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Elementary Writing Strategies

Sarah Hines

Lewis B. (April 2024). Writing Strategies for Elementary Multilingual Writers: A Systematic Review.

https://www.mdpi.com/2227-7102/14/7/759

Summary:

This article discusses the findings of a systematic review conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.  The Common Core State Standards require that all elementary students in the United States, including those learning multiple languages, engage in writing across opinion, informational, and narrative genres. Writing serves various important functions in educational contexts, and proficiency in writing is essential for students to succeed across different disciplines. It can be integrated into subjects such as science, social studies, and mathematics to enhance genre-specific writing skills. Although mastering advanced writing can be difficult for any student, multilingual learners may require extra assistance in developing these vital composition abilities due to the challenges of acquiring two languages at once.  While many educators recognize the unique literacy requirements of multilingual students, not all are equipped to address these specific writing instructional needs.Seven key themes emerged in identifying effective writing support. Although this research emphasizes literacy, the insights gained offer elementary educators practical strategies to aid emerging multilingual writers within both traditional literacy environments and content-area instruction.

Evaluation: The article essentially outlined seven key strategies that their research found successfully impacted the writing literacy of ELL students. The strategies included:(a) the teacher's role, (b) the use of mentor texts, (c) the development of multimodal texts, (d) writing scaffolds, (e) authenticity, (f) targeted teacher instruction, and (g) multilingual language strategies. This provides a clear roadmap for teachers to follow in order to ensure success.  The fact these strategies are backed with research make them a more reassuring choice.

Reflection: I really like the idea of using writing scaffolds. I know that they work well in my Spanish classroom, and they could function with similar success in an ESL classroom.  Two that I could see working well are: mentor texts and collaborative writing activities. Mentor texts allow students to see the work of their peers modeled for them. While collaborative writing gives students peer support.

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EFFECTIVE PRACTICES FOR DEVELOPING THE LITERACY SKILLS

Sarah Hines

Bicknell J., Croft A., and Turkan S. (2012, February).  Effective Practices for Developing the Literacy Skills of English Language Learners in the English Language Arts Classroom.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.2333-8504.2012.tb02285.x

Summary: This is a literature review that explores instructional strategies aimed at identifying essential knowledge and skills for teachers working with ELLs in English language arts.   The paper has two sections: (a) linguistic practices of teachers and (b) pedagogical practices of teachers. We first see a  summary that examines teachers' linguistic knowledge and discusses its implications for instructing ELLs. Three key areas of effective practice are highlighted, reflecting the specific needs of ELLs in ELA instruction. One area emphasizes the importance of recognizing that literacy skills in an ELL's native language can impact their processing of linguistic information in English. The other area stresses the need for teachers to develop strategies that support ELLs in mastering academic vocabulary. Finally, the third area underscores the importance of enhancing the ELLs’s understanding and awareness of reading skills.

Evaluation: In this paper there are efforts to outline the knowledge base teachers need to support ELLs in order to develop and sustain strong reading abilities. Reading was identified as vital for learning across all subject areas, not solely within English Language Arts (ELA) classrooms. Various effective strategies were examined within the realms of linguistics and teaching methods. Linguistics were highlighted showing that educators must understand how native-language literacy interacts with English literacy skills. Specifically, teachers should be aware that these interactions may disrupt ELLs' decoding abilities at both the lexical and syntactical levels. Additionally, educators should be equipped to recognize the differences and challenges associated with everyday vocabulary, general academic language, and subject-specific terminology.

Reflection: I would use the concepts presented in this paper to help students develop their skills in reading for content comprehension. By supporting ELLs in becoming effective and intentional readers, I would strive to guide them to a point where they can monitor their own reading and be equipped and resourceful enough to address any misunderstandings or difficulties they encounter while interpreting the text. Some activities that I would use in class related to this topic would be: think aloud practice, reciprocal teaching role play, and questioning carousels.

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Best Practice for ELLs: Vocabulary Instruction

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Best Practice for ELLs: Vocabulary Instruction

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Edith Woods

Anonymous. (2015, December 1). Best practice for ells: Vocabulary instruction. Colorín Colorado. https://www.colorincolorado.org/article/best-practice-ells-vocabulary-instruction

Summary:

The best practice for English learners (ELLs) in vocabulary instruction emphasizes extensive and varied vocabulary teaching integrated throughout the day. Research with both ELLs and native English speakers strongly supports explicit, intensive instruction that addresses both academic content words and common conversational words. Effective instruction involves multiple exposures to target words in reading, writing, speaking, and listening, using “student-friendly” definitions and regular review. Instruction should target everyday words that native speakers acquire naturally but ELLs may lack. The goal is to help students internalize word meanings for use in communication and as a foundation for further learning.

