic complexity can be expected of a level 2 student working independently?

c. Finally, look at a sample Model Performance Indicator strand for writing, grade 5. What’s the context for language use? Is it similar to your prompt? What are expectations for a level 2 student? What types of supports are offered?

3) Facilitator highlights the WIDA supports table (in the Participant Manual) as a source of ideas for potential supports, but encourages participants to think of additional supports that could be provided for Amir.

Purpose: To explain how teachers can differentiate writing tasks for ELLs.Time: 5 minProcedure: Facilitator summarizes key ideas in the slide and talking points.Talking Points:

1) The first row of the chart explains the new writing assignment for Amir. This statement includes the language expectations for Amir, along with the supports that the teacher will provide to scaffold the writing activity.

2) The second row highlights language expectations. These are congruent with the types of language level 2 students are able to produce according to the WIDA tools. The third row highlights supports provided by the teacher.

3) The handout in your participant manual highlights some of the expectations and supports for Amir.


Purpose: To explain how teachers can differentiate writing tasks for ELLs.Time: 10 minProcedure: Facilitator summarizes instructions provided in the slides and provides participants with materials for the activity: chart paper, markers.


Purpose: To explain how teachers can differentiate writing tasks for Slide 19: Differentiating Writing Tasks


ELLs.Time: 7 minProcedure:

1) Facilitator summarizes instructions in the slide. 2) Facilitator allows participants to comment on each others’

charts (recommended time: 4 minutes). 3) Facilitator debriefs with the whole group, incorporating

talking points.Talking Points:

1) Tasks can be differentiated in multiple ways and with multiple supports.

WIDA tools can be used as a starting place, but they are not straightjackets. Teachers must think carefully about how to support ELLs while still challenging them.

IV. Strategies for Developing ELLs’ Writing Skills

TitleSlideSlide 20: Strategies for Developing ELLs’ Writing Skills

Purpose: To model the Write Around strategy for improving ELLs writing skills Time: 5 minProcedure:

1) Facilitator introduces the strategy: a Write Around can be used for many different purposes – editing, brainstorming, drafting, and/or assessing comprehension of text. It can be used with ELLs at different proficiency levels, especially ELLs who feel hesitant about their writing skills.

2) Facilitator directs students to find the Write Around handout in their Participant Manual.

3) Facilitator summarizes instructions on the slide 4) Facilitator starts the Write Around. Facilitator instructs participants

to pass their paper after 30 seconds. Facilitator instructs participants to rotate papers every 30 seconds for about 3 minutes.

5) After 3 minutes, the facilitator asks participants to stop writing and return their papers to the original owner.

Slide 21: Write Around

Purpose: To model the Write Around strategy for improving ELLs writing skills Time: 4 minProcedure:

1) Facilitator asks participants to complete an answer to the prompt in their own papers. Recommended time: 1 minute.

2) Facilitator discusses with participants what organizational



structures, vocabulary, grammatical features, etc. are needed to turn these drafts into a procedural text included in a book for pre-service teachers. Facilitator writes down a few of these elements or characteristics shared by participants. Recommended time: 2 minutes.

3) Facilitator explains how the participants would finish the activity by rewriting their paragraphs with revisions. Facilitator explains how the Write Around strategy could be used to practice other skills - editing for spelling, adding transition words, paragraph organization, matching tone and style with audience, summarizing content learned in a lesson, etc.

Purpose: To practice the Write Around strategy for improving ELLs writing skills Time: 7 minProcedure:

1) Facilitator asks participants to form small groups (3-4 participants in each group) according to grade level (Elementary) or content area (Middle and High school).

2) Facilitator summarizes instructions for the activity and refers participants to the Write Around Practice handout in their Participant Manual.

3) Facilitator engages with small groups, answering questions as needed.


Purpose: To practice the Write Around strategy for improving ELLs writing skills Time: 7 minProcedure: Facilitator reads instructions for the practice and debriefing. Recommended times: practicing write around – 7 minutes; debriefing – 3 minutes.


Purpose: To model the Sentence Combining strategy for improving ELLs writing skills.Time: 8 minProcedure:

1) Facilitator summarizes key ideas in the slide and talking points.2) Facilitator explains how he/she will model how to explicitly teach

sentence combining using the Sentence Combining – Modeling handout in the Participant Manual.

