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If you plan to have students share their published writing pieces aloud, you should provide ELL students with a time to practice before sharing. This will help to reduce their anxiety levels and feel more comfortable with their writing.

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Support ELL student's by helping them create realistic goals, and provide student writing samples for them to look at. These samples let the ELL's actually see their goals.

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While working as one large group may be simple to do, it is more beneficial for ELL students to work in smaller groups, or even one-on-one with the teacher. This helps to reduces anxiety and focus on specific needs. It can also easily be done throughout the writing workshop.

“ELLs benefit from these smaller settings where the teacher/student ratio is lowered. When ELLs need time to process their thinking, possibly translate language, and build courage to answer, a smaller setting provides comfort. The anxiety level is lowered and students feel safe to respond and collaborate" (Huynh).

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While teaching a mini lesson, teachers should slow down their speech and use consistent language. By speaking slowly and using the same terminology, ELL's are less likely to get confused. Explaining and elaborating the idea behind a mini lesson also helps the ELL student to fully understand the strategy being taught.

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A simple way to support ELL students during the writing workshop is to create an anchor chart. This should be available for students to view while they are independently working. The chart should highlight the main ideas from the mini lesson, as well as provide step-by-step instructions. The chart should be image heavy and contain as little text as possible. This makes it very easy for ELL students to understand.

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Allow ELL students to complete some assignments in their first language, as this can help them to find their voice and work on expressive language skills.

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“What I know about the needs of my ELLs is that they require explicit instruction, modeling, guidance, routine, and practice” (Huynh).

The writing workshop also provides a set routine which is essential for ELL students, as it helps them know exactly what is expected of them and does not change as time goes on.

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Through the writing workshop, you can create unique lessons to focus on specific skills and even topics of interest of the ELL student. Deciding on these areas of need comes with getting to know the student well, and determining how much the student knows in their first language.

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"Writing workshop must inevitably be an extension of you and your writers. It will evolve over time to reflect what you love, what makes you happy and comfortable— and ready to write" (Spandel, 2013).

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An instructional strategy used to help students write. It focuses on the writer rather than the process. It is the framework in which writing happens

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Mini Lesson- includes connection, teach & demonstrate, active engagement, link

There is a gradual/supported release of responsibility from teacher to students.

Independent Writing- students are given an authentic reason to write

Partner Time- Students share ideas/writing with a partner

Share- Teacher and students come back together to share writing

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"Each student is able to bring his or her particular interests to the workshop and explore those interests through writing" (Ray).

"Because the focus is on the writers in a writing workshop, the environment of the workshop is often filled with so many more possibilities than is a room where students do the writing process" (Ray).

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"To gain experience in writing across a school year, it's best if students can work on their writing for a sustained block of time (at least 35 to 45 minutes) everyday in the writing workshop" (Ray).

"Writers need to talk about their writing, and the thing that seems to make or break many writing workshops is the presence (or absence) of productive talk" (Ray)

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Works Cited

Huynh, Tan (2017). 38. Serving ELLs Through Reading & Writing Workshop. Retrieved from

https://www.empoweringells.com/ell-workshop/

Ray, K. W., & Laminack, L. L. (2001). The Writing workshop: working through the hard parts

(and they’re all hard parts). Urbana, IL: National Council of Teachers.

Shubitz, Stacey (2010). Supporting ELL Students in Writing Workshop. Retrieved from

https://twowritingteachers.org/2010/07/14/supporting-ells/

Spandel, V. (2013). Creating young writers: using the six traits to enrich writing process in

primary classrooms. Boston, Massachusetts: Prentice Hall.

Zotovich, Kathi (2016). 5 Tips To Adapt Reading and Writing Workshop to Support English

Learners. Retrieved from http://www.pureliteracy.com/teacher-tips/5-tips-to-adapt-reading-and-writing-workshop-to-support-english-learners