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Please sit at a table with at least one person from your section. Teaching writing to English learners. Educ 388 Language Policies and Practices Feb. 28, 2008. Objectives. STUDENTS WILL …. 1. name 5 phases of the writing process pre-writing/initiating

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teaching writing to english learners

Teaching writing to English learners

Educ 388

Language Policies and Practices

Feb. 28, 2008

objectives
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

why focus on writing
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

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

3

writing as a process1
“Writing as a process”
  • Pre-writing/initiating
  • Writing 1st draft
  • Getting feedback
  • Incorporating feedback/revising
  • Final editing (usually conventions)

3

writing as a process2
“Writing as a process”
  • Pre-writing/initiating
  • Writing 1st draft
  • Getting feedback
  • Incorporating feedback/revising
  • Final editing (usually conventions)

3

writing as a process3
“Writing as a process”
  • Pre-writing/initiating
  • Writing 1st draft
  • Getting feedback
  • Incorporating feedback/revising
  • Final editing (usually conventions)

3

writing as a process4
“Writing as a process”
  • Pre-writing/initiating
  • Writing 1st draft
  • Getting feedback
  • Incorporating feedback/revising
  • Final editing (usually conventions)

3

writing as a process5
“Writing as a process”
  • Pre-writing/initiating
  • Writing 1st draft
  • Getting feedback
  • Incorporating feedback/revising
  • Final editing (usually conventions)

3

writing as a process6
“Writing as a process”
  • Pre-writing/initiating
  • Writing 1st draft
  • Getting feedback
  • Incorporating feedback/revising
  • Final editing (usually conventions)

3

look for
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

think of
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

at your tables
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

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