3) Facilitator guides participants through the Sentence Combining Modeling chart. The facilitator asks participants to write combined sentences for each example on a piece of chart paper on the wall. The facilitator should model explicit teaching of sentence combining skills using prompts such as:

a. “First, we are going to start with two easy sentences: my base sentence and then another sentence that I think we

Slide 25: Sentence Combining


can combine it with. Who could come to the chart and write a combined sentence that includes the first and second sentence?”

b. “Thank you! I think this sentence works. It tells me the information contained in the original sentences.”

c. “Now, what about the next pair of sentences? Here, I give you a clue. I think that the word angry in sentence number two can be added to the first sentence to combine them. Where could I place the word “angry” to combine the two sentences? Can I have a volunteer?”

4) After finishing the chart, the facilitator highlights the ideas on the left side column of the chart and the possible sequence for sentence combining (next page in the Participant Manual).

5) The facilitator finishes the modeling activity by telling participants that the next part of the strategy is to help students combine sentences from their own writing.

Talking Points: 1) ELD Levels 1-2 students should be working with simple

sentences, but can work on creating compound sentences with and, but, and so. ELLs at higher proficiency levels can tackle compound and complex structures.

This session will continue exploring issues related to writing instruction for ELLs and provide additional strategies for developing ELLs writing skills.

Purpose: To practice the Sentence Combining strategy for improving ELLs writing skills.Time: 10 minProcedure:

1) Facilitator summarizes instructions for practicing sentence combining on the slide and talking points.

Talking points: 1) Participants should take turns leading each other through a

sentence combining exercise. When doing the activity, participants should keep in mind the ELD level of students and ensure they are speaking in a way that is comprehensible for an ELL at that ELD level


Purpose: To debrief the Sentence Combining strategy for improving ELLs writing skills.Time: 5 minProcedure: 1) Facilitator asks partners to turn and talk to provide feedback to each other using the feedback questions.2) Facilitator leads the whole group through the debrief discussion questions, emphasizing talking points.3) Facilitator highlights additional ideas or resources for sentence combining in the Participant Handouts. Talking points:

1) A useful support for level 2 students would be to include pictures to illustrate conjunctions or connecting words so that the students



can have an illustrated glossary of connectives from which to draw from.

2) Teachers can make this activity more challenging for Level 5 students by increasing the complexity of the sentences and/or having them revise writing samples with more complex vocabulary or ideas.

V. Break (10 min)

Purpose: To introduce the breakTime: 10 min Procedure: Facilitator provides instruction for the break and what time participants should return to class. Facilitator seeks three volunteers for the next activity

Slide 28: Break

VI. Strategies for Developing ELLs’ Writing Skills – Cont.(25 min)

Title SlideSlide 29: Strategies for Developing ELLs’ Writing Skills

Purpose: To model the Peer Response group strategy for improving ELLs writing skills.Time: 1 minProcedure: Facilitator introduces the strategy summarizing key information in the slide.

Slide 30: Peer Response Groups

Purpose: To model the Peer Response group strategy for improving ELLs writing skills.Time: 10 minProcedure: Facilitator models the Peer Revision Group using the following procedures:

1) State the purpose of the activity: Today we are going to help each other make our writing better. Yesterday we talked about how pronouns help us to make our writing flow better. We are going to check each other’s writing to make sure that we use pronouns correctly. But first, let’s learn how to do this.

2) Ask for three volunteers to come to the front of the room and sit as a small group. Each volunteer should already have a copy of the Peer Response Group Role-Play handout (Facilitator should have made 3 copies of this handout prior to the start of the session and distributed them to 3 volunteers during the break. This handout can be found in the Facilitator Manual).

3) Go through the role-play, pausing to let participants debrief what’s

Slide 31: Peer Response Group


wrong with each situation.4) Debrief the rules and procedures for Peer Response groups found

in the Participant Handout: So, how do we participate in peer response groups? We need to follow the procedures (read procedures in handout). Now you’ll have a chance to practice a Peer Response Group on your own!

5) State how this is the end of the modeling part. Highlight additional considerations for ELLs at lower proficiency levels.

