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

1. Writing with Proficiency: Strategies for Scaffolding and Inspiring English Language Learners Angela Johnson anjohnson@psd1.org Shannon Lockard slockard@psd1.org

2. Here and Now: Stephen Krashen says, “Writing is thinking”. What do you think about writing?

3. Objectives • Understand ELD levels • Familiarization with ELD standards • Utilize Sentence Patterning Chart (SPC) to create sentences • Utilize Cooperative Strip Paragraph to create paragraphs • Experience Writers’ Workshop • Share writing ideas • Write

5. ELD Strands Grade Band ELD Levels

6. CCSS W.5.2b,d ELD Writing 2.2.1 Writes to learn using simple sentences (intermediate), descriptive sentences (advanced), specialized vocabulary (transitional)

7. Poetry Resources http://www.poetry4kids.com/ http://ettcweb.lr.k12.nj.us/forms/newpoem.htm http://www.pitara.com/talespin/poems.asp http://www.gigglepoetry.com/ http://www.psd1.org/Page/244

8. Compare and Contrast G.O. CCSS W.5.2c ELD Writing 1.1.1 Gathers and paraphrases information from teacher-selected resources and uses an organizer to analyze and evaluate information to plan writing (intermediate). Synthesize is added for advanced and transitional.

9. ELD Standards http://k12.wa.us/ • Offices & Programs • Migrant Bilingual (pull down tab) • English Language Development Standards http://k12.wa.us/MigrantBilingual/ELD.aspx

10. Learning Log

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

12. Cooperative Strip Paragraph CCSS W.5.2a-e ELD Writing 1.2.1 Reread text and continues drafting over time (intermediate and advanced); rereads text and/or feedback to decide if additional drafts are necessary.

13. Learning Log

14. What is your level of expertise?

15. Welcome Back Either write something worth reading or do something worth writing. -Benjamin Franklin

16. What do we know? • Mini-lessons • Notebook ideas • Conferring • Independent Writing • Shared Writing • Group Sharing • Publishing • Questions

17. Writer’s Workshop Purpose: • Authentically engage students as writers • Differentiate instruction to meet the needs of each student • Create a love of writing

18. Writer’s Workshop Essential Characteristics (Katie Wood Ray): • Choices about content • Time for writing • Teaching • Talking • Focused study (the writer’s notebook, text structures, conventions, point of view…) • Publication Rituals • High Expectations and Safety • Structured Management

19. Writer’s Workshop • Mini-Lesson • Independent Writing • Guided Writing • Conferring • Group Share and Evaluation

20. Mini-lessons Management Students learn the procedures and routines writing workshop. Strategy and Skill Students learn how to use the conventional rules for written language accurately and effectively. Craft Students learn how writers work.

21. Gathering Ideas • Heart Thoughts • Lists • Writing Idea Box • Pizza Graphic Organizer • Teacher Ideas ELD Standard: Writing 1.1.1 (Transitional 6-8) Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming) to determine purpose and audience, and/or organize text.

22. Heart Thoughts

23. Lists • likes/hates • typical/unusual • regrets/proud of • fun/have to • worst/best • expert

24. Writing Idea Box

25. Pizza Graphic Organizer

26. Teacher Ideas • Cognitive Content Dictionary • Pinterest (look for charts, writing ideas) • Detective show me the evidence—need to show 3 pieces of evidence whether in reading or writing. • BAM! Words on paint can, the paintbrush has the boring/common word. • Practice a variety of prewriting strategies. • Different genres throughout the year

27. Teacher Ideas cont… • 4 Square Writing • Rewrite endings to favorite stories • ywp.nanowrimo.org

28. Building Writing Stamina • Writing time should be predictable • Quickwrites • Prompted Writing • Choice topics • Projects

29. Sensory Detail Mini-Lesson ELD Writing 3.2.2 Uses precise words (e.g., vivid verbs, specific nouns, sensory words) in descriptive writing (Advanced); uses precise language (e.g., powerful verbs, specific descriptors) (Transitional) CCSS W.4.3d Uses concrete words and phrases and sensory details to convey experiences and events precisely.

31. Independent Writing Let’s write: • Choose one of your ideas and write about it • We will share

32. Group Sharing • Writers need to talk • Pair Share • Small Group Share • Whole group Share Ways to share • Favorite line, great word choice…(tie into mini-lesson) • Author’s chair

33. Whole Group Sharing

34. Learning Log

35. What about the test? • Narrative • Expository • Persuasive • Conventions Fountas and Pinnell refer to test-taking as it’s own genre.

36. Write three specific strategies and skills you teach students in order to prepare them for the state assessment. (Write each strategy or skill in a different box.) “Mix and Mingle” to give one idea and get one idea from your colleagues. Try to fill up your whole grid with ideas.

37. Focus and Organization Matter • Teach students to narrow ideas • Utilize graphic organizers • Structure and scaffold

42. http://www.ttms.org/

44. Learning Log

45. Exit Ticket