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Strategy 28: "Scaffolding English Writing"
Transcript of Strategy 28: "Scaffolding English Writing"
Modeled Writing -
Provides the beginning English student with a demonstration that shows how English sounds are represented by symbols.
Language Experience Approach (LEA)
- Language experience stories involve the teacher modeling the writing process but in this format the students provide some input into what the teacher writes.
Shared Writing -
As students have more experience with Language Experience stories, the teacher begins to ask questions about when to use capital letters, what type of punctuation to use, and what sounds they hear in the words he or she is writing.
Interactive Writing -
Provides direct instruction in writing English sentences related to a topic or experience. It provides students with support as they discover the rules of punctuation, capitalization, and sentence structure.
Scaffolding English Writing
By: Sarah Pron
Helps ELL's to acquire English writing skills by providing scaffolding, modeling, monitoring, and encouragement.
This strategy helps the students build confidence in their writing abilities while providing support with vocabulary and spelling.
Breaking the writing steps apart
Language experience approach
An approach to teaching writing that supports the student through the stages of creating a written product.
Steps of the Writing Process (prewriting, drafting, conferring, revising, editing, and publishing) are each taught and demonstrated.
Mini-lessons and guided Practice
Powerful for ELLs because they learn the steps, are given time to practice each step with feedback and guidance, and revise their own writing in sequential lessons based on their own levels of understanding.
Students can be observed while they participate in writing activities.
Use of Anecdotal Records and checklists are valuable in documenting student progress.
Writer's Workshop is part of our daily schedule.
Students spend most of their time putting pen to paper as they create and develop stories in their writing notebooks.
I implemented the strategy in order to teach students how to go back into their work and add more descriptive details.
My 4th graders have writing notebooks and have been composing fiction stories during writer's workshop. They have been learning about the writing process. They are nearly finished their rough draft and are learning how to edit their work.
For the minilesson I taught the students how to "Show, Don't Tell." I modeled how to go back into their writing and enhance details by painting a picture for the reader rather than telling them something obvious.
Class gathered on carpet with camp chairs and writing notebooks.
Modeled "Show, Don't Tell"
Independent writing time
Conferences with students
Time for sharing examples where students demonstrated "Show, Don't Tell" in story.
Impact on Student Learning
No ELL learners in Classroom
Students showed evidence of learning as I conferred with each student. I had them choose a phrase and then describe the emotion or event with greater detail in order to paint a picture rather than show what was happening.
Students demonstrated how to create word pictures rather than just telling the reader something obvious.
During the conferences I was able to assess student understanding and offer help where it was needed. All but one student continued to struggle with the concept, so I spent more time modeling "Show, Don't Tell."
"The boy was very Frightened"
What does frightened look like?
"The boy screeched in terror and threw his hands up to protect himself. Even though his legs felt like they had just turned to jelly, he jumped to his feet and tried to get out of the monster's reach."
"The baby was crying really hard."
What does a crying baby look like? What was the baby doing to let you know she was upset?
"The baby let out a howl that could wake the dead. Tears poured from her eyes and her face turned beet red. She pounded her little fists on the floor and threw her toys across the room."