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Similarities exist between ELLs writing process and proficient English speakers

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Similarities exist between ELLs writing process and proficient English speakers

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Both groups must learn the English alphabet, spelling, syntax, conventions for specific genres. Both use literary skills in social contexts

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Link between oral and written English for ELLs

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Link between oral and written English for ELLs

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There is a close relationship between ELLs' oral proficiency and ability to express themselves in writing. ELL's writing may be only as good as their speaking ability.

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It is advantageous when students have literary skills in their home language that they can transfer to English writing

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It is advantageous when students have literary skills in their home language that they can transfer to English writing

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We cannot make grade-level assumptions for newcomer ELLs. Writing instruction should be differentiated for ELLs may not have developed strong writing skills in their home language. Students need prior knowledge of a topic to write about it.

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Typically reflects the native language; approximates letter size of standardized letters

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no sound-symbol correspondence; numbers and symbols interspersed; spacing is absent

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3. Letters representing whole words/thoughts 

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3. Letters representing whole words/thoughts 

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some sound-symbol correspondence; few correctly spelled words; some spacing; simple message

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Patterned writing ("I found a ..."); Familiar words displayed; longer texts

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Longer messages; non-conventional punctuation; writer takes more risks with spelling

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better organization and focus in writing; varied word choice; standardized spelling; conventional punctuation

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Various activities for this: modeled writing; shared writing; guided writing; interactive writing; journals;

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Process writing is done by guiding students through the writing process in various stages. This involves a brainstorming stage that helps students focus on their ideas, and then later correcting grammar, spelling, and other mechanics.

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Support for students' independent writing

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Support for students' independent writing

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Teachers can provide key scaffolding to support students' independent writing.  Such scaffolding includes word walls; thematic word charts; personal word books; dictionaries; and mini-lessons.

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Present a range of problems for ELLs. Focus on a single genre; teaches students that the main point of writing is to pass a test; does not reflect real world applications of writing; teachers should be skeptical of such test scores

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Teachers should obtain writing samples of students throughout the school year. The best way to assess student writing is to read their writing and then discuss it with them, including about strengths and weaknesses. Teachers can take a holistic, analytical, primary trait, or multi-trait scoring approach.

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Teachers collect writing throughout the year and view the student's writing progression (including moments of regression) overall. A single piece of writing is not enough to give an accurate assessment of a student's ability.

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Students can use a writing checklist to evaluate their work and the work of their peers.