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

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Writing with Proficiency Strategies for
Scaffolding and Inspiring English Language
Learners
Angela Johnson anjohnson_at_psd1.org
Shannon Lockard slockard_at_psd1.org
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Here and Now Stephen Krashen says, Writing is
thinking. What do you think about writing?
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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

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

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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.
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ELD Standards

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

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Learning Log
What have you learned about the ELD levels and/or poetry frames? How can you apply this to your own teaching?

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Sentence Patterning Chart
Writing 3.2.1 (advanced) Builds a rich vocabulary
through language activities using descriptive
sentences.
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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.
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Learning Log
What are some key elements of the SPC or Cooperative Strip Paragraph? How can you apply this to your own teaching?

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What is your level of expertise?
Huh? Hooray? Again?!

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Welcome Back

• Either write something worth reading or do
  something worth writing. -Benjamin Franklin

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What do we know?

• Mini-lessons
• Notebook ideas
• Conferring
• Independent Writing
• Shared Writing
• Group Sharing
• Publishing
• Questions

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Writers Workshop

• Purpose
• Authentically engage students as writers
• Differentiate instruction to meet the needs of
  each student
• Create a love of writing

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Writers Workshop

• Essential Characteristics (Katie Wood Ray)
• Choices about content
• Time for writing
• Teaching
• Talking
• Focused study (the writers notebook, text
  structures, conventions, point of view)
• Publication Rituals
• High Expectations and Safety
• Structured Management

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Writers Workshop

• Mini-Lesson
• Independent Writing
• Guided Writing
• Conferring
• Group Share and Evaluation

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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.

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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.

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Heart Thoughts
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Lists

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

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Writing Idea Box
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Pizza Graphic Organizer
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Teacher Ideas

• Cognitive Content Dictionary
• Pinterest (look for charts, writing ideas)
• Detective show me the evidenceneed 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

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Teacher Ideas cont

• 4 Square Writing
• Rewrite endings to favorite stories
• ywp.nanowrimo.org

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Building Writing Stamina

• Writing time should be predictable
• Quickwrites
• Prompted Writing
• Choice topics
• Projects

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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.

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Independent Writing

• Lets write
• Choose one of your ideas and write about it
• We will share

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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)
• Authors chair

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Whole Group Sharing
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Learning Log
What did you learn about writers workshop? How can you apply this to your own teaching?

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What about the test?

• Narrative
• Expository
• Persuasive
• Conventions

Fountas and Pinnell refer to test-taking as its
own genre.
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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.
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Focus and Organization Matter

• Teach students to narrow ideas
• Utilize graphic organizers
• Structure and scaffold

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http//www.ttms.org/
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Learning Log
What did you learn about test taking? How can you apply this to your own teaching?

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Exit Ticket
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