Garcia1
Zeyda Garcia
Mary Arthur
EDRE 4860-002
February 16, 2015
Annotated Bibliography
Annotation 1
Part 1 – WHAT

English language learners have a limited vocabulary. They repeat the same words and
phrases.

Content is restricted to known vocabulary.

ELLs are reluctant to use invented spelling and content is restricted to words they know
how to spell.

Verb tenses are inaccurate. ELLs will usually write in the present tense.

The chaotic structure and grammar of students' composition make their writing difficult
to understand.

Students are reluctant to share their work during peer editing. When they do share, they
prefer to work with other ELLs who may not provide appropriate feedback.

When ELLs read their writing aloud, they have no sense of what sounds right and what
doesn't.

ELLs may have little experience with creative writing to bring from their native
language.
Zeyda Garcia
Garcia2
Mary Arthur
EDRE 4860-002
February 16, 2015
Part 2 – SO WHAT
The article mentions the use of graphic organizers when helping ELL students develop writing
skills. During my EDBE 4480 Bilingual approaches to content based learning, I learned the
importance of having the students use graphic organizers in order to help them develop the skill
of arranging information for writing.
Part 3 – NOW WHAT
This information will be helpful because it helps me to better understand the weaknesses of
English Language Learners and how I can help them to develop writing skills. This article
provides information about the benefits of free writing in ELL’s. The idea behind this is that the
more students practice, the better they will write and they will write without an internal censor.
The article also mentions the importance of letting ELLs students should be encouraged to write
in either English or native language but should not be mixing the two. After reading all the
information in the article I will be able to use the correct strategies to assist English Language
Learner students, develop the accurate writing skills that will ultimately help them to become
proficient writers.
Reference:
Lenski, S., & Verbruggen, F. (2010). Writing instruction and assessment for english
language learners k-8. New York, NY: Guilford.
Garcia3
Zeyda Garcia
Mary Arthur
EDRE 4860-002
February 16, 2015
Annotation 2
Part 1 – WHAT -What did you learn?

Spelling, like handwriting, is a transcription skill that helps students to write with
fluency.

For ELLs, the transfer of linguistic knowledge from the home language to English can
have both benefits and drawbacks.

Phonological and orthographic transfer from Spanish to English accounts for many
spelling errors.

Research suggests that marking errors does not make a difference in student writing.

Understanding the kinds of errors that ELLs make in writing is critical.

Spelling errors tend to be a direct result of the phonology of English.

ELLs develop an inter-language as they move from their first language to English.

Analyzing errors can help teachers identify patterns that ELLs are using while learning
English.
Part 2 – SO WHAT
The article mentions the influence of native language in spelling. I can relate this information to
my past observations at bilingual classrooms, where ELL’s show spelling errors with phonemes
such as /e/and /u/. I remember having the same errors described in this article when I was
learning writing skills in elementary school.
Garcia4
Zeyda Garcia
Mary Arthur
EDRE 4860-002
February 16, 2015
Part 3 – NOW WHAT
This information will be helpful because it helps me to better understand the weaknesses of
English Language Learners and how I can help them to develop writing skills. This article
provides information about how to teach and assess spelling with ELLs, including discussion on
error correction. The information in the article helped me become aware of how to implement
diverse spelling strategies when working with English Language Learners.
After reading all the information in the article I will be able to use the correct strategies to assist
English Language Learner students, develop the accurate writing skills that will ultimately help
them to become proficient writers.
Reference:
Haynes, J. (2010). Tips for teaching ELLs to write. Retrieved May 9, 2015, from Everything
ESL website: http://www.everythingesl.net/inservices/tips_teaching_ells_write_10803.php
Annotation 3
Part 1 – WHAT

Some of the ways to integrate whole language in the classroom is using authentic writing,
using real literature, writing in dialogue journals, and group writing.

Learning how to spell is primarily a conceptual process rather than a repetition
memorization process.

Learning how to spell follows a developmental progression.
Zeyda Garcia
Garcia5
Mary Arthur
EDRE 4860-002
February 16, 2015

Learning to spell depends on the integration with the other language arts of reading,
writing and vocabulary development.

