effective writing instruction for esl writers

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Effective Writing Instruction for ESL Writers Targeting ESL Students Towards Success

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Effective Writing Instruction for ESL Writers. Targeting ESL Students Towards Success. Welcome to an ESL Writers’ World. Grade 8. Grade 10. ‘ 94. ‘02. ‘94. ‘02. All. 66. 85. 79. 91. LEP. 28. 41. 38. 47. Percent Passing TAAS, 1994 and 2002. TAAS Writing, Grades 8 and 10 (Exit). - PowerPoint PPT Presentation

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Page 1: Effective Writing Instruction for ESL Writers

Effective Writing Instruction for ESL Writers

Effective Writing Instruction for ESL Writers

Targeting ESL Students Towards Success

Page 2: Effective Writing Instruction for ESL Writers

2

Welcome to an ESL Writers’ World

Page 3: Effective Writing Instruction for ESL Writers

3

Grade 4 TAAS Writing

0

10

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40

50

60

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80

90

1001994

1995

1996

1997

1998

1999

2000

2001

2002

EnglishTAAS All

EnglishTAAS LEP

SpanishTAAS

Page 4: Effective Writing Instruction for ESL Writers

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TAAS Writing, Grades 8 and 10 (Exit)

47384128LEP

91798566All

‘02‘94‘02‘94

Grade 10 Grade 8

Percent Passing TAAS, 1994 and 2002

Page 5: Effective Writing Instruction for ESL Writers

5

Comprehensive Instruction Takes into Account

Schooling Background

Reading Proficiency in English

Oral Language Proficiency in English

Writing Proficiency in English

Page 6: Effective Writing Instruction for ESL Writers

6

ESL Students and Their Schooling Backgrounds

No SchoolingNo Schooling

Formal SchoolingFormal Schooling

Limited-Formal SchoolingLimited-Formal Schooling

Long-Term SchoolingLong-Term Schooling

Page 7: Effective Writing Instruction for ESL Writers

7

Levels of Reading Proficiency in English

Beginner Intermediate Advanced

Reading Proficiency Tests in English (RPTE)

Page 8: Effective Writing Instruction for ESL Writers

8

Levels of Oral Language Proficiency (OLP) in English

NES LES FES

Non Limited Fluent

Page 9: Effective Writing Instruction for ESL Writers

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Levels of Writing Proficiency in English

Cognitive Academic Language Learning Approach

Beginner AdvancedIntermediate

Page 10: Effective Writing Instruction for ESL Writers

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Writing Rubrics: CALLA vs.TAKS

CALLA

Organization

Vocabulary and Word Forms

Language Use

Mechanics

TAKS

Organization

Conventions

Focus and Coherence

Development of Ideas

Voice

Page 11: Effective Writing Instruction for ESL Writers

11

Building on Strengths in a Dynamic Context

BeginningBeginningBeginningBeginning

NESNES

IntermediateIntermediate

AdvancedAdvanced

LESLES

FESFES

IntermediateIntermediate

AdvancedAdvanced

Page 12: Effective Writing Instruction for ESL Writers

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Transferable and Non-Transferable Skills

PhonologyPhonology

SemanticsSemanticsSyntaxSyntax

OrthographyOrthography

Page 13: Effective Writing Instruction for ESL Writers

13

Program Design

Newcomer’s CenterNewcomer’s Center

ESL with Sheltered Content SupportESL with Sheltered Content Support

ESL PulloutESL Pullout

Page 14: Effective Writing Instruction for ESL Writers

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Taking Aim

Academic Achievement

FESFES

LESLES

NESNES

Page 15: Effective Writing Instruction for ESL Writers

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Fluent-English Speaking Student

• Struggling ESL Writer

• Long-Term or Formally Schooled

• Intermediate or Advanced Reader

• Intermediate or Advanced Writer

• Struggling ESL Writer

• Long-Term or Formally Schooled

• Intermediate or Advanced Reader

• Intermediate or Advanced Writer

Page 16: Effective Writing Instruction for ESL Writers

16

Examining the Layers

TargetLanguage

TargetLanguage

Page 17: Effective Writing Instruction for ESL Writers

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Targeting Students for Success

