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

Conversational Writing: Helping ELLS Link What We Say with

What We WritePresented by Rob Robertson

ObjectiveO Session participants will review first

and second language development in order to see connections between oral and written language development.

O Session participants will learn to pre-plan targeted questions around writing topics and analyze the process in a lesson.

Language Development

• Writing • Reading

• Speaking

• Listening

Receptive

Passive

Active Productiv

e

Active Productiv

e

Receptive

Passive

1st and 2nd Language Learning

O 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.

O 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.

L1 - Language Learning

OralBICS

toText CALP

L2 – Second Language

L1 and L2

Oral L2

Text L2

Combining Oral and Written Language

O 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).

Combining Oral and Written Language

O There is a mismatch between spoken and written English

O English words are not always written as they sound

O Teachers must be aware of this mismatch as they plan writing assignments for ELLs.

The Problem O I can’t do higher order questions with

them. They are too low.O I don’t know how to get my English

language learners to write persuasively at their proficiency level.

O They need more language before they can write.

O How do I define instructional support?

Pre-Planning the Lesson

O Determine your ELP standard O Decide on a topic (make sure and have a

model paragraph to use) O Write your objective O Choose the questions that you are going

to ask the students. Remember that they are intended to help students focus their writing.

O Decide how you will assess student learning (must tie back to the objective)

ELP StandardO The student will express his or her

thinking and ideas by using a variety of writing genres, as demonstrated by:O B-7: writing a persuasive statement

with instructional support (e.g., “Buy Charlie’s Organic Chicken because it is the healthiest.”).

Sample Persuasive Paragraph

O Topic: The Best Vacation O 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.

Lesson ObjectiveO Please write an objective for this

lesson.

Lesson Objective O Students will write a persuasive

statement with supporting evidence about why going to the beach is the best vacation.

Targeted QuestionsO Create 3 to 5 questions that you

would ask students about the paragraph.

Targeted QuestionsO What is a vacation?O What does the “best” vacation mean?O Who has been to the beach?O What do people do at the beach?O Why does the author think the beach

is the best vacation?O I want to take a vacation. Why would I

go to the beach?O Why is the beach my best choice?

The Lesson ProcessO Teacher pulls 3 to 5 ELL students O Teacher states the objective making

sure that everyone understands what they are going to go back and do.

O Teacher reads the paragraph about the Best Vacation

The Lesson ProcessO Teacher asks students pre-planned

questionsO Students answer the questions and

the teacher writes down their answers as they speak.

O Teacher restates what each student said e.g., “Sara said, you can go swimming at the beach.”

The Lesson ProcessO Teacher gives them a sentence

starter, “Come to ______________ because __________________.” He asks them to fill it in.

O Teacher asks students to read what they wrote. They read their responses.

Making ConnectionsO Find a partner at another table and

discuss these questions: 1. What do you think was effective

about this instructional support for ELLS?

2. What connections can be made between oral language and literacy (text) with this strategy?

3. Why does giving thought to the questions you ask matter for ELLS?

Thank you!