writing process and sfl informed writing instruction

Writing Process and SFL Informed Writing Instruction

Writing ProcessHow to Teach

SFLWhat to Teach

Planning Topic, audience, features of written language, type of text, purpose of genre

Drafting Text structure depending on genre

Revising, conferencing Text coherence and cohesion language feature

Editing, publishing Spelling, mechanics

Overhead 3.1

The Writing Process in English

Engagement

•Audience Purpose•Voice•Background knowledge•Authentic•Activities

Text

•Organization•Genre•Cultural•Differences

Vocabulary

•Breadth•Depth•Morphology•Semantic•Relations

Language structure

•Syntax and Grammar•Morphology

Spelling & Conventions

•Morphology•Phonology•Orthography•Punctuation•Capitalization

Making Meaning from Text: Composing

Prerequisites to Writing in English

1. English writing system -letters (small and capitals) -punctuation symbols -directionality2. Knowledge of the English language

Overhead/Slide 2.12

Process Knowledge:Choosing topic, planning, drafting,

revising, editing, publishing

p. 147

Knowledge Goals

• Participants will learn about the impact of audience, purpose, voice and background knowledge of the writing process and ensuring products.

• Participants will learn about creating authentic writing unites to motivate writing.

p. 152

Write a Letter

1. To a friend telling her/him what you did last weekend

2. To a colleague giving him/her the instructions on how teach using writer’s workshop

3. To your principal asking him/her to extend the period for teaching writing

Overhead/Slide 3.A.1

AUDIENCE

• Person(s) reading the text• Relative status between writer and

audience. For example,– Students writing scientific reports to

show the principal how much they have learned

– Students writing scientific reports to teach a younger grade about the topic of their reports

Overhead/Slide 3.A.2

p. 153-154

PURPOSE: Elementary School Modes of Writing

• Story Telling (Narrative)• Recount (personal, factual, imaginative, historical,

procedural)• Fictional Narrative

• Giving Instructions• Procedure (Scientific Procedure)

• Organizing Information (Expository)• Report (scientific, social science, research report)• Explanation (scientific, historical)

• Persuading • Exposition• Discussion• Historical, scientific argument

Overhead/Slide 3.A.3

p. 155

Voice

Identity as a writer shown through the choice of language. Depends on purpose.

For example,• Story telling: witty, entertaining, funny• Reports: authoritative, humble• Exposition: authoritative, sure of self

Overhead/Slide 3.A.4

Talk-Write

• Talk/writer talks, questioner ask questions to expand

• Talk/writer writes, questioner assists

• Questioner reads the final piece• Share by posting writings around

the room

Overhead/Slide 3.A.7

Strategy Explained on page 254

Strategy: Talk Write

• Round One– Talker talks about question. – Questioner asks question to illicit more.

• Round Two – Talker now writes about question. – Questioner reminds of points or helping with

expression. • Finally

– Questioner reads the final piece.

Strategy Explained on page 254

What is the importance of background knowledge to writing?

Background Knowledge

• When addressing background knowledge it is important to distinguish between:

using the knowledge that students have and

developing knowledge the students need. • Background knowledge bears on the ability of

students to write about a topic. It impacts:contentorganizationvocabulary and language structurefluency

Overhead/Slide 3.A.6

RAN (Reading and Analyzing Non-Fiction)

What I think I know

I was right/confirmed

Mis-conceptions

New facts Wonderings (What I want to know more about

Overhead/Slide 3.A.8

1. Discuss a topic with students asking them what they think they know about a topic.

2. Write what they say on the chart, or better, write it on large post-it notes and put it under the 1st column.

3. Do research on the topic and• move things that were accurate to the 2nd column.• move things that were not accurate to the 3rd column.• write concepts or information that is new in the 4th column.

4. Ask students what else they would like to know and note it in the 5th column.

p. 156

The Writing Process in English

Engagement

•Audience Purpose•Voice•Background knowledge•Authentic•Activities

Text

•Organization•Genre•Cultural•Differences

Vocabulary

•Breadth•Depth•Morphology•Semantic•Relations

Language structure

•Syntax and Grammar•Morphology

Spelling & Conventions

•Morphology•Phonology•Orthography•Punctuation•Capitalization

Making Meaning from Text: Composing

Prerequisites to Writing in English

1. English writing system -letters (small and capitals) -punctuation symbols -directionality2. Knowledge of the English language

Overhead/Slide 2.12

Process Knowledge:Choosing topic, planning, drafting,

revising, editing, publishing

p. 147

Vocabulary: Coping Strategies

• Correct meaning, incorrect part of speech I love he

• Paraphrase (Something around neck [tie])• Repetition of known words (In a short paragraph

about air pollution, a student had the word air 5 times and the word you 9 times)

• Code-switching (The molino turned in the wind)• Use of dictionary (hard copy, electronic)

Overhead/Slide 3.C.1

GrammarOverhead/Slide 3.C.2

Cartoon downloaded from : http://www.stolaf.edu/services/cel/E-Newsletter/Will%20Work%20Cartoon.jpg

Reformulate and Explain

Dear third grader,

Your going to love fourth grade because the teacher is awesome. He dose coool things. We don’t do to hard of work. We went to Darcut and we’re going agian. We will go to Garden center too. You even get to be in a musecal. I was an actor. I talked in my English way. Right now I am testing so I have to go .