Purpose: To practice the Peer Response group strategy for improving ELLs writing skills.Time: 10 minProcedure: Facilitator provides instructions for the activity summarizing key information in the slide.


Purpose: To debrief the Peer Response group strategy for improving ELLs writing skills.Time: 4 minProcedure: Facilitator provides instructions for the activity summarizing key information in the slide.


VII. Formative Assessment (10 min)

Title SlideSlide 34: Formative Assessment

Purpose: To explain how teachers can assess ELLs to gather data on their writing skills Time: 2 minProcedure: Facilitator summarizes key information in the slide.

Slide 35: Formative Assessments for Writing

Purpose: To explain how teachers can assess ELLs to gather data on their writing skills Time: 5 minProcedure: Facilitator summarizes key information in the slide. Facilitator summarizes additional ideas on the Other Ideas for Sentence Combining handout in the Participant Manual.

Slide 36: Formative Assessments for Writing


VIII. Debriefing Strategy Implementation & Mini-Lessons (20 min)

Title SlideSlide 37: Debriefing Implementation & Mini-Lessons

Purpose: To debrief earlier assignmentsTime: 20 minProcedure: Facilitator reads summarizes key points on the slide. Facilitator circulates around the room as participants share. .

Slide 38: Debriefing Strategy Implementation

IX. Assignments & Preparing for Upcoming Sessions (15 min)

Title Slide. Slide 39: Assignments & Preparing for Upcoming Sessions

Purpose: To explain Capstone Project presentationsTime: 12 min Procedure:

1) Facilitator goes over instructions for the presentations using the information on the slide and talking points below:

a. The presentations will be PART of sessions 15 and 16. There will be other content covered during those sessions.

b. Each participant will have to present a 20 minute segment of ONE of their capstone project lesson plans.

c. Participants should be prepared to demonstrate ALL parts of their lesson plan. Being prepared means bringing manipulatives, resources, etc. necessary for the lesson (in other words, whatever your students will need to participate in the lesson). The part of the lesson plan that will be assigned for the presentation will be decided by the facilitator during class.

d. Presentations are part of the capstone project grade. No presentation means lower capstone project grade.

e. Presentations will occur simultaneously: participants will be divided into groups of 3 and will rotate presentations. One participant will start as the teacher and present his or her lesson to the other participants acting as students. Afterwards, the “students” will fill out a feedback form included in the Participant Manual and debrief orally

Slide 40: Lesson Presentations – Session 15 or 16


with the presenter. Then a new presenter will start and the cycle repeats. Completed feedback forms will be taken out of the Participant Manual and turned into the facilitator at the end of class.

2) Facilitator asks for volunteers to present each session (half of the participants to present in session 15, and the other half in session 16). If there are not enough volunteers, draw names.

Purpose: To summarize key points of the session Time: 1 minProcedure: Facilitator summarizes main ideas in slide and provides clarification for any questions regarding upcoming assignments.

Slide 41: Assignments due by Session 14

Purpose: To summarize key points of the session Time: 1 minProcedure: Facilitator summarizes main ideas in slide and provides clarification for any questions regarding upcoming assignments.

Slide 42: Required Reading for Session 14

Purpose: To identify recommended readings for session 14 Time: 1 minProcedure: Facilitator summarizes main ideas in slide and provides clarification for any questions regarding upcoming assignments.

Slide 43: Recommended Readings for Session 14

Upcoming Assignments

Assignments due by Session 14A. Implementation due at the beginning of Session 14

Implement one of the highlighted writing instruction strategies modeled and practiced in this session at least once before the next Endorsement course class session. Complete the Strategy Implementation Self-Assessment Tool.

B. Journal entry due at the beginning of Session 14

Analyze a piece of writing created by one of your ELLs.

1. Create a list detailing what the student currently can do as a writer; does the student know that he or she has these strengths? If not, explain how you might let the student know about his or her strengths.


2. Identify areas where the student has instructional need. Among these areas, identify one or two areas that you think would be fruitful to focus on next with the student (or to continue to focus on until the student’s mastery is stronger). Explain why you will focus on these skills next.

3. Identify promising strategies to further develop the student’s writing in this (these) next focal area(s). Do any of these strategies build upon the student’s existing strengths?

4. Are there other students in your class who would benefit from the same focused instruction? What are the instructional implications of your answer to this question?

