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Supporting English Language Learners in Literacy and Content. 810.629 Thursday, October 15, 2010 6:45-8:45 PM Teaching Writing. Outcomes. By the end of today’s class, you will have: Reviewed methods for teaching writing to second language learners - PowerPoint PPT Presentation
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Supporting English Language Learners in Literacy and Content
810.629Thursday, October 15, 2010
6:45-8:45 PM
Teaching Writing
2
Outcomes
By the end of today’s class, you will have:
• Reviewed methods for teaching writing to second language learners
• Learned about a Curriculum Cycle approach
• Explored a poplar writing textbook and• Worked through a unit from a writing text• Made connections between the writing
text and common methods for teaching writing.
Warm-up: On a piece of paper, describe your own classroom experiences in “how to write.”
Relating Proficiency to WritingProficiency Level
Description Strategies/Activities
Novice Students can copy words and phrases and write them from memory. They can identify, list, and label. They can write one of more familiar phrases, statements, or questions in context.
Simple descriptions to accompany visuals; paragraph completion, cloze passages, dictations, filling-in forms, cinquain poetry, organization of information on graphic organizers
Intermediate Students can create statements and questions well enough to meet practical needs and limited social demands. They can write short messages, notes, letters, paragraphs, and short compositions and can take simple notes. They can compose a series of related sentences that describe or compare. They can narrate a sequence of events and write one or more sentences that classify, summarize, or predict.
Descriptions with visuals, cloze passages, sentence combining, elaboration, guided descriptions and narrations, compositions based on interviews, journals
Advanced Students can write social and more formal correspondence, discourse of several paragraphs, cohesive summaries with some details, and narrative and descriptive passages. They can take notes. They can express feelings and preferences and give supporting details. They can develop an organized composition, report, or article of more than one paragraph. They can explain their point of view simply.
Detailed descriptions, sentence combining, elaboration, guided descriptions and narrations, compositions with rewrites, free compositions, dialogue journals
Second Language Writing TheoriesTheories about second language writing revolve
around different focuses:• Language structures• Text functions• Themes or topics• Creative expressions• Composing process• Content• Genre and contexts of writing
Language structures –Writing is a product of a student’s command of grammar:• Familiarization• Controlled• Guided • Independent
Communicative content is an afterthought.
Text functionsLooks at the form and function of textRhetorical Forms:• Descriptive• Narrative• Comparison/Contrast• Process Writing• Argument
Creative Expression• Writing is learned, not taught• Nondirective and personal• Prewriting & Journals• Interacting with the reader (instructor)
Does not take second language learner's differing cultural backgrounds & purposes of writing in the real world
Composing Process• Recognizes cognitive processes
associated with writing; helps students to develop students abilities to plan, define a rhetorical problem and purpose and evaluate solutions
• Selection of topic• Prewriting/brainstorm• Revising• Response to revisions• Editing/ proofreading• Evaluation• Publishing
Content• Focus on what writers will write
about• Teachers help student develop
schema: brainstorms, content webs
• Easy to adapt to students’ proficiency level
• Include process writing and theme and topic
Curriculum CycleGibbons presents a curriculum cycle as a
way to help students be able to write independently on a given topic in a given genre in their L2. The curriculum cycle is composed of four stages:
• building up the field, • modeling the text type, • joint construction, and • independent writing.May take several weeks to complete one
polished piece of genre-specific writing.
Building up the fieldKnowledge and vocabulary is developed
through speaking, listening, reading, & development of research skills. Activities include:a semantic web
wallpapering creating a list of
questions about what students would like to
learn reading about the topic
using pictures to reinforce/ teach
vocabulary, developing a word
wall/bank
visiting a museumusing cooperative
activities (such as the jigsaw)
using electronic resources
interviewing an expertwatching a video
practicing grammatical structures that will be useful in writing about
the topic.
Modeling the text typeStudents work with texts similar to the
onethey will write: • Analyze and discuss the text’s purpose,
its organizational form, and linguistic features that are characteristic of the text.
• Reconstruct texts by putting sentences or paragraphs in order, doing a dictogloss*, or completing a cloze-type activity.
*A classroom dictation activity where learners are required to reconstruct a short text by listening and noting down key words, which are then used as a base for reconstruction; regarded as a multiple skills and systems activity. Learners practice listening, writing and speaking (by working in groups) and use vocabulary, grammar and discourse systems in order to complete the task.
Joint and Independent WritingIn the final two stages, students write,
both collectively and independently. • First, in “joint construction,” the teacher
and students construct a text together, as the teacher models the writing process to the students.
• Then in the final stage, “independent writing,” students, singly or in pairs,
Immersion classroom teachers and English language arts teachers need to work together to make sure that students are taught the entire curriculum, because there is not enough time to do it all twice in two languages… immersion teachers need to be acutely aware of their students’ abilities and limitations in their L2 and employ scaffolding... Even shorter pieces of writing need to be scaffolded if students are learning new language structures or vocabulary. To promote vocabulary development and knowledge of the grammatical structures of the L2, immersion teachers need to teach a wide variety of genres and infuse writing throughout the day every day.
Meeting the Challenges of Second Language Writing Development in the Immersion Classroom
Mary Livant, Third Grade Teacher, Normandale French Immersion, Edina, MNThe Bridge • ACIE Newsletter • May 2006
Hands-On LearningChapter 8 :“Comparing the Sexes”
A Writers Notebook by Trudy Smoke
1. Quickly skim the entire unit.2. Read pages 166 – 169 & 174 – 1763. Complete Exercise #3 on page 176 (top of page)
As you read, note which of the second language theories of writing are represented.
As a second language teacher, what are some a additional scaffolds you could use with your students to make writing a comparison/contrast essay less complicated?