HabibJuliaTroung

LupeMarkNatasha

MustafaBjornJosé

TargetLanguage

Page 18: Effective Writing Instruction for ESL Writers

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Habib

Formally Schooled

Non-English Speaking

Beginning Reader

Advanced Writer in Native Language

Page 19: Effective Writing Instruction for ESL Writers

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Building on Strengths

Name OLP Strengths Areas of Need

Plan of Action

Habib

Page 20: Effective Writing Instruction for ESL Writers

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Julia and Troung

Page 21: Effective Writing Instruction for ESL Writers

21

Building on Strengths

Name OLP Strengths Areas of Need

Plan of Action

Habib

Julia

Troung

Page 22: Effective Writing Instruction for ESL Writers

22

Beginning Writers Need

Oral Language

Orthography Conventions

Sentence and Paragraph Construction

Instruction to develop

Page 23: Effective Writing Instruction for ESL Writers

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Integrated Language Instruction

ThinkingThinking

SpeakingSpeaking

WritingWritingListeningListening

ReadingReading

Page 24: Effective Writing Instruction for ESL Writers

24

Instructional Strategies for Beginning Writers

• Language Experience Approach

• Graphic Organizers• Learning Logs• Concept of

Definition Maps• Sentence Synthesis• Word Walls

• Sentence and Word Expansion

• Capsule Vocabulary• Cloze Procedure• One-Sentence

Summary• Visual-Verbal Word

Association Cards• Window Paning

Page 25: Effective Writing Instruction for ESL Writers

25

Additional Instructional Strategies

• Oral Discussion• Partner Stories

Using Pictures and Wordless Books

• Concept Books: Creating a Teaching Library

• Riddle Books for Older Students

• Pattern Poems• Improvisational Sign

Language• Life Murals• Clustering• Freewriting• Semantic Mapping

Page 26: Effective Writing Instruction for ESL Writers

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Accelerating Beginners

Appropriate and ongoing assessment of student progress

is critical when helping them make the greatest gains in

academic achievement.

Appropriate and ongoing assessment of student progress

is critical when helping them make the greatest gains in

academic achievement.

Page 27: Effective Writing Instruction for ESL Writers

27

Building on Strengths

Name OLP Strengths Areas of Need

Plan of Action

Habib

Julia

Troung

Page 28: Effective Writing Instruction for ESL Writers

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Natasha

Limited-English Speaking

Limited-Formally Schooled

Intermediate Reader

Intermediate Writer in Native Language

Page 29: Effective Writing Instruction for ESL Writers

29

Building on Strengths

Name OLP Strengths Areas of Need

Plan of Action

Habib

Julia

Troung

Natasha

Page 30: Effective Writing Instruction for ESL Writers

30

Mark and Lupe

Page 31: Effective Writing Instruction for ESL Writers

31

Building on Strengths

Name OLP Strengths Areas of Need

Plan of Action

Habib

Julia

Troung

Natasha

Mark

Lupe

Page 32: Effective Writing Instruction for ESL Writers

32

What’s Difficult in Literature and Composition for ESL Students?

Culture and Concepts

Cultural Values

Shared Knowledge

Discourse Organization

Page 33: Effective Writing Instruction for ESL Writers

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What’s Difficult in Literature and Composition for ESL Students?

Vocabulary

• Difficult to understand

• Difficult to find appropriate words to express intended meaning

“Finding the right word presents difficulties for all writers; for an ESL writer, finding a word is the major challenge.”

(Chamot and O’Malley, 1994, p. 290)

Page 34: Effective Writing Instruction for ESL Writers

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What’s Difficult in Literature and Composition for ESL Students?

• Language functions and structures

• Comprehension and expression difficulties

“ESL students may avoid or make inaccurate use of complex sentences and grammatical structures that communicate subtleties and nuances in written English”

(Chamot and O’Malley, 1994, p. 291).

