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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 person from your

Educ 388

Language Policies and Practices

Feb. 28, 2008


Objectives
Objectives person from your

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? person from your

  • 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” person from your

  • Pre-writing/initiating

  • Writing 1st draft

  • Getting feedback

  • Incorporating feedback/revising

  • Final editing (usually conventions)

3


Writing as a process1
“Writing as a process” person from your

  • Pre-writing/initiating

  • Writing 1st draft

  • Getting feedback

  • Incorporating feedback/revising

  • Final editing (usually conventions)

3


Writing as a process2
“Writing as a process” person from your

  • Pre-writing/initiating

  • Writing 1st draft

  • Getting feedback

  • Incorporating feedback/revising

  • Final editing (usually conventions)

3


Writing as a process3
“Writing as a process” person from your

  • Pre-writing/initiating

  • Writing 1st draft

  • Getting feedback

  • Incorporating feedback/revising

  • Final editing (usually conventions)

3


Writing as a process4
“Writing as a process” person from your

  • Pre-writing/initiating

  • Writing 1st draft

  • Getting feedback

  • Incorporating feedback/revising

  • Final editing (usually conventions)

3


Writing as a process5
“Writing as a process” person from your

  • Pre-writing/initiating

  • Writing 1st draft

  • Getting feedback

  • Incorporating feedback/revising

  • Final editing (usually conventions)

3


Writing as a process6
“Writing as a process” person from your

  • Pre-writing/initiating

  • Writing 1st draft

  • Getting feedback

  • Incorporating feedback/revising

  • Final editing (usually conventions)

3


*Table handout person from your

4


Look for
Look for… person from your

  • 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 person from your ….

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… person from your

  • 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.” person from your

--Zwiers

8


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