C. Required Readings for Session 14

Elementary

Lenski, S. and F. Verbruggen. 2011. Teaching spelling to English language learners. Colorín Colorado. Retrieved at http://www.colorincolorado.org/article/41846/ .

Robertson, Kristina. 2009. Reader’s theater: oral language enrichment and literacy development for ELLs. Retrieved at http://www.colorincolorado.org/article/30104/.

Secondary

Brisk, M.E., D. A. Horan, and E. McDonald. 2007. A scaffolded approach to learning to write. In Inclusive Pedagogy For English Language Learners: A Handbook of Research-Informed Practices, ed. L. S. Verplaetse and N. Migliacci, 15–22 and then skim the rest of the article. New York: Routledge.

Session 13 Participant Handouts

Differentiating Writing Tasks for ELLs

Sample task: Grade 5 - What happens to the forest after deforestation? Write a three-paragraph comparative essay about forests before and after deforestation.

Relevant standards from MA ELA Curriculum Frameworks

Writing Standards, Grade 52. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related

information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.


http://www.colorincolorado.org/article/30104/%20

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation

presented.

Language Standards, Grade 5

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Differentiating the Task for Amir – ELD Writing Level 2

Grade 5 Sample Task: What happens to the forest after deforestation? Write a three-paragraph comparative essay about forests before and after deforestation.

Amir – Level 2

Write simple sentences that incorporate descriptive words using pre-taught descriptive language and academic content-related vocabulary, photos of forestation and deforestation, a Venn Diagram and sentence frames.

Language expectations: write simple sentences that incorporate descriptive words

Examples of sentences:

The forest and the deforested forest are very different. The forest is green and loud. There are many animals in the forest. The forest is alive! But the deforested forest is brown, dry and hot. There are no animals or trees in it. I


think the deforested forest is a sad place…

Supports: pre-taught vocabulary, photos of forestation and deforestation, a Venn Diagram and sentence frames.

Examples of pre- taught vocabulary: dry, loud, deforested, forest, alive, but, and, different, sad.

Sample sentence frames:

The forest and the deforested forest are very ______________. The forest is _________________. There are __________________ in the forest. But the deforested forest is _______________________. There are no ________________________ in it. I think ________________________...

Write Around How do you differentiate a writing task for ELLs at different ELD levels? What do you need to consider? Write instructions for teachers.

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Write Around Practice

Work with your group to plan a new Write Around using the same prompt:

How do you differentiate a writing task for ELLs at different ELD levels? What do you need to consider? Write instructions for teachers.

1. What other writing skills will you practice with the Write Around?


2. What questions will you use to lead the revision?

3. What other supports will you provide?

4. How will students finish the task?

5. How will you assess students’ work?



Sentence Combining - Modeling Teacher Instructions Examples

Set up: Start with a base sentence, add a modifying sentence.

1. Base sentence: The dog barked.Modifying sentence: The barking was loud.

Combined sentence:

At first, give clues to prompt students about the important information – underline words.

2. The teacher asked us to be quiet.The teacher was angry.

Combined sentence:

You can also provide clues by adding a conjunction in parenthesis.

3. Laurie fell over the coffee table.She slipped on a banana peel. (because)

Combined sentence:

Once students are comfortable with this process, remove clues and ask students to combine longer sequences of sentences. Remind students that they many different ways to combine sentences.

4. The dog barked.The dog was brown.The dog was in a cage. It was angry.

a. Combined sentence:

b. Another option:


When combining multiple sentences, prompt students to add or delete words from the original sentences as needed.

What other words could we add to one of the sentences in #4 to make them more descriptive?

Practice combining sentences from students writing.

Student sample sentences:

I thought baseball is most popular sport in my school.

But most popular sport is football.

But some people play tennis, track, volleyball, and golf.

Combined sentences:

Teach increasingly complex combination strategies

Start combining simple sentences with coordinating conjunctions: and, but, so, if, yet, for.

Increase complexity by working with subordinating conjunctions and other connectives: because, although, despite, while, etc.


Sentence Combining - PracticePractice guiding an ELL through Sentence Combining. Guide your partner (the student) through a sentence combining activity using the samples below.

