writing across the curriculum: scaffolding for ells

Writing Across the

Curriculum: Scaffolding for

ELLsPresented by Kim Littrell, NBCT, M.Ed.

OEA Teaching & Learning Specialist

Teaching Writing is NOT… Just for language arts Separate from literacy A mysterious process Just paper and pencil Boring A waste of time …Rocket Science!

An AFFECTIVE experience…meaning it cannot be separated from emotions (Krashen’s “affective filter”). Your experiences with writing influence your ability to teach writing, and your students’ writing experiences influence their ability to write.

SO….on a notecard, write for 5 minutes describing your experiences with writing during your primary and early secondary education. Use many descriptive, sensory adjectives and transition /signal words. Also describe how these experiences impact how you feel about writing as an adult.

SHARE with a neighbor!

However, teaching writing IS…

Krashen’s Affective FilterA learner’s feelings/emotions, such as stress, anxiety, or

boredom, may block language input into the brain.

Think about a situation you have encountered when you were unable to communicate, to understand what was going on around you, or to ask for the things you needed. How did you feel? What did you do?

Lowering the Affective Filter for ELLs in the classroom is key to providing an environment that promotes language acquisition!

Language Learning Theory—Three dimensions of language required:BICS: Basic Interpersonal Communication Skills,

the basic language ability required for face-to-face communication where communication occurs in a situational context

CALP: Cognitive Academic Language Proficiency, which is required for academic achievement in a context-reduced environment, such as lecture, textbook reading

CUP: Common Underlying Proficiency: Cummins theory that 2 languages work in an integrated manner in 1 underlying, central thinking system (skills that aren’t directly connected to 1 language, such as reading, can be transferred to another since they exist as part of a common proficiency)

BICS: Basic Interpersonal Communication Skills Think about the different purposes for language in

your everyday life…what do you use language for?

Do you use the same vocabulary in all of these situations? For example, do you speak to your boss in the same way you speak to your spouse?

BICS is everyday, basic communication but is very undemanding & dependent upon context (situation); context can be embedded (objects, gestures, inflection) or reduced (relies on background knowledge & knowledge-specific vocabulary, grammar, expression)

CALP: Cognitive Academic Language Proficiency More demanding…includes listening, speaking,

reading, & writing; can be subject-area specific Can be cognitively undemanding & use high-

frequency words & familiar forms or demanding & use academic language & vocabulary

Includes skills such as comparing, classifying, synthesizing, evaluating, inferring

New ideas & concepts are presented in CALP at school

CALP takes 7 to 10 years for ELLs to completely develop!! What is the implication of this in our practice?

CUP: Common Underlying Proficiency While acquiring L1, child acquires a set of skills &

implicit metalinquistic knowledge that can be used when working with L2…TRANSFER OF KNOWLEDGE

Some elements of language transfer from L1 to L2: phonological awareness (intonation, syllabication, rhyme, blending) & cognate vocabulary (words that are similar in both languages, family-familia; study-estudio)

If a student can read in one language, they don’t have to learn to “read” all over again!

For example, Spanish instruction that develops Spanish reading & writing skills also develops a deeper conceptual & linguistic proficiency that contributes significantly to the development of English literacy.

Cummin’s Quadrant ActivityHandout 1-R

Cognitively Undemanding CALPS, easy

Context A CContext

Embedded, Reduced,BICS, clues B D BICS, few

clues

Cognitively Demanding CALPS, difficult

Stages of Language Acquisition The process is predictable May be be compared to L1 acquisition Individual progress through stages

varies as students develop at their own pace

Knowledge of instructional strategies & techniques to use at each stage will encourage the continuous growth of language

Stages of Language AcquisitionKrashen & Terrell:

Pre-production Early production or

early speech Speech emergence Intermediate

fluency

Language Theorists:

Silent/receptive or pre-production

Early production Speech emergence Intermediate

Proficiency Advanced

Proficiency

The silent/receptive or pre-production stage Can last up to 6 months Characterized by a silent period during

which the learner is unable to produce language but may respond with non-verbal gestures such as nodding, pointing, responding with yes/no

The learner is very receptive to language input & may understand up to 500 words at this levelHandout #3-Language Acquisition Descriptors

Early production/early speech Can last 6 months to 1 year Characterized by production of one to two words or short phrase responses with increased comprehension

Demonstrates an increased vocabulary development of about 1,000 words, both in the ability to comprehend input & produce speech

Speech emergence Can last from 1 to 2 years Characterized by a considerable increase in verbal output with longer sentences, sprinkled with grammatical & syntactical errors that may interfere with communication

