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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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Please sit at a table with at least one person from your section

Please sit at a table with at least one person from your section .


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


Please sit at a table with at least one person from your section

*Table handout

4


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


All teachers are writing teachers

“All teachers are writing teachers.”

--Zwiers

8


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