1. Learning to Rise
“To learn to read is to learn to walk. To learn to write is to learn to rise.”
-Jose Marti
Promoting Writing
Development in ELL Students
3. Charles Semper Elementary
ELL Population
61 ELL students with14 languages
11 students in entire grade level (first grade)
Languages spoken; Spanish, Vietnamese,
Russian, Tamil, Chinese, Cantonese,
Malayalam, Hmong, Portuguese, Gujarati, Kurdi,
Arabic, Tibetan, Napoli, and Tagalong.
In my class currently I have 1 ELL student and
teach 3 other first grade ELLs for literacy.
4. Essential Questions
What instructional practices best promote
ELLs writing development?
What is the correlation between oral
language and writing instruction?
“If I can think it I can say it, if I can say it I can write it, If I can write it I can read
it.”
How can mentor texts guide writing
instruction for all of my young writers?
5. Instructional Practices that best
promote ELL writing development.
(Source: Colorin’ Colorado- Standards-Based Writing for ELLS)
Writing instruction doesn’t need to wait until the student
is proficient in English
Explicit instruction of mechanics and composition are
necessary
Oral language and vocabulary are taught in conjunction
with writing
Teachers and students create a safe environment in
which to learn.
“Writing flourishes in a safe community of learners, where teacher and students are writing and
sharing their writings…” –(Colorin’ Colorado-Standards Based Writing for ELLs)
Teacher strives to be culturally responsive.
Teacher uses technology such as Kidspiration or
Inspiration to help all children begin to understand how
graphic organizers can help them organize their thinking
before writing.
6. Writing Instruction With
Oral Language
“The goal of oral language instruction is to stimulate as much oral
language as possible, not to correct grammar, as this would inhibit free discussion and language
development.”
-Mondo Guidebook for Instruction, pg 18
One on one conversations
Student language patterns are most readily improved by one on one
conversations with an English proficient adult.
Small Group Language Instruction
Students need to generate language orally first in a small group and a safe
environment. The goal is to stimulate as much language as possible and
small groups are the best place to create this.
Building on Oral Language for Writing
Instruction
Students are in the habit of generating thoughts and sharing ideas orally.
Transition into having students share some of their thoughts in writing by
shared or interactive writing methods.
7. Using Mentor Texts to Promote
Writing Development
Best practices for all students
“First graders write very much the way they talk-and they like to talk
and write about what I like, how I feel, what I know. Even as they
mimic their speech in their writing, they also mimic the language of
books they read and hear.”(www.ncee.org)
What writers read helps writers write. (Jeffco Cap K12)
Writers look at mentor texts to develop their own ideas for writing.
When writers make their writing better, they look for an author who
uses a technique that would help.
There are many forms of writing.
A writer’s experiences help create writing and set goals.
Authors and illustrators own their writing and art.
Writing is a way to communicate ideas.
Writers talk to each other about writing and ideas for writing.
8. Assessment
Goal setting
Questioning
Student samples
Portfolio assessment is one type of performance based assessment in which students are evaluated
on what they produce in the classroom.- (The Education Alliance-Teaching Diverse Learners)
Self and Peer assessments
Rubrics and observation checklists
Oral communication
Observe ELLs while reading with partners, retelling stories, role playing, oral language groups,oral
reports, brainstorming, playing games, and completing incomplete stories. (Colorin’ Colorado-
Using Informal Assessments for ELLs)
9. NCTE/IRA Standards
5. Students employ a wide variety of strategies as they
write and use different writing process elements
appropriately to communicate with different audiences
for a variety of purposes.
6. Students apply knowledge of language structure,
language conventions, media techniques, figurative
language, and genre to create, critique, and discuss print
and non-print texts.
10. Students whose first language is not English make
use of the first language to develop competency in the
English Language arts and to develop understanding of
content across curriculum.
12. Students use spoken, written, and visual language
to accomplish their own purposes.
10. NETS Standards
1.Creativity and Innovation Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b.create original works as a means of personal or group expression.
2.Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to
the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media.
b.communicate information and ideas effectively to multiple audiences using a variety
of media and formats.
c.develop cultural understanding and global awareness by engaging with learners of
other cultures.
Notas do Editor
In the article Worlds Beneath the words: Writing Workshop with Second Language Learners there is a quote that resonates with me and applies to all of my first grade authors,, “To Learn to read is to learn to walk. To learn to write is to learn to rise.”
My name is Myla Bashford and I have taught in Jefferson County for 9 years. When I began teaching at Semper 9 years ago I had no ELL students at all. In the past 5 years our ELL population has grown considerably and I now have three in my classroom of 19 children and there are 15 in the whole grade level of 59 students.
