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V1_Helping ELL Students Write a How-To Book

ELA class 3 presentation- Kindergarten/ELL writing lesson transformation
by

Rachel Drysdale

on 25 June 2012

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Transcript of V1_Helping ELL Students Write a How-To Book

Helping ELA Students Write Successfully The Challenge How can I get students with low oral English ability to both understand and be able to speak and write about how to plant a seed? Population of students  25 kindergarten students.

- 7 beginning ELLs
- 3 native English speakers very low oral English
- 15 native speakers, still 5-6 years old, need oral language development too The Strategies 1. Focus on Language Objectives 2. Pre-teach to low level English speakers 3. Provide visual aids for support throughout give hands on oral language practice   
- give repeated practice near me so I correct and help children expand 
- begin to achieve long-term memory of the concepts through repeated exposure
- give motivating (and fun) oral language practice that is more memorable for kids! -provide intentional language structure practice to give students oral foundation for writing. -For planting a seed, this includes:
content vocabulary and imperative verb structures Provide labeled items for support during speaking and writing tasks. Use pocket charts with words and pictures for independent support during writing time. The Results level during writing tasks compared to previous ones where students did not have such strong visual references.   1. Lower Student Frustration 2. All students can succeed Even the very low level English speakers can at least have oral practice and begin to write the verb and draw the picture for each of the 4 steps of the process. 3. All students have access to content knowledge and English development. Presented by Rachel Drysdale Summary Language Objectives are important. Decide what specific language students need to complete the task. Oral Language Development must come first. Teach that language to students.

-Provide visual supports.
-Provide correct modeling.
-Allow students to practice orally many times before having to write. When we first provide the oral language foundation to ELL students, we give them access to content knowledge as well as the ability to prove they can meet the objective through speaking and writing tasks.
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