Evaluation:

The recommendation is evidence-based, from multiple intervention studies and related research. It recognizes the need to teach academic and everyday vocabulary. The framework offers clear strategies for word selection, instructional delivery, and integration across subjects. The approach depends on teachers’ ability and freedom to adapt instruction for individual student needs. The recommendation is research-based and adaptable, but it may require significant teacher training.

Reflection:

Schools should implement this vocabulary instruction model by providing professional development on explicit, intensive vocabulary teaching. Core vocabulary lists need to be created across the district that balance academic and everyday words. Instruction should incorporate multiple exposures to words, use in varied contexts, and opportunities for student interaction. Districts can integrate vocabulary planning into existing curriculum meetings and align it with assessment data. Digital flashcards and interactive word games could help reinforce learning.

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Writing Poetry with English Language Learners

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Writing Poetry with English Language Learners

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Edith Woods

Robertson, K. (2022, April 19). Writing poetry with English language learners. Colorín Colorado. https://www.colorincolorado.org/article/writing-poetry-english-language-learners

Summary: The resource I chose is not focused on research but application in the classroom. Writing poetry has always been one of my favorite writing activities because students have room for creativity and expression. Writing poems enables ELL students to experiment with language and vocabulary in a less stressful form. Poetry can also enable ELLs to express themselves and share parts of their culture. The use of name acrostics can also help establish a positive culture in the classroom and provide an opportunity to learn about each other. Teachers can utilize poetry to make connections to many topics of instruction, including adjectives to describe themselves in acrostic form, cinquains to talk about adverbs and action verbs, etc. Poetry provides so many opportunities for ELLs.

Evaluation: Within this resource I especially appreciate the reasons for using poetry with ELL students. I believe that more reasons or research could be utilized in sharing why certain poems would be appropriate of with what skills or order to utilize them. This resource provides links to various other resources and gives examples of how to use each poem, along with templates. Colorin colorado has many pertinent resources for ESL teachers.

Reflection: I would recommend this resource to others because it could be used across grade level and even with adults. Poems can be used to teach a variety of grammar and spelling pattern skills and can be adapted to a multitude of topics. With my students I found that poetry was also high interest compared to other forms of writing. Poetry can also be used across various content areas and provide a great way to incorporate vocabulary into writing.

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Ferlazzo, L. (2022). ELL Writing Skills: The Challenges. MultiBriefs.
https://exclusive.multibriefs.com/content/ell-writing-skills-the-challenges/education

Summary:
This article outlines key challenges faced by ELL students in developing writing skills, such as syntactic complexity, vocabulary limitations, and cultural differences in academic expression. It emphasizes the need for explicit grammar instruction, sentence frames, and modeling. The article also points to common teacher misconceptions that hinder ELL writing development.

Evaluation:
The article is practical and accessible, ideal for classroom educators. While it doesn’t cite peer-reviewed studies, it draws on classroom experience and instructional best practices from ESL experts. The strategies mentioned, such as scaffolding writing and using mentor texts, are widely recognized and effective in multilingual classrooms.

Reflection:
I would use this article to inform my tutoring sessions at Cuyamaca College. Writing is often the most difficult skill for our ELLs, and this resource gives realistic, teacher-tested strategies to support them. I’d recommend this to instructors seeking practical ways to empower ELL writers, especially those struggling with sentence structure or clarity.

Guilamo, A. (2021). Why the Science of Reading Needs the Science of Bilingual Reading. Language Magazine.
https://www.languagemagazine.com/why-the-science-of-reading-needs-the-science-of-bilingual-reading

Summary:
This article highlights how the Science of Reading (SoR) framework must be adapted to fit the needs of emergent bilinguals. Guilamo uses the case of a bilingual first-grader to illustrate how reading development differs for children who are learning to read in both their home language and English. The piece discusses phonological differences, the importance of grain size in decoding, and the need for educators to understand how bilingual brains process print in both transparent and opaque orthographies.

Evaluation:
The article draws on empirical research, including work by Ziegler and Goswami (2005) and Koda (2008), offering a strong academic foundation. It successfully critiques the over-reliance on English-centric approaches and offers a more nuanced understanding of biliteracy development. While not peer-reviewed, it is published in a reputable professional magazine and cites reliable sources.