Sample #1 – ELD level 4

One day I went to my favorite restaurant with my family. We had steaks for our dinner. The steaks are fancy. We got the special order. The waiter brought us the steaks. Everyone in the restaurant could smell them. The steaks were burnt in the plate. They were very hot. I can still hear the meat sizzling in the pan. I was biting a little piece of the steak. The sauce was tasty. The meat was soft. That piece of steak kept warm in my mouth. It was warm until I finished. I love steak! It is my favorite American food.

Combined sentences:

Sample #2 – ELD level 3

Her name is Mrs. Fenemanm. She works in the Washington Mieddle School. She is a library, and she checks 7,000 books. She help student take books. When she has money, she can buy new books. She work five days a week. Start work at the 8:00 AM. Finish on the 1:00PM. she works part time. she use the computer alot times. Some times she uses the tape to fix the books. She doesn’t have the travel. She doen’t work on the weekend. She does not need to wear uniform. She thinked computer and type are her special tools. She like working with the student, and picking the new books. But she doesn’t like when student, lose the books. When i asked her, how mach did you get the pay, she didn’t anwer me. She doesn’t have other job.

Combined sentences:


Other Ideas for Sentence Combining


Combining sentences to Reconstruct or Deconstruct Academic Texts

1. Start with a passage.

Given the failure of the Articles of Confederation, delegates to the Constitutional Convention agreed, for the most part, that a stronger central government was needed. They made numerous compromises to hammer out the details of the new system, however. Chief among them was the Connecticut Compromise, which allocated Senate seats by state but House seats by population.

2. Rewrite the passage using only simple sentences.

The Articles of Confederation failed.

The delegates to the Constitutional Convention decided to make a stronger central government. They made numerous compromises to hammer out the details of the new system.

One of the most important compromises was the Connecticut Compromise.

This Compromise gave each state the same number of seats in the Senate.

Each state received a different number of seats in the House based on population.

3. Organize students into groups and ask them to decide how to combine the sentences.

4. Ask students to combine the sentences and rewrite them as a paragraph in an overhead transparency or in chart paper.

5. Allow students from each group to talk about how the y combined the sentences and why they combined the sentences in a particular way.

6. Finally, you may want to compare student created paragraphs with the original textbook paragraph.

(Sources: procedure adapted from Freeman & Freeman, 2009. Academic Language for English Language Learners and Struggling Readers. Portsmouth, NH: Heinemann; text from Fiorina, Peterson & Johnson, 2003. The New American Democracy. 3rd Edition. Addison Wesley Longman, Inc.)


Peer Response Group Strategy Below are a few resources for implementing this strategy in your classroom.

A. Teaching the strategy – sample procedure

1. Introduce the strategy. Explain what the strategy is, when to use it, and why it’s useful.2. Role-play scenarios to highlight do’s and don’ts.3. Explicitly teach instructions and norms. Post them in a visible place.4. Practice Peer Response Groups with a small group from class while other students watch.5. Debrief the Peer Response Group practice as a whole class.6. Teach a mini-lesson on a Focus Correction Area.7. Assign students to Response Groups. Consider individual students strengths and

weaknesses.8. Run Peer Response Groups for one or two periods. 9. Debrief how the groups went with the whole class. Write class improvement goals for the

next Peer Response Group.10. Run another Peer Response Group shortly afterwards so students can practice and work on

improvement goals.

B. Instructions and Norms

1. Students sit facing each other.2. The first writer reads his/her writing piece without apologizing or commenting on it.3. The person to the left of the writer gives the first response. Then the next person to the left

responds and so on.4. First, everyone should give a positive response: I like how you…, I think you did a really

good job with ….5. Next, group members can give suggestions for how to improve Focus Correction Areas of

the writing piece: This part is not clear…, I think here you need to ….6. The writer listens quietly to all feedback and/or asks for clarifying questions. 7. After all group members have given feedback, a new writer reads his or her piece to start a

new cycle.8. Writers can make changes to their drafts after finishing the Peer Response Group.

C. Additional Consideration for TeachersFor ELLs at lower proficiency levels, consider providing additional sentence starters tailored to the particular Focus Correction Area:

Focus Correction Area: Pronouns

In sentence __ I think ___ is good because ____. In sentence __I think ___ is incorrect because _____. Change ___ for ___ because ____.