Both receptive & productive vocabulary increase to about 3,000 words

Intermediate language proficiency Can last from 1 to 2 years

Characterized by considerable increase in verbal and written output with more complex sentence structures

Manipulates receptive and productive vocabulary of about 6,000 words with some syntactical & structural errors

Advanced language proficiency To get to this stage, it takes from 5 to 10

years of English language learning (not age) Characterized by near native proficiency

in both verbal & written applications◦ ? What are the implications here for CCSS

assessment?? Successfully manipulates content area

vocabulary and participates like a native speaker, but may need occasional support or clarification

Writing across the curriculum in the CCSS era

Let’s take a look…

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ENGLISH LANGUAGE ARTS/LITERACY

1. Increasing Nonfiction Text: Building knowledge through content-rich nonfiction and informational text

2. Evidence from Text: Reading and writing grounded in evidence from text and be able to answer text-dependent

questions3. Increasing Text Complexity and Academic Vocabulary: Regular practice with complex text and its academic vocabulary

4. Literacy and Writing Standards for History, Science, and Technical Subjects

Key Advances/Shifts to Common Core

"About PARCC." Partnership for Assessment of Readiness for College and Careers. N.p., n.d. Web. 11 Oct. 2012. <http://www.parcconline.org/about-parcc>.

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P.A.S.S. Sample Writing Prompt (last year)◦Think about a day you’ve enjoyed with your

family. It could be when you were on vacation, on a Saturday trip, or just a day at home. Then write an essay telling about your day. Explain it in detail so others will know why it was the best day ever (Grade 8).

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CCSS Sample Performance Tasks

ELA: Students analyze how the character of Odysseus from Homer’s Odyssey—a “man of twists and turns”—reflects conflicting motivations through his interactions with other characters in the epic poem. They articulate how his conflicting loyalties during his long and complicated journey home from the Trojan War both advance the plot of Homer’s epic and develop themes. [RL.9–10.3]

ELA- Informational Text: Students compare George Washington’s Farewell Address to other foreign policy statements, such as the Monroe Doctrine, and analyze how both texts address similar themes and concepts regarding “entangling alliances.” [RI.9–10.9]

History/SS/Science, Technical Subjects: Students determine the meaning of words such as quadrant, astrolabe, equator, and horizon line in Joan Dash’s The Longitude Prize as well as phrases such as dead reckoning and sailing the parallel that reflect social aspects of history. [RH.9–10.4]

"Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix B: Test Exemplars and Sample Performance Tasks." p.101-139, n.d. Web.13 Oct. 2012. http://www.corestandards.org/assets/Appendix_B.pdf.

OVERALL… Students need to write on a DAILY

basis in all subject areas

Students must also be CLOSE READERS of texts:◦ 4th Grade: 50% nonfiction/informational & 50% fiction/literary◦ 8th Grade:55% nonfiction/informational & 45% fiction/literary◦ 12th Grade:30% nonfiction/informational & 70% fiction/literary

◦ Multiple sources

*Question: What does TEXT-BASED writing mean?!

Common Core State Standards Initiative, comp. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. p.5, n.d. Web. 11 Oct. 2012.

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CCSS requires students to…

ExplainPersuade

Narrate

Analytic Writing is a combination of 2 or all 3 of the types of writing in 1 document or project.

Reflective Writing is first mentioned in the 8th grade standards and it is integrated into the other 3 types of writing as a metacognitive strategy.

4th- 35%8th- 30%12th- 20%

4th- 30%8th- 35%12th- 40%

4th- 35%8th- 35%12th- 40%

Common Core State Standards Initiative, comp. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. p.5, n.d. Web. 11 Oct. 2012.

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Writing Standards

Narrative Writing:conveys experiences

“Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences.” (CCSS C&CR Anchor Standards for Writing 6-

12, pg. 41)

Engage & orient the reader by establishing a context/ setting & introducing a narrator &/or characters

Organize an event sequence logically Use narrative techniques:

◦ Dialogue◦ Pacing◦ Descriptive, sensory language◦ Reflection (grade 8)

Narrative Writing:conveys experiences Uses transition words, phrases, and

clauses to help convey sequence, to signal shifts in time or setting, show relationships

Word Choice: Uses precise words and phrases, relevant and descriptive details, and sensory language

Best practices…use a transition word wall with transitions and their purposes

Let’s talk about…Daily to short term Long term Research; off the

page/out of the box

•Descriptive paragraphs using sensory descriptions (art , photos, music)

•Descriptive, narrative writing prompts for journaling, such as responding in writing to text-based questions

•Reading journal responses

•Annotating text

•Writing to learn: Writing to ourselves to clarify thinking

•Create a short story

•Report on a novel or story

•Create a new or different ending to a fictional or narrative event

•Learning log: Write for 5 minutes most class periods to summarize, record key points, unanswered ?s, responses to ?s (What 1 idea that we talked about today was most interesting and why?”)