• Students may lack learning strategies –Comprehension –Writing

Page 35: Effective Writing Instruction for ESL Writers

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Intermediate Writers Need

• Strategies to improve sentences– Quality– Length– Style– Variety

• Strategies to improve organization– Paragraphing– Logical ordering of ideas in English

• Support in the conventions of writing in English– Punctuation– Grammar– Usage

Page 36: Effective Writing Instruction for ESL Writers

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Eradication Strategies

• Encourage appreciation and acceptance of others’ languages and dialects

• Preserve the voices of students

• Identify appropriate interventions to teach students about discourse patterns, audience, context, and tone

Don’t WorkDon’t Work

Page 37: Effective Writing Instruction for ESL Writers

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The Writing Process

• Shifts emphasis from a product-driven approach to a process-driven approach

• Provides effective writing instruction

• Enforces the process all writers go through as they develop their compositions

• Helps develop positive attitudes towards writing

Page 38: Effective Writing Instruction for ESL Writers

Stages in the Writing Process

PrewritingPrewriting

DraftingDrafting

RevisingRevisingEditingEditing

PublishingPublishing

ReflectiveReflective RecursiveRecursive

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Page 39: Effective Writing Instruction for ESL Writers

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Using the Writing Process with ESL Writers

• Focuses on meaning first and then moves to mechanics

• Includes goals for fluency, clarity, and correctness

• Allows students to be involved in writing regularly for meaningful purposes and real audiences

• Allows more advanced students to work together and support each others’ writing development

Page 40: Effective Writing Instruction for ESL Writers

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Prewriting

Do not overlook prewriting activitiesDo not overlook prewriting activities

• Explore the possibilities in the writing task• Stimulate and enlarge the writer’s thoughts• Move writers from the stage of thinking

about a writing task to the act of writing• Develop a plan to help choose the topic,

purpose, audience, and form or structure

Page 41: Effective Writing Instruction for ESL Writers

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Drafting

• As the first version of writing, the purpose of drafting is to put the thoughts onto paper

• Writing’s recursive nature means that drafting will be revisited again and again and again.

Page 42: Effective Writing Instruction for ESL Writers

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Revising

Revising means “seeing again.”Revising means “seeing again.”

• Improves the composition so that the

product is more interesting and

understandable to the reader

• Clarifies meaning and expands ideas

• Helps writers learn the craft of writing

Page 43: Effective Writing Instruction for ESL Writers

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Editing

Helps the writer

Understand that conventions convey

meaning

Understand that conventions convey

meaning

Make corrections to errors in the conventions of writing,

including spelling, grammar, capitalization, and punctuation

Make corrections to errors in the conventions of writing,

including spelling, grammar, capitalization, and punctuation

Page 44: Effective Writing Instruction for ESL Writers

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Publishing

• Helps the writer focus on the communication of meaning to a real audience, thus giving a purpose for writing efforts

• Acknowledges that writing is genuine communication

• Is an effective strategy for motivating writing• Practices the highest level of revising and

editing skills

Page 45: Effective Writing Instruction for ESL Writers

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Positive Signs of the Writing Process

“Intermediate writers still make frequent errors in punctuation, grammar, and usage. In fact, they may make more such errors than beginners because they are producing more writing—a positive sign of the writing process. Recurrent errors may serve as the basis of an individual or group mini-lesson, so that students may correct such errors during editing.”

(Peregoy and Boyle, 2001, p. 234)

Page 46: Effective Writing Instruction for ESL Writers

Mini-Lessons in Writing

• Are of short duration (10–20 minutes)

• Demonstrate important aspects of the writing process with clear, powerful examples

• Focus on a specific writing principle or procedure

• Are interactive and meet students’ needs

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Page 47: Effective Writing Instruction for ESL Writers

Mini-Lessons in Writing

Procedural MattersProcedural MattersProcedural MattersProcedural Matters

Literary ConceptsLiterary ConceptsLiterary ConceptsLiterary Concepts

Strategy and Skill LessonsStrategy and Skill LessonsStrategy and Skill LessonsStrategy and Skill Lessons

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Page 48: Effective Writing Instruction for ESL Writers

Mini-Lessons in Writing

Students should apply and be held accountable for

skills and strategies taught in

mini-lessons.