Peer Response Practice Use the following samples and prompts to practice Peer Response Groups. Each participant should “own” one of the following writing pieces. The group will then simulate a Peer Response Group to assist the “student” with his/her piece.

Writing sample 1: Garegin

Writing Assignment: Interview a teacher or school support staff about his or her work.

Her name is Mrs. Fenemanm. She works in the Washington Mieddle School. She is a library, and she checks 7,000 books. She help student take books. When she has money, she can buy new books. She work five days a week. Start work at the 8:00 AM. Finish on the 1:00PM. she works part time. she use the computer alot times. Some times she uses the tape to fix the books. She doesn’t have the travel. She doen’t work on the weekend. She does not need to wear uniform. She thinked computer and type are her special tools. She like working with the student, and picking the new books. But she doesn’t like when student, lose the books. When i asked her, how mach did you get the pay, she didn’t anwer me. She doesn’t have other job.

Writing sample 2: Maya

Writing Assignment: What’s the most favorite sport at school? Survey students and write a report summarizing your findings.

Today, I asked about what is a popular sport in my school. First I asked to my classmates that do you like baseball? The 15 people said, “Yes”. Because baseball is pleasant to the end. Next, I asked classmates that do you like soccer? Then, 23 people said, “Yes”. Because they said soccer doesn’t stop like football. After that, I asked to classmates that do you like football? Then most people said, “Yes”. Because they said football is the most popular in America and a reason is interesting sport.

I thought baseball is most popular sport in my school. But most popular sport is football. But some people play tennis, track, volleyball, and golf. Some baseball players also play football too. Because baseball also throw football too. Good baseball players also good footbal . And some soccer players also play tennis, track, and baseball.

Writing sample 3: Sasha


Writing Prompt: What were the causes of World War I?

The countries in Europe went to war because of 4 cause and 1 event. Ethnic groups in Eurpoe that did not have a country wanted to get one. Many countries had Nationalism they that ther countrie is thee best. They had Arms Rase two they made competition how hos a biger army and novey. People whaned to get Imperialism more colonies and waned to fight to get them. Gavrilo Princip and his people the waned to have there own country so he killed king of Austrian Hungary. The countries in Europe went to wor because of many reasens.

Writing sample 4: Negita

Writing Prompt: What are the steps of the scientific method?

The scientific Method has different process to find information. At First we have to tested the think which is needed in experiment (variable). After that we have to guess what will happen in the experiment and also we use hypothesis process. At the last we used theory to explains how the experiment works.


Planning a Peer Response GroupUse the following guiding questions to plan a Peer Response Group in your classroom.

1. What will be the Focus Correction Area?

2. What mini-lesson could you teach prior to the Peer Response Group to address this area? Give specific examples of activities you could develop to teach about this focus area.

3. What scaffolds and supports would you provide for students at different ELD levels?

ELD Levels 1-2 ELD Levels 3-4

Supports


Additional Writing Strategies for ELLs

1. Using Academic Conversations to develop writingELLs, and most Native English speakers, need explicit instruction on how to carry the type of conversations that help them deepen content understanding and apply academic vocabulary. Academic conversations can also be used to set the stage for writing. Teachers can use the sentence frames and strategies described by Zwiers and Crawford (2007) to teach ELLs how to converse using academic discourse. Then, teachers can tie oral language with writing skills development by providing opportunities for students to write about their conversations. This can be as simple as giving students time to write after a class discussion, or as elaborate as requiring students to write a report on a class debate.

2. Dialogue JournalsStudents keep a journal where they can write to the teacher and the teacher responds. Journal prompts can be anything from “What did you learn in class today” to “Explain the steps of the scientific method”.

Teacher responses should focus on modeling appropriate writing and communication, not on correcting all errors and mistakes. When appropriate, teachers can ask ELLs to revise their journals and identify their own Focus Correction Areas to work on.

3. Writing PortfoliosPortfolios allow teachers and students to see progress. Portfolios can be organized multiple ways: to showcase several drafts of the same writing piece, to highlight a collection of very different writing products, to demonstrate content learning across several writing prompts or tasks, or as the final result of a performance task.