Reflection:
As a tutor supporting bilingual and multilingual learners at Cuyamaca College, this article broadens my understanding of how reading development must be scaffolded for ESL students. It would be a valuable resource to share with colleagues unfamiliar with the distinctions between decoding in English vs. Spanish. I appreciate how it bridges theory and practice and would recommend it to any educator working in multilingual environments.

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Colleen Krause

Mohamed, N. (2023, May 9). Scaffolding writing for multilingual learners: TESOL: International Association. TESOL. https://www.tesol.org/blog/posts/scaffolding-writing-for-multilingual-learners/

The TESOL article explains that supporting multilingual learners (MLLs) in writing involves helping them plan, get feedback, and reflect on their growth, not just grading their final drafts. It suggests giving students annotated model texts and discussing expectations clearly before starting. The reading recommends encouraging students to outline and talk through their ideas early, so feedback can guide their thinking and writing. It also advises offering feedback at each stage, focusing on one or two language points at a time. Finally, it emphasizes the value of reflection which is inviting learners to consider their progress and challenges as writers.

This article comes from TESOL, a respected professional organization for English educators, lending it credibility and relevance. It provides clear, actionable strategies that teachers can use immediately, such as using annotated models as well as guided outlining and feedback. Its approach emphasizes learning and growth rather than just evaluating finished writing, which supports student confidence and development. The article is concise and focused, though it lacks detailed research citations or in-depth examples. Even so, it serves as a strong, practical resource for improving writing instruction for multilingual learners.

I would use this resource in my teaching because it focuses on process-oriented writing that focuses helping students (especially MLLs) to set goals, plan, revise, and reflect. In practice, I’d begin by sharing an annotated model and clarifying expectations, then support students with outlining and peer or teacher feedback tailored to their development level. I’d also ask students to reflect on their progress to build their awareness and confidence as writers. I’d recommend this article to colleagues because it’s short, practical, and learner-centered which is perfect for guiding writing instruction in diverse classrooms. This resource helps teachers move beyond just marking mistakes to nurturing MLLs’ growth as writers, making instruction more meaningful and effective.

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Colleen Krause

Gonzalez, V., & Huynh, T. (2024, July 11). How the science of reading applies to multilingual learners of English: Careful consideration: TESOL: International Association. TESOL. https://www.tesol.org/blog/posts/how-the-science-of-reading-applies-to-multilingual-learners-of-english-careful-consideration/

The TESOL blog by Valentina Gonzalez and Tan Huynh explains that the “science of reading” is based on research, not a single program or only phonics. It focuses on five key areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The authors say that for multilingual learners of English (MLEs), reading instruction should also include ideas from the science of learning and second language acquisition. They show how students’ first language skills can help with English reading if teachers know their language backgrounds. The article also suggests using home languages, teaching foundational skills directly, building oral language, and focusing on vocabulary in meaningful ways.

This article is written by experienced English learner educators and published by TESOL International, making it trustworthy. It gives clear, practical advice that teachers can use right away, such as specific strategies for teaching vocabulary. The authors take a balanced approach, supporting both phonics and language development. However, the article does not include many research references or details on assessment. Even so, it is clear, recent, and a good starting point for teachers who want to improve literacy for MLLs.

I would use this resource because it blends phonics and language learning in a way that meets MLLs’ needs. In my classroom, I would connect English lessons to students’ first languages and provide regular time for speaking and listening practice. I would also follow the suggestion to focus on a small set of important vocabulary words in each unit. I recommend this resource because it is short, practical, and easy to share with other teachers. It can help educators create reading lessons that are both skill-focused and language-rich.

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Max Kaufer

Corujo, J. (2023, January 3). Writing strategies for ELL students. HMH Blog. https://www.hmhco.com/blog/writing-strategies-for-ell-students

This blog post shares practical ways to help English learners improve their writing. It covers things like teaching grammar and sentence structure directly, using students’ home languages to build connections, and moving step-by-step from sentences to essays. The author encourages using topics that connect to students’ own cultures and experiences. The approach is process-oriented and builds confidence by giving students the right amount of support at each stage. It’s written in a way that makes it easy to take ideas straight into the classroom.

The strength of this resource is how straightforward and usable it is. It doesn’t get bogged down in academic jargon, it’s clearly written for teachers who want ideas they can try right away. It also lines up with best practices we’ve talked about in class, like scaffolding and cultural relevance. The main limitation is that it’s not a peer-reviewed study, so it’s more practical advice than hard research. Still, it’s from 2023, so it’s very current, and the suggestions are realistic for different grade levels.

