Week 11 & Week 12

Writing: Elementary Education

 Housekeeping

Due Today Pen Pal Letter#2 Due

Reading Response April 7 @ Midnight
Week #12
Due Next Week Pen Pal Assignment
Week 14
Reading Response
Week #13 Final Exam Due
Optional: Make a April 26 @ Midnight
conference
appointment with Mrs.
Meeusen
 Overview
Objectives & Goals: Motivation & Engagement (L.5), Composition (L.17),
Spelling (L.9), Vocabulary (L.14), Syntax (L12), Morphology (L.11)

Activities ▸ The Writing Thief Reproducibles

▸ Take Notes in Website ▸ Did you notice? Classroom
Management Techniques
▸ Group Persuasive Writing
▸ Book Whisperer
Lessons
Assessment
▸ Discuss Pen Pal
Assignment & Final Exam ▸ Exit Tickets/Formative
Assessments submitted in Chat Box
▸ Instruction for English
throughout class time
Learners
▸ Group Writing
▸ The Writing Thief Epilogue
Learning Outcomes
Motivation and Engagement (L.5)
Students will practice
techniques to encourage and
assess literacy motivation and
engagement, selecting/using
research-supported
instructional practices to
develop meaningful
interactions with individuals
and information, combined
with experiences.
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Learning Outcomes
Composition(L.17)
Students will select, craft, and assess
instructional methods that develop
written composition abilities in a variety
of motivating and engaging contexts,
including writing across the disciplines.
Students will explore the following
instructional practices: setting writing
goals, offering/receiving/incorporating
feedback, engaging the writing process
and strategies, and studying models and
non-models of writing for a variety of
purposes and audiences.
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Learning Outcomes
Vocabulary (L.14)
Students will discuss and
implement strategies to teach
and assess vocabulary, including
understanding of multiple
meanings across contexts,
figurative language, and
morphological structures of
words.
.
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Learning Outcomes
Spelling (L.9)
Students will develop strategies to
use diagnostic and formative
assessments to develop spelling
instruction that emphasizes spelling
as a connection between individual
and groups of phonemes (letter
sounds) and graphemes (letter
symbols) and morphemes (meaning
units) that, among other things,
allows readers to translate thoughts
into written words (encoding).
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Learning Outcomes
Syntax (L.12)
Students will select and use
research-supported instructional
techniques to teach and assess
syntax as a set of principles that
govern phrase and sentence
structure, which varies across
languages and dialect (word order
and meaning, grammar, parts of
speech, word order, varying
complexity of phrases and
sentences, etc.).
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 GoNoodle –
Milkshake
When your students need a break, GoNoodle
is fun for everyone. The GoNoodle site is amazing in so
many ways! Check it out on the GoNoodle website
 Extra Credit
Assignment
Extra Credit Assignment is posted in Elearning.
Instructions are posted in the Content Area.
This assignment is due during Week 14.
.
Instructions for English Learners
English learners (ELs) are students learning
English when their home language, or mother
tongue, is a language other than English.
Demographic of ELs in U.S. Schools (page 386)
• Student Population Trends
• Student Diversity
• To help EL children the most, we need to be aware
and sensitive to the culture and traditions of the
children we teach
 Instructions for English Learners
Important Background Characteristics to Consider
When Working with ELs
Simultaneous and Sequential Bilinguals
• Simultaneous – learning their first language at home and
their second language, English, at school (L1)
• Sequential – learned another language before learning
English (L2)
• Must look beyond categorizations and labels to consider Els
prior education and language experiences to gain insights
what skills they know and what skills they are developing
 Instructions for English Learners
• Without interventions, gaps between ELs and English
speaking peers persistently remain to the upper grades
• When an educational setting integrates evidence-based
assessment and instructional approaches focused on
language, writing, and reading, ELs catch up to their peers
in reading skills
• Students who come from a strong first language and
literacy learn English quicker
• Els are diverse, have cultural backgrounds, language
exposures, school experiences which should be considered
when planning inclusive and supportive instruction.
How Can L1 Skills Support English Writing Development
• Students who have developed skills or knowledge in their L1 learn
English easier
• Linguistic Interdependence Hypothesis suggest that L1 and L2
skills are related and connected
• Working memory is the amount of information you can think
about at one time - common underlying proficiency essential to
learn other languages.
• Cross-language transfer depends on proficiency to communicate
in their first language
L1 Skills Support English Writing cont.
• ELs need to learn some English foundational language and writing
stills before we see cross-language transfer
ü First is knowing the type of script
ü Next, the way in which sound is mapped onto spelling patterns
ü Similarities and differences help researchers test skills transfers
• Literacy is a multi faceted skill because it involves fluent coordination
among cognitive-linguistic abilities, background knowledge, and
strategic or higher level thinkin6