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Page 49: Effective Writing Instruction for ESL Writers

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Sheltered Instruction andThe Writing Process

PreparationPreparation InteractionInteraction

Building Background

Building Background

Practice/Application

Practice/Application

Lesson DeliveryLesson DeliveryComprehensible

InputComprehensible

Input

StrategiesStrategiesReview/

AssessmentReview/

Assessment

Page 50: Effective Writing Instruction for ESL Writers

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Instructional Strategies for Intermediate Writers

• Image Streaming• Paragraph

Structures• Learning Logs• Concept of

Definition Maps• Sentence and Word

Expansion

• Advanced Capsule Vocabulary

• Semantic Features Analysis Chart for Conventions

• RAFT• Graphic Organizers

for Text Structures

Page 51: Effective Writing Instruction for ESL Writers

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Building on Strengths

Name OLP Strengths Areas of Need

Plan of Action

Habib

Julia

Troung

Natasha

Mark

Lupe

Page 52: Effective Writing Instruction for ESL Writers

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Mustafa

Limited-English Speaking

Beginning Reader

Advanced Writer in Native Language

Formally Schooled

Page 53: Effective Writing Instruction for ESL Writers

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Building on Strengths

Name OLP Strengths Areas of Need

Plan of Action

Habib

Julia

Troung

Natasha

Mark

Lupe

Mustafa

Page 54: Effective Writing Instruction for ESL Writers

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Bjorn and José

Page 55: Effective Writing Instruction for ESL Writers

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Building on Strengths

Name OLP Strengths Areas of Need

Plan of Action

Habib

Julia

Troung

Natasha

Mark

Lupe

Mustafa

Bjorn

José

Page 56: Effective Writing Instruction for ESL Writers

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Advanced Writers Need

ConventionsConventionsDiscourse Patterns

Discourse Patterns

Depth of Thoughts

Depth of Thoughts

TransitionsTransitionsVoiceVoiceWord Choice

Word Choice

Page 57: Effective Writing Instruction for ESL Writers

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The Process of Making Meaning

• I was masticating my gum.

• Don’t throw a cow!

• I’m thawing out.

• We need to get in sequence to come in from recess.

Page 58: Effective Writing Instruction for ESL Writers

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Building on Strengths

Name OLP Strengths Areas of Need

Plan of Action

Habib

Julia

Troung

Natasha

Mark

Lupe

Mustafa

Bjorn

José

Page 59: Effective Writing Instruction for ESL Writers

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On Your Own

• Working in groups of four• Each member should:

– Select writing samples to analyze

– Identify strengths and an area of need

– Develop a plan of action

• Be prepared to share your findings with your group members

Four Case StudiesFour Case Studies

Page 60: Effective Writing Instruction for ESL Writers

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Hot Spot AreaHot Spot Slides

Page 61: Effective Writing Instruction for ESL Writers

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HabibHabib moved to Texas with his family and enrolled in school two weeks ago. He is in the ninth grade and had been attending a school for boys in his native country. He was one of the top performing students in his class and was just beginning to learn English when his family relocated. When tested, he was found to be non-English speaking. He also was unable to produce any writing in English when asked to provide a writing sample. He wrote in his native language instead. Since it appeared that Habib did not have a minimal command of the English language, he was not tested in reading.

Habib’s English teacher has noted a few things about him since he first came to her class. He is very inquisitive and learns quickly. He clutches his Arabic/English dictionary everywhere he goes and uses it to make requests. His math skills are advanced as he has picked up many English words related to his math class. He also loves his science class. With the hands-on approach, he easily recognizes key concepts he has already learned in his native country.

Page 62: Effective Writing Instruction for ESL Writers

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Julia

Julia is nine years old and has never been to school. Her family fled their war-torn country and moved to a small rural town in Texas. When tested in English, she was identified as limited-English speaking. However, she could not read or write in English. Since the town does not have a bilingual program, she was enrolled in ESL. Her ESL teacher has a bilingual aide who works with Julia daily, helping her to spell her name and write her ABC’s. Julia loves to listen to stories and wants to read.

Page 63: Effective Writing Instruction for ESL Writers

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Troung

Troung moved to Texas after living in California for the past two years. When tested for oral language proficiency, she was found to be a fluent-English speaker. However, her writing skills were very minimal. She produced short sentences with many errors in spelling and conventions. It seemed as if she was saying the same things over and over again. When tested for reading, she scored at the intermediate level of the RPTE.

Prior to moving to California, Troung attended school for a short while. She moved around often with her family as they struggled to make ends meet. She had relatives in the states that sent money to them to assist their departure from their country. Later, the family moved to Texas in hopes of building a better life for themselves. Troung is in the seventh grade.