I’d use this resource because the strategies are easy to adapt and don’t require a big overhaul of lessons I’m already teaching. It also pushes me to think more about weaving students’ backgrounds into writing assignments. I would recommend it to other teachers who might feel unsure about where to start with EL writing instruction. It’s a quick read that could spark ideas for lessons or writing supports right away. I could also see using this in a PD session as an example of how small changes in instruction can make a big impact for multilingual learners.

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Max Kaufer

Shelton, A., Hogan, E., Chow, J., & Wexler, J. (2022). A synthesis of professional development targeting literacy instruction and intervention for English learners. Review of Educational Research. https://files.eric.ed.gov/fulltext/ED621369.pdf

This article reviews 19 studies that look at professional development programs designed to help teachers improve literacy instruction for English learners. The authors found that PD can improve teacher knowledge and practice, and in some cases, student literacy outcomes. They also point out that only about two-thirds of the studies measured student results, which leaves a gap in the research. The review highlights the need for PD that uses evidence-based strategies and builds on students’ cultural and language backgrounds. The main takeaway is that well-designed PD helps teachers give ELs the tools they need to grow in reading and writing.

I like that this source looks at multiple studies instead of just one, so the conclusions feel more balanced. It focuses on what actually works in the classroom instead of staying too theoretical. The part about culturally responsive practices fits well with what we’ve been learning about communicative competence. The downside is that some of the research stops short of showing exactly how student literacy improves, but it still gives a lot of ideas for effective instruction. It’s also recent, which means it reflects current approaches and challenges.

I’d use this resource since it gives me a clear picture of how PD can make a difference for both teachers and students. It’s the kind of thing I could share with colleagues if we were looking for ways to improve literacy support for ELs school wide. I like that it’s rooted in evidence but still practical. I could see this helping me start a conversation with other teachers about creating or adapting PD sessions that fit the needs of our multilingual learners. It also reinforces the idea that our own learning as teachers directly impacts student success.

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Logan Hunsicker

Antunez, B. (n.d.). English language learners and the five essential components of reading instruction. Reading Rockets. https://www.readingrockets.org/topics/english-language-learners/articles/english-language-learners-and-five-essential-components

This resource explores recommendations for teaching ELLs how to read in English using the Reading First components. The five components include phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension. Each section explains what the topic is and then gives suggestions and considerations. This website cites numerous research studies to explain their points. Specific examples are given throughout the article.

This is a great resource that covers many aspects of reading from phonemic awareness to comprehension. Although it doesn’t go in depth, it gives a broad analysis of the range of reading. In my opinion, the considerations and suggestions are the most beneficial part of this resource. I would prefer updated research to be used as some of the studies that are cited are from 1998. Overall, this is a wonderful resource that could serve as a starting point for how ELLs are impacted by the components of reading.

I would use this resource because it does a great job of reviewing what each component of reading is. I found the considerations for teaching to be beneficial. The considerations made me stop and think about the resources I select and how they can be difficult to understand. I would specifically recommend the phonics section because it explains how a few languages represent sounds. I believe this is a great resource that allows an educator to understand ways that a learner’s L1 can impact their L2 in terms of reading including phonics and comprehension.

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Logan Hunsicker

Smith, S. (2024) TLC – Syntax simplified: Understanding sentence structure in different languages. Day Translations. https://www.daytranslations.com/blog/tlc-syntax-simplified-understanding-sentence-structure-in-different-languages/

The resource I chose focuses on sentence structure. Sentence structure can vary based on the language. It’s important to know how syntax can impact a learner. This resource gives multiple examples of how sentences are structured in various languages. It also includes exceptions and examples that are rarer than others. The resource summarizes everything by stating the importance of understanding syntax and providing strategies to help learn and teach syntax.

I believe this is a great resource because it gives concrete examples using many languages. I thought the examples that highlighted how the same sentence can look so different in other languages was especially helpful. Although strategies are provided, I would have preferred there to be specific examples listed to teach syntax. Nepali is not included in any examples. I would have preferred this as well as I teach in a district with a large Nepali population. Overall, this is a great resource and starting spot for recognizing how syntax varies across languages.

I would use this resource because it’s important for educators to know how syntax varies across languages. Knowing how a specific language organizes their sentences can impact how you teach sentence structure in English. It can also help to address any misconceptions. When an educator understands how sentence structure in a learner’s L1 impacts their L2, they are able to provide explicit feedback. I recommend this resource because it’s a great starting point to understanding exactly how a learner’s L1 can impact their L2 in writing and in speaking.