Linguistically, the spelling system of English makes a great deal of sense when viewed
from the perspective of how well it represents meaning rather than simply how well it
represents sounds.

An ESL student who is not familiar with the letter-names in English and spells a word
orally can become confused because he/she is required to memorize the sequence of the
word.

An ESL curriculum that focuses on phonics or oral spelling may cause confusion in
learners that come from languages, which have a Latin alphabet. The symbols are the
same, but the letter-names might be unfamiliar.

Successful spellers were inclined to use a visual process, where as the students having
difficulties spelling relied more on a phonics approach.
Part 2 – SO WHAT
The article mentions the importance of spelling when teaching writing skills. I can relate this
information to my past observations at bilingual classrooms, where ELL’s show spelling errors
with phonemes such as /e/and /u/. I remember having the same errors described in this article
when I was learning writing skills in elementary school.
Part 3 – NOW WHAT
This information will be helpful because it helps me to better understand the importance of
developing good spelling skills, in order to master writing. This article provides information
Garcia6
Zeyda Garcia
Mary Arthur
EDRE 4860-002
February 16, 2015
about how to analyze spelling patterns in ELLs. The information in the article helped me become
aware of how to implement diverse spelling strategies when working with English Language
Learners. After reading all the information in the article I will be able to use the correct strategies
to assist English Language Learner students, develop the accurate writing skills that will
ultimately help them to become proficient writers.
Reference:
Lenski, S., & Verbruggen, F. (2010). Teaching spelling to english language learners. Retrieved
May 3, 2015, from Colorin Colorado website: http://www.colorincolorado.org/article/41846/
Annotation 4
Part 1 – WHAT

The ability to spell accurately is an important aspect of any written communication.

While spelling is often used to judge an individual's written language competency, for
many students especially for English Language Learners, it is a difficult task to master.

What makes the English spelling system so complex is the fact that there are only 26
alphabets that represent 44 different sounds.

One must not only have spellings of words stored in memory but also be able to retrieve
it without help from visual cues.

A common method of teaching spelling is through engaging students in word analysis.
Zeyda Garcia
Garcia7
Mary Arthur
EDRE 4860-002
February 16, 2015

Studies have also shown that a basic core of about 3000 highly used words will provide
with 95% of the words that are most commonly written, providing a basis for spelling
programs.

A common characteristic of the spelling disabled children is an extremely high frequency
of spelling errors.

Research studies seem to suggest that spelling instruction for those with spelling
difficulties should (a) Limit the number of words taught to about three a day; (b) use error
imitation and modeling; (c) provide opportunities for self-directed, peer-assisted, and
computer-assisted instruction; and (d) use multi-sensory techniques.
Part 2 – SO WHAT
The article mentions the importance of spelling when teaching writing skills. I can relate this
information to my past observations at bilingual classrooms, where ELL’s show spelling errors
on high frequency words. I remember having the same errors described in this article when I was
learning writing skills in elementary school.
Part 3 – NOW WHAT
This information will be helpful because it helps me to better understand the weaknesses of
English Language Learners and how I can help them to develop writing skills. This article
provides information about the struggles that ELL’s face during mastering the writing process.
The idea behind this is that the more students practice, the better they will write and they will
write without an internal censor. The information in the article helped me become aware of how
to implement diverse spelling strategies when working with English Language Learners. After
Garcia8
Zeyda Garcia
Mary Arthur
EDRE 4860-002
February 16, 2015
reading all the information in the article I will be able to use the correct strategies to assist
English Language Learner students, develop the accurate writing skills that will ultimately help
them to become proficient writers.
Reference:
Jamtsho, S. (2007). Spelling difficulties: What can be done to correct them? Academia, 1-29.
Annotation 5
Part 1 – WHAT

English Language Learners have a difficult time incorporating their ability to learn
conversational English into writing.

The skills that allow a student to understand and/or speak English do not automatically
transfer to writing.

Participating in informal writing activities can develop writing fluency.

Informal writing activities can take the form of writing in journals, responding to reading,
or writing to learn.