• Influenced by motivations, interests, and the goals or objectives
Literacy Skill Development in ELs
• Writing interventions improve reading performance, reading
interventions improve writing interventions
• Balanced instruction should be purposely targeted and rooted in
evidence-based practices for both reading & writing
ü Components children learn to be proficient readers & writers
ü Print related skills, language related skills
ü See Figure 116.1 ~ page 391
Spelling and Reading Words
• By end of the Grade, ELs have caught up to English-speaking
peers
• Positively influenced by: integrating early, reoccurring assessment
of language/literacy skills, & differentiated word study instruction
Spelling and Reading Words cont.
• Phonological awareness/skills – ability to identify and manipulate
speech sounds, is a central skill for word-reading/word-spelling
• Cross-language transfer of phonological skills do not appear to
be influenced by linguistic distance between languages
ü Phonological skills are common underlying proficiency for any language
ü Fostering development of phonological skills
ü Must have strong phonological skills in L1 to succeed in L2
Metacognitive Knowledge: A Cognitive Strategies Approach to Support Writing
• Metacognition – higher-level reasoning, comprehension, &
production skills that help make a person aware of their own
thought process
• Uses scaffolding to focus on planning and goal setting, positively
influenced by: integrating early, reoccurring assessment of
language/literacy skills, & differentiated word study instruction
Language-Based Supports for Writing and Reading
• Breaking down instructions into multiple steps with simplified explanations
will help improve ELs’ comprehension
• Scaffold to support oral language and writing
ü Sentence/Paragraph Frames
ü Use guidance and modeling
ü Collaborative learning and Peer Assisted Strategies (PALS)
ü Growth in phoneme segmentation = fluency in nonsense words, oral reading
Academic Vocabulary in ELs
• Students who enter school with high levels of vocabulary accelerate
growth in reading and language development
• Morphological awareness – knowledge of the ability to manipulate the
smallest units of meaning in a language
• Morphological Complex Words - inflections, derivations, compounds
Building Academic Vocabulary
• Best Practices at improving vocabulary
ü Use short, interesting, content-rich informational texts w/academic vocab.
ü Expose students to above grade level Read-Alouds
ü Grade level appropriate contents
ü Texts that build knowledge and concentrates to a unit of content area
ü Frequently use academic words that are central to understand text
ü Definitions of target words, clarify and reinforce learning
ü Reinforce vocabulary with reading, writing, speaking, listening activities
• Core principles to follow that result in high-quality of morphology
ü Morphology taught in the context of rich & explicit vocabulary instruction
ü Use as a cognitive strategy w/ steps to comprehend unknown words
ü Teach children relevant morphology knowledge of prefixes, suffixes, root
words, and how to modify morphological to influence meaning.
Building Content Area Knowledge
• Central to ELs’ educational success is having abundant content-area
knowledge and background knowledge in English
ü Inclusion of language objectives alongside content objectives
ü Lanuage
Languageobjectives
objectivesemphasize
emphasizethe
thefunctions
functionsand
andskills
skillsofofacademic
academic
language that Els need to master to succeed educationally
ü Think critically about what aspects of academic language are essential to
comprehension and learning
Conclusion
• Formative assessments using writing and reading skill are best
practices of literacy instruction
• Additional diagnostic assessments using informal/standardized
reading measures can detect the need for additional support and/or
progress monitoring
• Create an inclusive, inviting, supportive classroom environment for all
 Group Writing Project
Should students in Elementary
School have homework?
Melvin Fargo Writes to Argue and Persuade
I have made a video of the way you could use a read aloud of
a book to use it as a resource for writing. Hopefully, you have
used the link in the News section to view the video. Use these
strategies and techniques to research, write your Graphic
Organizer, Sloppy Copy (First Draft), Edit, Final Copy of your
essay with your writing partners. Hopefully, experiencing this
interactive way of teaching writing will help you with your own
 Group Writing Project
Should students in Elementary
School have homework?
Melvin Fargo Writes to Argue and Persuade
The objective/goal of this project is to create/model an
interactive Persuasive writing lesson with your future
students. This would be a lesson that you plan ahead of
classroom time and work it through all of the various
components by scaffolding with the students:
ResearchGraphic Organizer, Rough Copy (Sloppy Copy), Edit,
Final Copy.
 Group Writing Project
Should students in Elementary
School have homework?
Melvin Fargo Writes to Argue and Persuade
The objective/goal of this project is to create/model an
interactive Persuasive writing lesson with your future
students. This would be a lesson that you plan ahead of
classroom time and work it through all of the various
components by scaffolding through with the students:
Research, Graphic Organizer, Rough Copy (Sloppy Copy),
Edit, Final Copy.
Group Writing Project
Melvin’s Persuasive Letter
Group Writing Project
Melvin’s Argument Letter
Want big impact? Use big image.