•Conducting biographical research and writing a biography utilizing descriptive language and narration

•Compare & contrast several novels or stories from the same author or time period

•Creation of Photostories, foldables

Expository, Informational Writing: conveys ideas“Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.” (CCSS C&CR Anchor Standards for Writing 6-12, pg. 42)

Introduce & organize a topic using strategies such as:◦ Definition◦ Classification◦ Comparison/contrast◦ Cause/effect◦ Formatting, including graphics & multimedia

applications

Expository, Informational Writing: conveys ideas Develop topic with:

◦ Relevant facts◦ Definitions◦ Concrete details◦ Quotations◦ Examples◦ Use transitions to clarify relationships◦ Word choice: Use precise language and

domain-specific (subject-specific academic terms) to inform & explain

Daily to short term Long term Research; off the page & out of the box

•Writing out the steps to a process or sequential events

•Writing prompts for text-based analysis

•Writing about an event by answering who, what, where, when, why, how or cause & effect

•WTL

•Annotating text

•Compare and contrast fictional portrayals with historical accounts

•Citing textual evidence to support explanations

•Writing “cases”: Scenarios which provide explanatory contexts

•“How To” sequential brochures for complex math, science tasks

•Learning Logs

•Creation of brochures, blogs, Prezi’s, Power-Points utilizing multiple sources and text to convey ideas and explain concepts

•Researching time periods, historical events, statistical data, careers, geographical locations, scientific phenomena

•What If? Analysis

Let’s talk about…

Argumentative, Persuasive Writing: conveys reasoning“Write arguments to support claims with clear reasons and relevant evidence.”

(CCSS C&CR Writing Standards 6-12 pg. 42)

Introduce claims & acknowledge alternate or opposing claims

Distinguish claims from one another (compare and contrast)

Support claims with logical reasoning & relevant evidence from credible sources

Daily and short term Long term Research; off the page and out of

the box•Writing short opinion paragraphs (on the same topic) for different audiences & purposes

•Believing/doubting game: Write briefly in support & in opposition of an idea

•Writing prompts with opinion/issue questions about text that require text-based reasons

•WTL

•Letters to the editor, school board, parent(s), mayor, governor, legislator, president, executive of a company

•Creation of an argumentation that is revisited and revised as student gains new knowledge

•Learning Logs

•Creation of persuasive speeches (and then presented)

•Video campaigns

•Creation of public service ads & brochures

•Post-Hoc Analysis: After an event, reflect on what happened, why it happened, what it means

•Socratic Seminar

Let’s talk about…

The (Revised) Writing Process

Collecting, gathering dataDrafting, organizing data for audience & purpose, outlining

Revising contentEditing, polishing, & peer review

Publishing, Presentation

But writing is a non-linear, continual process!

Data collection

Drafting

RevisingEditing,polishing

Publishing

SCAFFOLDING

WRITING (and other tasks)

FOR ELLS (and other students!)

Strategies for Scaffolded Instruction

This sequence is an example of activities that have been scaffolded for ELLs:

Graphic organizers/mind maps Modeled writing Cloze passages/Writing frames Interactive writing Peer review and assistance Independent writing

Scaffolded Instruction Academic tasks are clearly and carefully explained Multi-step directions are scaffolded to promote

student success Graphic organizers provide visual representations

of abstract concepts Shared, interactive reading/writing allows

students to participate in non-threatening literacy experiences

TPR (total physical response) activities engage students with language even before they are able to speak

Think alouds in non-threatening conditions; provide the ELL with self-monitoring & self-assessment strategies

Scaffolded Instruction Language functions: What we do with

language…describing, comparing, analyzing; language structures are the syntax we use to carry out those functions

Both must be taught explicitly to support optimal learning & language development

Speaking & listening are as important as reading & writing; ELLs need support in all 4 areas

Research by Diane August (2003) found that a very small percentage of an ELL student’s day is spent on academic talk… 2 %!!

Language functions & structures Language functions: Seeking information Informing Analyzing Comparing Classifying Predicting Hypothesizing Justifying Persuading Solving problems Synthesizing Evaluating

Language structures:

Ex.: Seeking information:

What time is it? It’s ______ o’clock.

Ex. Predicting:

What do you think will happen? _______ will happen because ______.

