Conclusion Though it may seem formulaic — and, well, it is - the idea behind this structure is to make it easier for the reader to navigate the ideas put forth in an essay.
Writing is an area in the CCSS that can use additional attention, can be challenging to teach, and is often the language skill that can take the longest time for ELLs to develop compared to the other domains. This post is framed around a traditional writing prompt. It shows how to differentiate the writing task for students at three levels of English language proficiency and closes with some additional resources.
What did you do over summer vacation? For example, in the sixth grade, students are expected to write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.
This standard includes the following strands: This writing assignment can address all of these strands for students performing on grade level.
However, for students learning Englishthis writing prompt can be extremely challenging without proper scaffolds that allow students to not only have access to the task but to also demonstrate their ability to produce an answer that addresses the standard.
By providing scaffolds that are most appropriate and intentional for students based upon their level of English language proficiency, we have maximized instructional time and minimized confusion.
The ways to scaffold this writing prompt for ELLs at three different level of English language proficiency described below are a way to practice intentional teaching. Beginning Level Student For a beginner, this writing assignment will have to be heavily scaffolded.
A blank bubble brainstorm map in isolation will not be an appropriate scaffold. Allowing this student to write in his or her native language may be an appropriate start. Through translating this assignmentthe student will be able to participate. Later, his or her narrative can be translated by a bilingual teacher, student, or paraprofessional, into English with key words, phrases and cognates highlighted.
The student can also begin to address the writing prompt by listing events from his or her summer using short phrases in English, a word bank, and photos if available.
Those original phrases can then be extended into simple sentences by using sentence frames. The student could also create a digital story with subtitles in English. Intermediate Level Student An intermediate level student most likely has the ability to engage with this writing prompt with fewer scaffolds than a beginner, but that student still requires the right scaffolds.
The flow chart will help them to put events in order.
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How to Use Good Phrases and Words for Composition Writing & Essays? This blog post will teach you how to use good phrases for composition writing. Level 1 English. Level 1 students have a choice of taking speaking, listening, reading, writing, or intensive grammar classes.
This level helps students form simple sentences, use subject-verb agreement correctly, develop life skills vocabulary, and learn simple present, future, and past verb tenses. The difference between the right word and almost the right word is the difference between lightning and a lightning bug.” – Mark Twain, The Wit and Wisdom of Mark Twain In this post, I will share the words and phrases you can equip yourself with when writing or reading academic papers.