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Conversational Writing: Helping ELLS Link What We Say with What We Write

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21 diapositives · 388 Views · Dec 17, 2013

Conversational Writing: Helping ELLS Link What We Say with What We Write . Presented by Rob Robertson. Objective. Session participants will review first and second language development in order to see connections between oral and written language development.

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Conversational Writing: Helping ELLS Link What We Say with What We Write
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  1. Conversational Writing: Helping ELLS Link What We Say with What We Write Presented by Rob Robertson

  2. Objective • Session participants will review first and second language development in order to see connections between oral and written language development. • Session participants will learn to pre-plan targeted questions around writing topics and analyze the process in a lesson.

  3. Language Development

  4. 1st and 2nd Language Learning • We experience our first language at the oral level first, by listening and speaking, and then move to the text level, by reading and writing. This is the natural development of any child’s first language. • Second language learners go through the same process, the key difference is that they can transfer literacy skills from their first language over to their second.

  5. L1 - Language Learning

  6. L2 – Second Language

  7. Combining Oral and Written Language • Research consistently supports the notion that oral language, while not sufficient on its own, provides an essential foundation for the development of reading and writing skills in children (National Institute for Literacy, 2008), adults, and English-language learners (August & Shanahan, 2008).

  8. Combining Oral and Written Language • There is a mismatch between spoken and written English • English words are not always written as they sound • Teachers must be aware of this mismatch as they plan writing assignments for ELLs.

  9. The Problem • I can’t do higher order questions with them. They are too low. • I don’t know how to get my English language learners to write persuasively at their proficiency level. • They need more language before they can write. • How do I define instructional support?

  10. Pre-Planning the Lesson • Determine your ELP standard • Decide on a topic (make sure and have a model paragraph to use) • Write your objective • Choose the questions that you are going to ask the students. Remember that they are intended to help students focus their writing. • Decide how you will assess student learning (must tie back to the objective)

  11. ELP Standard • The student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by: • B-7: writing a persuasive statement with instructional support (e.g., “Buy Charlie’s Organic Chicken because it is the healthiest.”).

  12. Sample Persuasive Paragraph • Topic: The Best Vacation • The best vacation is a trip to the beach. There is a lot to do at the beach. You can go swimming, build a sandcastle, or maybe even go surfing. The beach is very relaxing. Many people enjoy listening to the sound of the ocean and lying in the sun. When you plan your next vacation, be sure to remember that the beach is your best choice.

  13. Lesson Objective • Please write an objective for this lesson.

  14. Lesson Objective • Students will write a persuasive statement with supporting evidence about why going to the beach is the best vacation.

  15. Targeted Questions • Create 3 to 5 questions that you would ask students about the paragraph.

  16. Targeted Questions • What is a vacation? • What does the “best” vacation mean? • Who has been to the beach? • What do people do at the beach? • Why does the author think the beach is the best vacation? • I want to take a vacation. Why would I go to the beach? • Why is the beach my best choice?

  17. The Lesson Process • Teacher pulls 3 to 5 ELL students • Teacher states the objective making sure that everyone understands what they are going to go back and do. • Teacher reads the paragraph about the Best Vacation

  18. The Lesson Process • Teacher asks students pre-planned questions • Students answer the questions and the teacher writes down their answers as they speak. • Teacher restates what each student said e.g., “Sara said, you can go swimming at the beach.”

  19. The Lesson Process • Teacher gives them a sentence starter, “Come to ______________ because __________________.” He asks them to fill it in. • Teacher asks students to read what they wrote. They read their responses.

  20. Making Connections • Find a partner at another table and discuss these questions: • What do you think was effective about this instructional support for ELLS? • What connections can be made between oral language and literacy (text) with this strategy? • Why does giving thought to the questions you ask matter for ELLS?

  21. Thank you!