Writing with Proficiency: Strategies
for Scaffolding and Inspiring English
Language Learners
Angela Johnson
anjohnson@psd1.org
Shannon Lockard
slockard@psd1.org
Here and Now:
Stephen Krashen says,
“Writing is thinking”.
What do you think about
writing?
Objectives
• Understand ELD levels
• Familiarization with ELD standards
• Utilize Sentence Patterning Chart (SPC) to
create sentences
• Utilize Cooperative Strip Paragraph to
create paragraphs
• Experience Writers’ Workshop
• Share writing ideas
• Write
Grade Band
ELD Levels
ELD Strands
CCSS W.5.2b,d
ELD Writing
2.2.1 Writes to learn using simple
sentences (intermediate),
descriptive sentences (advanced),
specialized vocabulary
(transitional)
Poetry Resources
http://www.poetry4kids.com/
http://ettcweb.lr.k12.nj.us/forms/newpo
em.htm
http://www.pitara.com/talespin/poems.a
sp
http://www.gigglepoetry.com/
http://www.psd1.org/Page/244
Compare and Contrast G.O.
CCSS W.5.2c
ELD Writing
1.1.1 Gathers and paraphrases
information from teacher-selected
resources and uses an organizer
to analyze and evaluate
information to plan writing
(intermediate). Synthesize is
added for advanced and
transitional.
ELD Standards
http://k12.wa.us/
• Offices & Programs
– Migrant Bilingual (pull down tab)
• English Language Development
Standards
http://k12.wa.us/MigrantBilingual/ELD.aspx
Learning Log
What have you learned How can you apply this
about the ELD levels
to your own teaching?
and/or poetry frames?
Sentence Patterning Chart
Writing 3.2.1 (advanced) Builds a rich
vocabulary through language activities using
descriptive sentences.
Cooperative Strip Paragraph
CCSS W.5.2a-e
ELD Writing
1.2.1 Reread text and continues
drafting over time (intermediate
and advanced); rereads text
and/or feedback to decide if
additional drafts are necessary.
Learning Log
What are some key
How can you apply this
elements of the SPC or to your own teaching?
Cooperative Strip
Paragraph?
What is your level of expertise?
Huh?
Hooray?
Again?!
Welcome Back
Either write something worth
reading or do something worth
writing.
-Benjamin Franklin
What do we know?
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Mini-lessons
Notebook ideas
Conferring
Independent Writing
Shared Writing
Group Sharing
Publishing
Questions
Writer’s Workshop
Purpose:
• Authentically engage students as writers
• Differentiate instruction to meet the needs
of each student
• Create a love of writing
Writer’s Workshop
Essential Characteristics (Katie Wood Ray):
• Choices about content
• Time for writing
• Teaching
• Talking
• Focused study (the writer’s notebook, text
structures, conventions, point of view…)
• Publication Rituals
• High Expectations and Safety
• Structured Management
Writer’s Workshop
• Mini-Lesson
• Independent Writing
– Guided Writing
– Conferring
• Group Share and Evaluation
Mini-lessons
Management
Students learn the procedures and
routines writing workshop.
Strategy and Skill
Students learn how to use the
conventional rules for written language
accurately and effectively.
Craft
Students learn how writers work.
Gathering Ideas
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Heart Thoughts
Lists
Writing Idea Box
Pizza Graphic Organizer
Teacher Ideas
ELD Standard: Writing 1.1.1 (Transitional 6-8) Uses
a variety of prewriting strategies (e.g., story
mapping, listing, webbing, jotting, outlining, free
writing, brainstorming) to determine purpose and
audience, and/or organize text.
Heart Thoughts
Lists
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likes/hates
typical/unusual
regrets/proud of
fun/have to
worst/best
expert
Writing Idea Box
Pizza Graphic Organizer
Teacher Ideas
• Cognitive Content Dictionary
• Pinterest (look for charts, writing ideas)
• Detective show me the evidence—need to
show 3 pieces of evidence whether in
reading or writing.
• BAM! Words on paint can, the paintbrush
has the boring/common word.
• Practice a variety of prewriting strategies.
• Different genres throughout the year
Teacher Ideas cont…
• 4 Square Writing
• Rewrite endings to favorite stories
• ywp.nanowrimo.org
Building Writing Stamina
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Writing time should be predictable
Quickwrites
Prompted Writing
Choice topics
Projects
Sensory Detail Mini-Lesson
ELD Writing
3.2.2 Uses precise words (e.g., vivid verbs,
specific nouns, sensory words) in
descriptive writing (Advanced); uses
precise language (e.g., powerful verbs,
specific descriptors) (Transitional)
CCSS W.4.3d Uses concrete words and
phrases and sensory details to convey
experiences and events precisely.
Independent Writing
Let’s write:
 Choose one of your ideas and write about
it
 We will share
Group Sharing
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Writers need to talk
Pair Share
Small Group Share
Whole group Share
Ways to share
– Favorite line, great word choice…(tie into minilesson)
– Author’s chair
Whole Group Sharing
Learning Log
What did you learn
about writers’
workshop?
How can you apply this
to your own teaching?
What about the test?
• Narrative
• Expository
• Persuasive
• Conventions
Fountas and Pinnell refer to test-taking
as it’s own genre.
Write three specific
strategies and skills
you teach students in
order to prepare them
for the state
assessment.
(Write each strategy or
skill in a different box.)
“Mix and Mingle” to
give one idea and get
one idea from your
colleagues. Try to fill
up your whole grid with
ideas.
Focus and Organization Matter
• Teach students to narrow ideas
• Utilize graphic organizers
• Structure and scaffold
http://www.ttms.org/
Learning Log
What did you learn
about test taking?
How can you apply this
to your own teaching?
Exit Ticket