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 Epilogue, The Writing Thief

“
by Ruth Culham

“Our rallying cry must be “texts not tests” as we seek to develop

richer and more expansive collections of mentor texts. No one ever
has enough books – even if you have bookshelves bursting at the
brackets. There are always new authors to speak to students and new
techniques to learn from them and try. Look at the books and
materials you collect through the eyes of a writing Thief. Spend your
time obsessing about the tests that come and go, tests that serve a
role in the grand scheme of things but didn’t always serve students at
the ground level where learning takes place every day. Texts not
tests: Pass it on. It’s a powerful idea whose time has come.”
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 Final Thought, The Writing Thief

“
by Ruth Culham

“This book has been a joyous adventure that I realize will never end.
As I look around my office, I realize that I haven’t made a dent in the
children’s literature and everyday texts that form a huge pile around
my desk, each with the potential of limitless writing inspiration
hidden among the pages. I keep finding more – one of the best parts
of my job! I’ll always be a writing thief, pickpocketing my way
through the world of print and nonprint as a writer, not just a reader.
Please, come along with me. Learn to be a cat burglar of great writing
and bring these priceless treasures into your teaching and learning
life.”
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Reproducibles , The Writing Thief

“
by Ruth Culham

“…use the authors as writing mentors every day in your

teaching . Breathe in and out with the writer. It’ll make all
the difference to you and your students. Trust me on this,
fellow writing thieves.”
The Writing Thief is a wonderful resource for teaching
writing using Mentor Texts. Enjoy the reproducibles as an
extra bonus to use in your teaching.

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Did You Notice? Classroom Management Techniques
Newsletters
I always post in the News each
week to give students
reminders as a professional
curtesy. Send an Electronic
Newsletter home to
parents/students each week.
Families are busy, and they
appreciate you making their
lives easier/organized.
Grace
Everyone makes mistakes and
people need to know you are
on their side and willing to
help them succeed.
Elementary students need to
know you truly care about
them and will help them out
no matter what. Sometimes
second chances are the keys
to success.
Email
I write emails so my students know
that I am willing to help and
support them even when we aren’t
in the classroom. Parents love
teacher communication. Make
them feel welcome and show them
that you care about their child.
Remember, sometimes you may
need to set up boundaries.
Feedback/Grading
I try to grade student work as
quickly as I can so I know what
strengths and weaknesses are in
order to align my teaching to
students’ needs. In order to plan
student instruction you need to
see how your students are
progressing in a timely manner.
Office Hours
I hold office hours so students will
know that I care about them, and
that I make time for them.
Conferencing with elementary
students is important because
sometimes they need individual
attention from the teacher to learn.
Students need to know that you
are willing to share time with them.
Announcements
Reminders are important even for
college students. The world is a busy
place, and I think people appreciate
that you value their time. Elementary
students and parents also have a lot
going on. When you send reminders
home you are a sort of “safety net”
to help parents support their
students and to help students
become accountable.
 The Book Whisperer
By Donalyn Miller
“The time to read is any time: no
apparatus, no appointment of time
and place is necessary. It is the only
art which can be practiced at any hour of the
day or night, wherever the time and inclination
comes, that is your time for reading; in joy or
sorrow, health or illness.”
Holbrook Jackson