Teachers plan for language development when they:

Write both content & language objectives Identify and model problematic structures Plan an instructional sequence in which

language functions, structures, and vocabulary are modeled and practiced

Document and assess student progressHerrel & Jordan (2004)

Vocabulary Instruction that supports language development Content vocabulary —the words students need

to learn in order to understand concepts…the key vocabulary words that all students must learn in each content area

Academic vocabulary —the words students need to know to complete academic tasks & succeed academically

Functional vocabulary —the English words that students need to understand to make sense of a text (more general & more closely related to students’ level of language development)

Vocabulary InstructionThematic instruction &

content integration: Vocabulary must be

taught in the context of students’ own speaking, reading, and writing

There is no benefit to selecting 25-30 isolated words & asking ELLs to copy them from the board & look up their definitions (Echavarria, et. Al., 2004)

Word analysis: Language learners need

specific strategies for word analysis in order to move toward independence in their vocabulary development

80% of English words are developed from Greek & Latin morphemes (word parts); learning word parts is essential to ELLs

ColloquialismsIdiomsSlangFigurative language (metaphors, similes)

Hyperbole

Vocabulary to either avoid or teach using visual clues & cues…

Metacognitive StrategiesThe hidden skills necessary for literacy

and understanding must be explicitly taught & modeled out loud:

Accessing prior knowledge Monitoring Remembering Evaluating Imagining Predicting Planning

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Modeled writingALWAYS BEGIN BY CREATING A

CLASS MODEL!! Use overhead, dry-erase board, butcher/roll-out

paper, smart board but distribute copies/have students copy down

Instills confidence…lowers the affective filter! Academic risk-taking is how kids really learn Participation grade Can have cooperative learning applications Improves quality of input because it is visual and

has tactile, kinesthetic opportunities Especially helpful for IEP, ELL

Cloze sentences & Framing… provides structure

Sentence frames act as example topic sentences!

Narrative: In/During the ____________ (time period, title) ______________ (name, issue) was an ___________ (adj. here) _______________________ (role) because/since ___________.Expository: The _______________ (specific subject, topic) has/had/makes/made _____________________ (adj. here) impacts/contributions/etc. _________________ in/to _______________ (broad subject area, field, topic).

Scaffolded Writing Handout #3-ea

Can be extended for paragraphs, even entire projects…

Outlines… provide explicit directionI. IntroductionII. Paragraph #1III.Paragraph #2IV.Paragraph #3V. Conclusion

Graphic Organizers… provide structure & visual supports

4 Square Writing is a Graphic Organizer/Visual Learning Tool that Assists Students in Developing Ideas

and Writing about Them

First (supporting detail)

It’s easy

 Also (supporting detail)

It’s fun to eat

Third (supporting detail)

It’s delicious

So you can see (summary)

My favorite meal is spaghetti and meatballs because it is easy to make, fun to eat, and delicious.

Topic Sentence: My favorite meal is spaghetti and meatballs.

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First, (supporting detail)      Also, (supporting detail)

Third, (supporting detail)

So you can see…/Overall … (summary)

TOPIC SENTENCE: There are many ways I can incorporate

writing into my classroom…

Peer review & assistance can occur first in monolingual groups, then in cross-cultural groups…both with graphic organizers and rubrics which spur discussion of revisions

Independent writing is NOT INDEPENDENT…◦ Frequent checking from you with affirmative

feedback (writing conferences)◦ Allow graphically organized or bulleted writing before

the final draft(s) and encourage the use of graphics, art, charts, photographs, PowerPoints, Prezi, etc.

◦ Utilize culturally relevant and culturally competent assignments whenever possible

Peer Review & Independent Writing

Classroom Conditions: Overview

Guiding Principle… it is important to understand that how we organize instruction influences who learns what in our classrooms

Educators need to pay attention to both the social organization of a classroom (grouping practices) & the physical organization (rows or table groups)

Wait time…13+ regular students; 30+ ELLs! Remember the AFFECTIVE FILTER…

anxiety, motivation, & self-confidence MATTER!

Classroom Conditions…things to do Create a supportive climate where it is safe to take risks; language learners exhibit risk-taking behaviors in the learning process (O’Malley & Chamot, 1990)

Optimize opportunities to use language in meaningful, non-threatening ways

Affirm students’ language & culture and create equitable access to learning; encourage sharing of cultural knowledge & identity

Classroom Conditions…things to do

Maintain high expectations …recognizing that a student’s level of language proficiency is not an indicator of intelligence or potential

Differentiate instruction for student’s level of language acquisition

Develop opportunities for families to participate in the educational process in an equitable manner

Explore ways to open communication & dialogue with families & invite them to the school & classroom

Make bilingual learning materials available for checkout for families & students

“ELL SCAFFOLDING 101”Check it out!

Thank you for your time and attention today!