Writing is not simply a way for students to demonstrate what they know. It is a way to
help them understand what they know. At its best, writing is learning

Students won’t be able to write fluently if they’re not used to the English alphabet.

ELLs who have learned print concepts that are different from English can be taught
through shared reading and writing.
Zeyda Garcia
Garcia9
Mary Arthur
EDRE 4860-002
February 16, 2015

Journal writing helps students develop fluency.

Asking ELLs to write using e-mailing and blogging can be an effective way for them to
develop writing fluency.

All ELLs, from beginning to advanced English proficiency writers, need practice writing
connected text.

Teachers can facilitate writing fluency through a variety of activities including writing in
journals, responding to writing, and writing to learn.
Part 2 – SO WHAT
The article mentions the importance of promoting informal writing among English Language
Learners. I can relate this information to my past observations at bilingual classrooms, where
ELL’s are not given the opportunity to develop writing skills by practicing informal writing.
Based on my methods class observations, English Language Learners were just focusing on
developing reading skills and a specific types of writing (descriptive, persuasive, and
expository).
Part 3 – NOW WHAT
This information will be helpful because it helps me to better understand the weaknesses of
English Language Learners and how I can help them to develop writing skills. This article
provides research-based information about the benefits of promoting informal writing among
ELLs. The idea behind this is that the more students practice informal writing, the better they
will write. The article also mentions the importance of using journal writing as an informal
method to help ELLs develop writing skills. After reading all the information in the article I will
Garcia10
Zeyda Garcia
Mary Arthur
EDRE 4860-002
February 16, 2015
be able to use the correct strategies to assist English Language Learner students, develop the
accurate writing skills that will ultimately help them to become proficient writers.
Reference:
Lenski, S., & Verbruggen, F. (2010). Facilitating writing fluency. Guilford Publications, 47-69.
Annotation 6
Part 1 – WHAT

Written reflection is the opportunity to use writing to think about, clarify, explain, and
internalize information, experiences, insights, beliefs, and learning processes.

Reflective writing can also provide teachers with insights into a multitude of important
issues, including students’ understanding of content.

One of the best-known forms of reflective writing is the individual log or journal, in
which students reflect on their learning and learning processes, comment on their
reactions to events and experiences, and ask questions.

Dialogue Journals: Provide learners with an opportunity to reflect on their experiences,
knowledge, and learning. Two or more people correspond in the journal (e.g., studentteacher, student-student).

Questionnaires and Interviews: Assess students’ knowledge of con- tent, learning
processes, and/or attitudes to a learning event. Questionnaires require learners to write.
Zeyda Garcia
Garcia11
Mary Arthur
EDRE 4860-002
February 16, 2015

Letters: Provide learners with authentic opportunities to reflect upon their experiences
and learning and/or identify and solve problems. Learners write to others (e.g., peers)
about problems they have identified and wish to solve or learners write letters to readers
of their pieces of writing, describing their writing goals and accomplishments.
Part 2 – SO WHAT
The article mentions the importance of promoting reflective writing among English Language
Learners. I can relate this information to my past observations at bilingual classrooms, where
ELL’s are not given the opportunity to develop writing skills by practicing reflective writing.
Part 3 – NOW WHAT
This information will be helpful because it helps me to better understand the weaknesses of
English Language Learners and how I can help them to develop writing skills. This article
provides information about the benefits of promoting reflective writing among ELLs. The idea
behind this is that the more students practice informal writing, the better they will write. The
article also mentions the importance of using dialogue journals, letters, interviews, and
questionnaires as an reflective writing method to help ELLs develop writing skills. After reading
all the information in the article I will be able to use the correct strategies to assist English
Language Learner students, develop the accurate writing skills that will ultimately help them to
become proficient writers.
Reference:
Samway, K. D. (2006). When english language learners write. Portsmouth, NH: Heinemann.
Garcia12
Zeyda Garcia
Mary Arthur
EDRE 4860-002
February 16, 2015
Annotation 7
Part 1 – WHAT

Writing can be taught earlier than once believed, do not wait until the student has
developed high levels of English proficiency.

Encourage students to predict, confirm, and self-correct.

