Please sit at a table with at least one person from your section .

1. Please sit at a table with at least one person from your section .

2. Teaching writing to English learners Educ 388 Language Policies and Practices Feb. 28, 2008

3. Objectives STUDENTS WILL …. 1. name 5 phases of the writing process • pre-writing/initiating • writing 1st draft • getting feedback • incorporating feedback/revising • final editing 2. identify strategies/techniques to fortify writing instruction for ELs 3. identify ways of applying objectives 1 and 2 to teaching writing to ELs in their subject areas 1

4. Why focus on writing? • One aspect of CELDT, so it’s important for redesignation (LEPRFEP) • Writing is important • Writing is hard to learn and teach • Writing in the content areas is important (see ELD stnds, p. 73, 75) • Writing promotes thinking 2

5. “Writing as a process” • Pre-writing/initiating • Writing 1st draft • Getting feedback • Incorporating feedback/revising • Final editing (usually conventions) 3

6. “Writing as a process” • Pre-writing/initiating • Writing 1st draft • Getting feedback • Incorporating feedback/revising • Final editing (usually conventions) 3

7. “Writing as a process” • Pre-writing/initiating • Writing 1st draft • Getting feedback • Incorporating feedback/revising • Final editing (usually conventions) 3

8. “Writing as a process” • Pre-writing/initiating • Writing 1st draft • Getting feedback • Incorporating feedback/revising • Final editing (usually conventions) 3

9. “Writing as a process” • Pre-writing/initiating • Writing 1st draft • Getting feedback • Incorporating feedback/revising • Final editing (usually conventions) 3

10. “Writing as a process” • Pre-writing/initiating • Writing 1st draft • Getting feedback • Incorporating feedback/revising • Final editing (usually conventions) 3

11. “Writing as a process” • Pre-writing/initiating • Writing 1st draft • Getting feedback • Incorporating feedback/revising • Final editing (usually conventions) 3

12. *Table handout 4

13. Look for… • Strategies and techniques to fortify writing instruction for ELLs (and other students), e.g., - very explicit modeling - focus on language - structuring, promoting interactions - making covert processes overt 5

14. Think of…. Ways of applying the principles and techniques to YOUR content area, e.g., • lab reports and practica • word problems; explaining procedures • expository or persuasive essays • personal narratives and letters 6

15. At your tables… • Work with 1 or more people in your section • Think of a situation where you would teach content-specific writing • Sketch out a series of lessons • Incorporate principles and techniques discussed/illustrated today (follow-up in section) 7

16. “All teachers are writing teachers.” --Zwiers 8