Jayne Sherman Occoquan Elementary School GMU Writing With ELLs K-1 Jayne Sherman Occoquan Elementary School GMU Jayne Sherman GMU

Why Write? Writing and reading are reciprocal processes. We write to inform, persuade, entertain, to communicate. Writing is thinking. Writing is developmental and must be taught through modeling and demonstrations. Writing is the best way to teach skills in context and NOT in isolation. Writing and reading are social activities that promote oral language, a must for ELLS. Jayne Sherman GMU p. 1

More reasons to write To record events To explain To hypothesize To persuade To invite a response To predict To command, direct, or request To amuse, entertain To narrate To invent To inform To find out To invite reflection To summarize To comment or give an opinion Jayne Sherman GMU p. 2

Stages of Writing ~ PREWRITING ~ ~ DRAFTING ~ ~ REVISING ~ ~ PROOFREADING ~/EDITING ~ CONFERENCING ~ PUBLISHING ~/SHARING Jayne Sherman GMU p. 3

Writing Workshop Involves: Shared writing Guided writing Interactive writing Independent writing with teacher as facilitator, conferencing with individual students to nudge for details, revisions, and editing. Teachers can individualize instruction during conferencing one on one with students. Jayne Sherman GMU p. 4

What do writers need? to learn to write by writing. a consistent approach – the writing process. a direct and explicit instruction in writing. models of good writing, from teachers and literature. daily practice – time and opportunity. formative feedback. the opportunity to share their writing with others. Writers need lots of demonstrations: “I do, I do, we do, we do, you do”, writing model. Regie Routman: Writing essentials Jayne Sherman GMU p. 5

Model of Gradual Release (R.Routman) Writing Essentials This model by Regie Routman demonstrates the gradual release of teacher directed writing to student directed. Jayne Sherman GMU P. 6

PREWRITING STAGE BRAINSTORMING GRAPHIC ORGANIZERS QUICK WRITES PLANNING TOPIC CHARTS TALKING WITH PEERS VISUALIZATION THINKING DAYDREAMIMG WEBBING MAPPING Jayne Sherman GMU p. 7

DRAFTING STAGE The writers express ideas in an uninterrupted flow while keeping the purpose and audience in mind. They get information on paper, concentrate on content and explore topic possibilities. Invented spellings, blanks, cross- outs, and abbreviations are acceptable. The teacher offers encouragement, helps organize information, gives assistance focusing on the topic, provides enough time and structure to ensure students get off to a good start. Jayne Sherman GMU p. 8

REVISING STAGE Revise means read again. The writer reads their work and decides if details need to be added. Writers cross out unnecessary information. Writer reads their piece to another student for feedback. (revision peer conference) Revision is NOT editing!!! Not every piece will require revising. Jayne Sherman GMU p. 9

EDITING STAGE Writers should correct mechanical errors (spelling, punctuation, and capitalization). Writing should be read aloud before the final copy is made. An editing checklist is a good tool. Try your best to spell words. Listen to the sounds you hear (ear spell). Circle words you’re not sure of. Teachers should encourage peer proofreading, provide vocabulary, give instruction of specific skills, help students evaluate their writing, and encourage students to consult reference materials. Jayne Sherman GMU p. 10

WHEN EDITING… Editing will depend on curriculum objectives For instance: grade K and 1 will spell basic sight words correctly using a word wall for editing as well as peers and resources in the classroom. (charts, shared writings) K-1 Classes with spell words phonetically writing the sounds they hear (ear spell) for unknown words. Some K and 1st graders will have personal word walls. Some teachers will write frequently used words in journal margins. Jayne Sherman GMU p. 11

Conferencing Always model how to conference. Conferencing allows the students to share what they have written with peers. This allows for student interaction and conversation about their work. Students are taught how to comment on content first, offer suggestions, help to revise and edit peer work. Jayne Sherman GMU p. 12

Final Step: Publishing Students decide which pieces to publish. After having a peer editing conference and following editing check list/ anchor chart students complete final copy. ( Teacher is always final editor for publishing). Time to share with audience. Jayne Sherman GMU p. 13

Author’s Chair: Time to Share Response to writing: Positive and supportive comments. Any connections? 2 Hugs and applause! Jayne Sherman GMU p. 14

SPELLING Richard Gentry’s spelling stages Non Communicative scribbling Pre Communicative stringing letters Semi Phonetic beginning/ending sounds Phonetic spelling with all sounds Transitional within word pattern cvc cvce Conventional correct spelling Richard Gentry: The Science of Spelling Jayne Sherman GMU p. 15

EHRI’s phases of word learning/writing Non alphabetic scribbling Pre alphabetic stringing letters Partial Alphabetic Beginning/ending sounds Full Alphabetic writes matching letters with sounds Consolidated Correct spelling These correlate with Gentry’s spelling stages. Jayne Sherman GMU p. 16

Gentry’s levels of writing Level 0: scribbling no letters: pre-k Level 1: stringing letters/no letter sound correspondence: beginning-middle K Level 2: partial sound/letter matches: middle to end of K Level 3: Use of one letter for each sound: beginning to middle of first grade. Level 4 Use of chunks and phonics patterns: Middle to end of first grade Show samples of various stages using Elmo Jayne Sherman GMU p. 17