Discuss new words in context. For ELLs, writing experiences are filled with unfamiliar
vocabulary that is specific to our culture.

Teach word-study skills. For example, classifying and sorting words by spelling patterns
helps students develop vocabulary and provides opportunities to transfer spelling
concepts from reading to writing.

Work with recipes. Recipes are a great example of meaningful procedural text. They are a
motivating hands-on activity and can serve as models for procedural writing.

Have students keep journals for personal narratives and content-area learning. Journals
keep students organized and accountable for their work.

After a weekend or holiday, rereading what has been recorded in journals lets ELLs
review the subject and get back on track.

Incorporate environmental print into your classroom with examples from magazines,
newspapers, ads, street signs, and other sources.

One way to help students reflect on their own writing is to model how to ask clarifying
questions.
Zeyda Garcia
Garcia13
Mary Arthur
EDRE 4860-002
February 16, 2015
Part 2 – SO WHAT
The article mentions the importance of promoting reflective writing among English Language
Learners. The article mentions the importance of promoting reflective writing among English
Language Learners. I can relate this information to my past observations at bilingual classrooms,
where ELL’s are not given the opportunity to develop writing skills by practicing reflective
writing.
Part 3 – NOW WHAT
This information will be helpful because it helps me to better understand the weaknesses of
English Language Learners and how I can help them to develop writing skills. This article
provides information about the benefits of promoting reflective writing among ELLs. The idea
behind this is that the more students practice reflective writing, the better they will write. The
article also mentions the importance of using journals and recipes as an reflective writing method
to help ELLs develop writing skills. After reading all the information in the article I will be able
to use the correct strategies to assist English Language Learner students, develop the accurate
writing skills that will ultimately help them to become proficient writers.
Reference:
SchifferDanoff, V. (2015). Teaching ELL: Reading and writing strategies. Retrieved May 2,
2015, from Scholastic website: http://www.scholastic.com/teachers/article/teaching-ellreading-and-writing-strategies
Garcia14
Zeyda Garcia
Mary Arthur
EDRE 4860-002
February 16, 2015
Annotation 8
Part 1 – WHAT

In their writing, students should use the structure, vocabulary, and style that best suits
their purpose, topic, and audience.

Teachers should provide ample opportunities for students to develop and use higher-level
academic vocabulary.

Allow students to connect the challenges that they face in their lives outside school with
language and literacy instruction.

Understanding how authors persuade their readers helps students both analyze and write
arguments.

Do remind students of the argument skills they use in their everyday lives. Teach students
to identify the difference between claims and evidence.

Evaluate the texts and types of writing students will be working with and teach the
academic language and structures students will need to access these tasks.

Teach the grammatical structures associated with a particular text type in context.

Identify good and bad examples in context to help students recognize and then apply the
desired structures in their own writing.

Don't teach isolated grammatical skills out of context. Don't expect students to transfer
these grammatical structures to their own writing if they're only filling out worksheets or
doing grammar drills.
Zeyda Garcia
Garcia15
Mary Arthur
EDRE 4860-002
February 16, 2015
Part 2 – SO WHAT
The article mentions the several teaching strategies when instructing writing skills to English
Language Learners. I can relate this information to my past observations in bilingual classrooms,
where ELL’s are not provided with ample opportunities to write. Based on my methods class
observations, English Language Learners were just focusing on developing reading skills and on
specific types of writing such as descriptive, persuasive, informational, and expository.
Part 3 – NOW WHAT
This article provides many instructional strategies to promote writing skills on a ELL’s setting.
This information will be helpful because it provides several research-based instructional
strategies that will benefit English Language Learners to develop writing skills. The article also
mentions the importance of letting ELLs’ students to connect the challenges that they face in
their lives outside school with language and literacy instruction. After reading all the information
in the article I will be able to use the correct strategies to assist English Language Learner
students, develop the accurate writing skills that will ultimately help them to become proficient
writers.
Reference:
Ferlazzo, L., & Hull-Sypnieski, K. (2014). Teaching argument writing to ELLs. Writing: A Core
Skill, 71(7).