When organizing portfolios, include rubrics, feedback from teachers and students, and students’ own self reflection on their writing pieces. Finalizing a portfolio can be a way to practice additional writing skills!

4. Graphic organizers Teach students how to use graphic organizers to plan, draft and revise writing. ELLs need instruction about how to choose an appropriate organizer depending on the relationship between ideas or topics they want to write about. For example, a Venn diagram is a good organizer when comparing and contrasting whereas a web can be used for developing ideas about a topic and related subtopics.

5. Comic StripsTeachers can use comic strips to help ELLs develop narratives. First, students can develop images or pictures to depict their story. Then, they can use bubbles and additional images to show how characters feel or think at different parts of the story. Next, students can develop sentences for each image and character feelings or thoughts. Teachers can provide explicit


instruction on transition words to improve cohesion. For ELLs at lower proficiency levels, labeling images or writing simple sentences may be enough. ELLs at higher proficiency levels can use their comic strips to develop narratives further into paragraph and essay formats.

6. Mnemonic devices for different stages of the writing processELLs need explicit instruction on how to apply each stage of the writing process. Mnemonic devices such as acronyms can help them remember the steps they should follow along the way. They can also serve as a monitoring tool for students, allowing them to check whether or not they have completed the tasks associated with a particular stage of the writing process. Below are a couple examples:

Planning/Pre-writing Revising

DARE (persuasive writing):

Develop a topic sentence Add supporting ideas Reject an argument from the other side End with a conclusion

(De La Paz & Graham, 1997)

SCAN each sentence:

Does it make Sense? Is it Connected to my opinion? Can I Add more? Note errors

(Graham & MacArthur, 1988)

(Sources: Adapted from Graham & MacArthur, 1988. Improving learning disabled students’ skills at revising essays produced in a word processor: self-instructional strategy training. Journal of Special Education, 22, 133-152, and De La Paz & Graham, 1997. Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems. Journal of Educational Psychology, 89, 203-222)


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 …


SEI Lesson Presentation Feedback Form

Name of Instructor: ___________________ Name of observer:__________________ Date: ___________

Rating Comments/Feedback

1. The lesson segment presented clearly addressed stated lesson content area and language objectives.

2. The instructor incorporated a best- practice strategy for developing ELLs vocabulary, reading or writing skills.

Strategy included in the lesson segment:

3. The instructor effectively implemented the targeted strategy.


4. The instructor demonstrated use of general SEI strategies discussed in the course ( i.e., clear language and content objectives, comprehensible input, opportunities for interaction, adequate scaffolds/supports such as manipulatives and visuals, etc.).

List general SEI strategies demonstrated:

SEI Lesson Presentation Feedback Form

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Session 13 Notes

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Instructor Resources

Peer Response Group role Play (to include in the Facilitator Manual)

Scenario 1

Facilitator: Okay, I’m going to read my paragraph. “I recall one winter night. I was for. My sister Sarah and I were runing down the hall and something happen. My sister Sarah and I had run into each other. Boy! Did Sarah and I cry. But not only did I cry, my toth was bleeding. Then the toth felt funny. Then plop! There was the toth laying on my hand.”

Volunteer: I like how you used some good expressions like Boy! I think the first couple sentences are great. But then in sentence four you say “My sister Sarah and I” again, like in sentence three. I think you need a pronoun there. Maybe use “we”.

Facilitator: Well, I think I can use “My sister Sarah and I” two times! That’s not wrong. I don’t want to change it if it’s not wrong!

Facilitator asks the group: What’s wrong here?

Scenario 2

Volunteer 2: I also liked how you used “plop!” to show what it sounded like. But I think on the next sentence you could just say “Then it felt funny” because we already know you’re talking about the tooth.

Facilitator: Ok, ok. But hey, did you hear that Tom and Charlie got sent to the office for fighting at recess? I’m so sad I missed the fight!


Scenario 3

Volunteer 3: Well, I don’t really care about a silly fight when there are so many spelling mistakes here! You need to write four with an u, and tooth has two o’s not just one! Also, running is spelled with two n’s. And it should be happened, not happen. Where did you learn to write – the moon?



Documents

FM Writing for ELLs II - Massachusetts Department of ... 13 FM.d… · Web viewVI .Strategies for ... and appropriate word usage as well as ... whatever your students will need