So…how do we teach writing to our ELL’s? The same way we teach all language learners! Lots of demonstrations, scaffolding and time for reading and writing daily. Have high expectations! Teach specific strategies through modeling and demonstrations. Conference with individual students to differentiate. Read to students daily. Provide a risk free environment. Jayne Sherman GMU p. 18

Know the following: WIDA proficiency levels for literacy. The stages of language acquisition: Pre-production, early production, speech emergent, intermediate fluency, and fluent. Provide a risk free supportive environment. (lower affective filter) Provide opportunities for ELLs to explore language through play, literacy stations, listening centers, peer interaction, lots of shared reading and writing! Jayne Sherman GMU p. 19

Teach using effective strategies Scaffold Instruction Use story frames. Partner ELL’s with peers of their native language on a higher level. Use visuals and gestures during mini lessons. Try sticky notes for dictation. Use five finger graphic organizer. Use cut up sentence strips to teach sentence structure, fluency, and syntax. Jayne Sherman GMU p. 20

Best Practices for ELL writers Demonstrate directionality, phonemic awareness, phonics, fluency, phrasing, grammar, capitalization and punctuation through shared writing and shared reading using big books. Encourage participation! Provide opportunities for promoting oral language through dramatic play, puppets, conversations in native language through translation. Integrate literacy throughout the day. Jayne Sherman GMU p. 21

Best Practice for ELL’s con’t Use visuals, gestures, games, and peer support to help ELL’s understand directions. Model everything and scaffold with story frames, beginning letters with blanks for words, have student dictate story in native language and have peer or adult translate. Provide charts, shared writings, and resources for students to use. Use “drite” Donald Graves strategy: draw a picture then write. (scaffold as needed) Use word sorts/word study for ELLs. Jayne Sherman GMU p. 22

More Ideas Use “mimic writing”, this is a good strategy to promote letter/word recognition. Have ELL’s copy writing that is relevant such as class messages, poems from charts, any shared writings, names of peers, words found around the room. Have ELL’s draw and label pictures during writing workshop. Have another native speaker or adult translate. Write the ELL’s words on a sticky note for them to write and read to you several times. Nancy Cloud: Literacy Instruction for ELLs Jayne Sherman GMU p. 23

Still More ideas! Provide various types of paper at the writing center with letter stamps, stickers, alphabet charts, sight words, etc. for ELLs to utilize during literacy centers. Use technology such as web sites, I pods, etc. that promote literacy learning and the reading/writing connection. Assign a writing partner or peer helper to assist ELLs during writing workshop and reading workshop. Jayne Sherman GMU p. 24

Keep in Mind: If a child can’t speak in English they cannot write in English! Always have the student write in their native language if possible. Immerse ELLs in literacy throughout the day and they will progress learning English quickly. ELLS need a language rich environment. ELLs need lots of social interactions and opportunities for listening and speaking. Make ELLS feel supported and part of a learning community. Jayne Sherman GMU p. 25

A Few Final words: Remember to model and demonstrate always during writing. Plan your 5-10 min. mini lessons based upon curriculum and student needs. Always comment on the content and praise the ELL for their writing attempts. Use scaffolds to help emergent writers move towards independence. Provide a safe, risk free environment. Make sure you have share time and encourage ELLs to read their stories. Jayne Sherman GMU p. 26

From the Experts English Language Learners, like all students, do best with high expectations, interesting and challenging work, an interactive teaching style, and lots of opportunities for conversation. Judith Lessow-Hurley: Meeting the needs of Second Language Learners: An Educators Guide.” Promote and guide scaffolded conversations and give lots of time for peer talk and collaboration. ELLs, particularly need to say it before they can write it. Regie Routman: Writing Essentials ELLs must feel safe and comfortable enough in the class room to take risks with language and learning. Shared reading and writing provide opportunities for collaboration and a sense of community providing a low affective filter for ELLS. Allison Porcelli & Cheryl Tyler Boosting English Acquisition Jayne Sherman GMU p. 27

Good Resources Regie Routman: Writing Essentials Linda Chen & Eugenia Mora-Flores: Balanced Literacy for English Language Learners, K-2 Cloud, Genesee, Hamayan: Literacy Instruction for English Language Learners Porcelli & Tyler: Boosting English Acquisition Donald Graves: Writing: Teachers & Children At Work *Anything by Lucy Calkins, Donald Murray, Richard Allington, Richard Gentry, Carol Avery, Fountas and Pinell, Connie Hebert, Katie Ray Wood, Tony Snead, Timothy Rasinski, Stephanie Parsons, Ralph Fletcher, and the list goes on! Jayne Sherman GMU p. 28

Concluding Remarks Writing is hard work, but be patient, the rewards are well worth the efforts! Teach all your students with kindness and compassion. Respect ELLs culture, language and diversity especially. Provide numerous opportunities for reading and writing daily with plenty of conversations to promote oral language. Get to know your students backgrounds, strengths and weaknesses. Make literacy engaging, interactive and meaningful. Enjoy teaching all students, but especially ELLs and the tremendous growth in language and literacy they will make with your expertise and guidance. Jayne Sherman GMU p. 29