Page 64: Effective Writing Instruction for ESL Writers

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Natasha

Natasha enrolled in a Texas school last year after living in New York for three years. At the end of the seventh grade, it was found that she was limited-English speaking and an intermediate reader according to the RPTE. There have been some concerns with her progress, as it appears that she has been at the intermediate level for the past four years. As an eighth grader, Natasha seems withdrawn and guarded.

When reviewing Natasha’s past, it was found that she came to New York, fleeing her native Croatia with her mother and her older sister. Her father was last seen fighting with the Serbians. All of her school, medical, and personal records were destroyed in the war. Natasha reported that she missed a year and a half of school while in Croatia. When she was in school, she was learning English as a second language since kindergarten and excelled in her own native language.

Natasha’s writing samples indicate that she has trouble with verb tenses, plural forms, sequencing of events, and conventions. Although these problems can be distracting to a native reader of English, it is fairly easy to decipher what she wishes to share and express through her writing. It’s obvious that she has mixed feelings about her father.

Page 65: Effective Writing Instruction for ESL Writers

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Mark

Mark came to Texas as a fifth grader right before the administration of the RPTE. Although he scored as a non-English speaker on his oral language proficiency test, his teacher suggested to the LPAC that he take the RPTE due to his performance in the classroom. The results of the RPTE indicated that Mark was an intermediate reader. Now as a sixth grader, Mark is also an intermediate writer.

Mark attended school regularly in Mexico and had taken classes in English. His writing samples consist of elaborate and flowery language. His teacher describes his papers as “full of extraneous information.”  

Page 66: Effective Writing Instruction for ESL Writers

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Lupe

Lupe, Mark’s older sister, is in the eleventh grade. She has been in the states since she was in the third grade. She is a fluent-English speaker and an advanced reader. In past years, she hasn’t been able to pass the statewide assessment in order to exit the ESL program. Now she needs to pass it in order to graduate.

Prior to her arrival in Texas, Lupe had not been schooled. She participated in a bilingual program in the third grade and then moved into ESL in the fourth grade due to a move. By the end of the ninth grade, Lupe had moved another six times, in and out of the country and in and out of a variety of schools and ESL programs.

Lupe’s writing samples indicate difficulties with word choice, verb tense, spelling, and conventions. Furthermore, she has trouble developing a variety of sentences with more complex structures. Her sentences are short and terse. She also has a tendency to overuse adjectives and is in need of expanding her vocabulary.

Page 67: Effective Writing Instruction for ESL Writers

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Mustafa

Mustafa came to Texas from his native country of Liberia where he had attended school and earned high marks. He spent much of his summer hanging around his neighborhood and shooting hoops. At the start of the new school year, he was tested and was found to be limited-English speaking and a beginning reader. Mustafa’s writing, however, was at the advanced level of the CALLA rubric.

Like Habib, Mustafa is very resourceful and has many transferable skills from his native background. Much of the population in Liberia speaks English, and Mustafa had been exposed to short grammar lessons early on in his education there. Mustafa is in the fifth grade and is in a classroom in the United States for the first time.

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Bjorn

Bjorn is a tenth grade foreign exchange student from Sweden. He attended school in his home country and was considered an overachiever with a burning desire to master the English language. So when the opportunity to come to the United States was upon him, he jumped at the chance to immerse himself in American culture.

When Bjorn filled out his home language survey, he reported that he spoke Swedish and English. The district chose to screen him for LEP status. It was found that he was a fluent English speaker, but he scored below the 40th percentile on his academic achievement test in English in reading. When he provided a writing sample, it was described as advanced according to the CALLA rubric.

The LPAC chose to place Bjorn in a regular sophomore English class. His teacher noted that Bjorn’s writing appeared to need continued support in the development of ideas, word choice, and voice.

Page 69: Effective Writing Instruction for ESL Writers

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José

José is an eleventh grade Mexican student who was born and schooled in Texas. Over the years, José has lived with different family members. Early in his childhood, he lived with his grandmother who only spoke Spanish. Later, he moved to a house near his grandmother’s to live with his father who spoke Tex-Mex. After the death of his father, he moved in with his uncle who spoke both Spanish and English fluently. As a result of these moves, José moved in and out of a variety of programs for English language learners.

José reached the advanced level of the RPTE two years ago and recently scored as an advanced writer according to the CALLA rubric. José loves rap music and writes his own selections. Word choice and discourse organization appear to be areas in which José needs continued support.