Building Writing for
ELs
One Word at a time
NJTESOL/NJBE
June 2016
Michelle Land,
Middle School ESL Teacher, Randolph, New Jersey
[email protected]
Noreen M. Drucker
Educational Consultant
WIDA Certified Trainer
[email protected]
Many words...many
meanings
• www.youtube.com/watch?v=kAG39jKi0lI
Think Pair Share
• Discuss the different ways the meanings of these
words change according to their context and the
content area they are used in.
• Cell
• Solution
• Table
• Bar
• Energy (kinds of)
• Revolution
Vocabulary Map
1. Write the word:
2. Write a sentence using the word:
Does it contain a prefix?
Is it a compound word?
Does it contain a suffix?
Write the word in your 1st language:
Is it a cognate?
Yes
3. Write the definition:
Write a synonym:
No
4. Illustrate the meaning of the word:
Write an
antonym:
B. Avila/C. Schlessinger ESL Curriculum
Exemplar 9-12
Vocabulary Map: Frayer Model
Essential characteristics
Nonessential
characteristics
New vocabulary term
Examples
Non-examples
Greet/Meet/DiscussCooperative
Learning/Meaningful Activity
• Move around the room introducing yourself to everyone
you meet. Stop on the presenter’s cue.
• This is your sports training partner. Do some exercises
together. Remember their name. The vocabulary word is
encounter
• Find a new partner. With this partner you are going to
discuss the word “relinquish” Find an action that will help
you remember the meaning of the word. Do the action.
Each person will use relinquish in a sentence. Find a new
partner
• Next word is interrogate. Act out the meaning of the word.
Remember your partner’s name or face.
Flocabulary
• http://www.youtube.com/watch?v=eutUTVpdWDc
industrial revolution
• https://www.youtube.com/watch?v=guRdXCj_BZI
date vocabulary
• https://www.youtube.com/watch?v=c6I24S72Jps 5
elements of short story
Academic Language
• ELLs need structured opportunities to
use academic language every day
• Direct, scaffolded instruction of
strategic vocabulary
• Justification of list
• Direct, accountable instruction of high
utility words
• ELLs need to be taught word
knowledge, parts of speech and word
usage.
• ELLs need to engage in fluent wide
reading
Kinsella, 2014
WIDA
Writing
Rubric
Level 1
• Sentence frames and cloze sentences
• Rewrite sentences with word bank or limited
multiple choice
• Venn diagram as graphic organizer
• Fish have ……..
Level 1 - Graphic Organizer
Sentences
Both
Fish have fins.
Fish have gills.
Fish have _____
Fish
fins
gills
eggs
eyes
mouth
habitat
Mammals
Mammals have
fur/hair.
fur/hair
Mammals have
milk
milk.
Mammals have
________
Level
2
• Sentence starters
• Differentiating between nouns, verbs, past, present
• Restating questions in answer
• T chart
Sentence Starters
• The first thing that happened was ...
• After that ...
• The following important event was ...
• Earlier in the story ...
• Immediately following that ...
Level
3
• Expanded sentences
• Adjectives and adverbs
• Choose concluding sentence
• Graphic organizers to write a paragraph bubbles
Graphic
OrganizerParagraph
Level 4
• Tier 2 words (high frequency, multiple meaning
words)
• Bubble graphic
• Write an introductory sentence/paragraph (ONLY)
• More complex sentence structures
Sort-List-Group-Label
People
TaxesTaxesfoods
King George III
Colonists
tea
Sons of Liberty
sugar
British
Indians
Places
Boston
Harbor
England
Taxes Other
Stamps
Newspapers
Paint
glass
Tax Acts
Sugar Act
Stamp Act
Townshend
Revenue Act
Quotes
“Tax the tea”
“Like a giant teapot”
“Lobsters”
“No taxation without
representation”
Use the vocabulary
to organize your
persuasive essay
Who started the
Revolutionary War?
Tea
Stamp
Taxes
Sugar
King
George
Good readers are not always
good writers, but good writers
are always good readers