Your friend

MCAS 2004 4th grade ELA “failing score”

Overhead/Slide 3.C.3

Dear Third grader,

You’re going to love fourth grade. The teacher is awesome. He does cool things. (Or,He’s really cool.) The work isn’t too hard. We went to Darcut and we’re going again. We will go to the Garden Center too. You can be in a musical. I was an actor [or . I was an actor in a musical.]. I spoke English. Right now I’m taking a test so I have to go.

Your friend,

Overhead/Slide 3.C.4

Grammatical Morphemes

• Then we play [played] ball we go to the park.• You flip the card however has the highest

number win [wins].• I’ll get help so it could be more easier [be

easier].• Sylvana and Paolo say to [two] tigers…

[2004 3-4 MEPA; 2007 5-6 MEPA; 2005 MCAS ELA]

Overhead/Slide 3.C.5

Other Grammatical Inaccuracies

• Students need the [Ø] vocabulary to express their intended meaning

• so that they have [the] opportunity to write [problems with articles]

• He coming [be-auxiliary missing]• He ugly [be-copula missing]• The teacher bringed [brought] cookies.

[irregular past]

Overhead/Slide 3.C.6

Deep Orthography

• Phonology– 40 phonemes to 26 letters – Phonetic function useful for spelling

46% of words (Heald-Taylor, 1998, p. 405)

• Morphology– Electric /k/, electricity /s/,

electrician/sh/– Nation /ey/, nationality /a/

Overhead/Slide 3.C.7

Selected spelling strategies

• Represent vowel sound with one letter rather than letter combinations, common in English (dose /ds/= does)

• Use sound and word form from L1(sirele = cereal) Spanish CVCVCV

• Represent the sound with L1 letter-sound correspondence (sirele=cereal /i/sound represented with letter <i> as in Spanish; cwim=swim <c> represents the sound /s/ in Russian

• Use the name of the letter (musecal=musical the name of <e> sounds /i/

Overhead/Slide 3.C.8

Selected Instructional Practices

• Word study

• Special word center

• Word families

• Conferences

• Mini-lessons

• Editing• Individual spelling

lists• Reformulation

strategy• Lots of reading and

writing

Overhead/Slide 3.C.9

Selected Conventions in Other

Languages

• ¡! ¿?(Spanish exclamation and question marks)

• junio, domingo (no capitalization of months or days of the week)

• Japanese and Chinese: no capitals or spaces

Overhead/Slide 3.C.10

General Structure of a Unit

• Stimuli: Read mentor text(s) in the genre.• Uncoached writing: Give students a prompt that

directs them to write in that genre.• Assessment: Notice the successful and challenging

features of structure and language in their writing.• Teach aspects of the genre that will help with

writing. • Provide graphic organizers and pages that facilitate

creating the structure of the chosen genre.• Students plan, draft, and produce final copy.

Overhead/Slide 3.D.1

Rhetorical Approach

• Choosing and exploring the topic• Define purpose (genre), audience, and type of

text• Narrowing the topic• Text organization• Select information• Writing draft• Editing• Final copy and publishing

Overhead/Slide 3.D.2

Concluding ActivityObjectives

Each participant will:

1. Review and/or reflect on what she/he learned in the training

2. Design an action plan to change some aspect of instruction of reading/writing for ELLs that occurs within his/her specific context (classroom, grade level, school, district)

Overhead/Slide 4.1

Concluding Activity:Teacher Action Plan

• Think about the instruction of reading/writing for ELLs that occurs:

• In your classroom• At your grade level• In your school• In your district

• How can the knowledge and skills that you developed in this training be integrated within that instruction for ELLs?

• Please create an action plan and share your plan with the group

Overhead/Slide 4.2

Sample Action Plan ChartAspect of Reading

or Writing Process

Goal

What do you want to

achieve?

Action

What do you want to

do?

Resources

What will you need?

People

Who will you

involve?

Timeline

What will you do when?

MeasureHow will

you know if you have achieved

your goal?

Overhead/Slide 4.3