session 3: improving writing across the curriculum : differentiation to support esol learners
Post on 22-Feb-2016
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Alana Madgwickalanamadgwick@gmail.com
alanamadgwick@wikispaces.comtwitter @alanamadgwick1
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SESSION 3:IMPROVING WRITING ACROSS THE CURRICULUM: DIFFERENTIATION TO SUPPORT ESOL LEARNERS
RECAP FROM FIRT SESSION
PRINCIPLE • To activate your prior knowledge• To develop your vocabulary and vocabulary solving skills
Strategy: Vocabulary jumblePurpose: • To check that you know the sound, spelling and meaning
of some key words for this topic• Use the key word list to predict/remember what the text or
topic will be/ was about.
VOCABULARY JUMBLE INSTRUCTIONS
1. (While the Vocab Jumble slide is on)• Fold your arms and study the words on the slide for TWO
minutes. Try to remember all the words in box 1 so that you will be able to write them down later with correct spelling. Do the same for the box 2 words if you have time.
2. (After 2 minutes the Vocab Jumble slide will be turned off)• Now write down as many words as you can, trying hard to spell • them all correctly. Put a tick next to each of the words you are
confident that you know the meaning and spelling of. 3. (With Vocab Jumble slide back on)• Check all your words. Add any words that you missed and
correct any spelling errors
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teaching inquiry effective strategies principles rules laws independence scaffolding
writing framesstrategies principles data
methods improvement Art dictagloss jigsaw expert reflect
ESOL padlet writing frames
academic verbs peer mentors reflecting evidence ICT
PREDICTION
4. With the words from box 1 – write a sentence that states what session 2 was about. Use at least 3 words from the box. What do you think is the difference between the words in box 1 and box 2?
RECAP FROM LAST SESSION
Drag picture to placeholder or click icon to addPrinciple
vs
Strategy
PURPOSE OF TODAY
Morning session
1. Recap of learning2. Focus on the learning needs of ESOL students (trial
padlet!)3. Review the use of writing frames
Afternoon session4. Have some fun with academic verbs5. Set up peer mentors and teaching as inquiry
FOCUS ON ESOL STUDENTS
We are going to use padlet to do a collaborative brainstorm session on ESOL students:
http://padlet.com/wall/tqifsmflsl
HOW MUCH ENGLISH LANGUAGE DOES A NEW LEARNER NEED TO SUCCEED AT SCHOOL?Native speakers
– Age 5 1,200 – 1,500 words– Year 11 12,000 words
But- 87 % or words in texts books are in the first 2000 words
(seven words a day in a year)
However there is also- subject vocabulary (3% of words in texts books)- academic vocabulary (800 words) and- low frequency vocabulary (123,000 words)
THE IMPLICATIONS FOR TEACHING - We need to identify vocabulary and explicitly plan for it.(There is well researched link between vocabulary knowledge and academic performance)
Key messages:• Knowing a word involves many facets• Vocabulary needs to be explicitly taught• Multiple opportunities to use target vocabulary• Vocabulary generally needs to be taught in context
WRITING FRAMES
1. What are they? Can you give an example?2. Why do you use them?3. Who benefits from them?4. What are the pitfalls of using them?5. What is an approach that you use to stop
students becoming dependent on them?
IN GROUPS • Ensure there is one person that can answer 4 or 5
of the questions. That person is the leader.• The leader has to teach her/his group about
writing frames so that all members can answer all the questions with examples. (Come get some paper and pens)
• Everyone must be prepared to share their learning.
WRITING FRAMES1. What are they?A skeleton or outline of a text that structures prompts for learner writers.2. Can you give an example?3. Why do you use them?They provide structures for extended writing at the draft stage.4. Who benefits from them?They can be used for differentiation eg. for learner writers who can not write paragraphs to students who are writing extended texts and need fewer prompts and harder vocabulary (banks). 5. What are the pitfalls of using them? Students can become reliant on them.6. What is an approach that you use to stop students becoming dependent on them?Start by deconstructing an exemplar first and then co-construct the writing frame with them.
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USEFUL CONNECTIVES (WORDS AND PHRASES TO LINK INFORMATION AND SIGNAL WORDS)Introduction The topic / issues / this report / my purpose/
questions /hypothesisDescribing procedures or time sequences
The first step, to begin with, initially, before
Secondly, subsequently, following this step, next
When, meanwhile, after that, consequently, finallyGiving Examples
For example, for instance, another reason, can be illustrated by, as follows
Comparing both and in most cases, not only... but also similarlyAdding information
also, as well as, another reason, factor, pointin addition, additionally, besides, furthermore
Contrasting but, however, in contrast to, whereas, alternatively, is different/ differs from, on the contrary
Cause and effect
because of, the reason for, due to, consequently, hence, in that case as a result of/ consequence since, the effect of
AUTHENTIC WRITING TASK:
• Set a purpose for writing with a specific audience• Watch a u-tube clip• In groups of three /four you will be given a writing
task• You need to present back to the whole group your
written response• After listening to everyone, you will go back to
your groups and co-construct some success criteria for your writing.
Thanks to Cindy Wynn, Team Solutions for this idea
WHAT DOES SUCCESS LOOK LIKE?• What are success criteria?• What would we use them for?• When would we use them?• What about co-construction?
Success Criteria: Self Peer
More than 4 sentences, developing ideas
Writing for the purpose/audience
Writing in a sequence (sequential writing)
Uses“explain” connectives eg ‘because’, ‘therefore’, ‘so that’.Uses key words
Ideas are relevant to the question
SUCCESS CRITERIA FOR WRITING AN “EXPLAIN” PARAGRAPH: EXAMPLE
Co-construct with your students
TEACHING AS INQUIRY
TEACHING AS INQUIRY• What are the learning needs of your students?• What strategy did you trial?• What was the purpose of the strategy?• What did you notice?• What would you change?
• From the data / evidence I noticed that some students needed support in............
• Because of this learning need I trialled this.....
PEER MENTORS FOR LEARNING:
To support each other to trial approaches / strategies that will improve the writing and achievement outcomes for 2 / 3 focus students.
1. You will be paired together preferably with someone who teaches the same class.
2. You will meet together to discuss who your 2 / 3 focus students might be. (By week 2)
3. You will do an informal classroom observation of each other teaching the focus class.(by week 5)
4. In March you will have a meeting with Alana and one other pair. You will bring an agreed authentic writing sample from your focus students to the meeting and other data you feel relevant to decide on the students’ writing needs. Eg. survey, diagnostic data, assessment results etc.
Content / Ideas
Audi
ence
/Pu
rpos
e
Stru
ctur
e/Or
gani
satio
n
Voca
bula
ry/
Lang
uage
fe
atur
es
Think like a writer
How can I make my writing better?
Principles of Effective Writing Practice1. Make literacy learning explicit for every writing task2. Activate students’ prior knowledge3. Make deliberate links between reading and writing4. Make deliberate links between speaking and writing5.Develop vocabulary and vocabulary solving skills6. Support students to generate ideas for writing7. Support students to structure their writing8. Give feedback/forward that is specific and manageable
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