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I don't disagree with this point, but doesn't really seem to hold much meaning in the context of my own students since many of them were never explicitly taught subject-verb agreement, sentence boundaries, etc. and I am a high school teacher.

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Again, I don't disagree. However, this does not really address the needs of pre-literate students who have not yet developed writing in their home language, much less English. There doesn't seem to be much evidence that demonstrates how writing instruction can be successfully embedded into curriculum for pre-literate students such that the effective filter is lowered sufficiently enough for them to engage in writing.

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If rigor = challenging, then possibly. It's not quite that simple. It depends on what the fundamental goal of the daily task is. Within the context of science, for example, "rigor" can be thought of in a variety of ways. Lab tasks may be the most challenging portion of a unit sequence, yet may require very little writing.

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Sure.

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Again, I don't necessarily disagree, but I am struggling to see how this applies to pre-literate students? I have students who are still developing their phonemic awareness in their home language such that an emphasis on grammar will not yield very effective results. How would a content teacher integrate a focus on grammar that is accessible to pre-literate students?

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I don't disagree. How should content teachers guide pre-literate students in the metacognitive process of planning and revising writing when they are in the pre-writing stage? How would content teachers develop students' awareness of "planning" and "revising" within a traditional scope and sequence in a piecewise, scaled manner that doesn't depend on direct instruction?

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I note that planning is needed to help students organize their ideas, but I used to often skip this step and have students read their essay prompt and immediately begin writing

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I often find myself teaching grammar rules prior to giving students a writing task, or come back to grammar during revisions. However, I am curious as to how to teach grammar in the context of student writing

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So if the content isn't rigorous, the writing tasks connected to it cannot be rigorous either?
This somewhat challenges my beliefs about writing instruction, because I can see writing and content as existing separately. I do believe someone's writing will be more profound if it's related to rigorous content but I also think it's possible to create rigorous writing activities even if the content is more basic.

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I do think that writing becomes powerful when imbedded in curriculum because students are using are able to practice, express, and improve their writing through the knowledge and ideas that student have. This becomes rigorous and allows students to learn in an integrated ELD setting.

However, I do believe that students should also have a solely ELD reading, writing, speaking, and listening class where they soley focus on the learning peices of English. Students can learn to spefically write sentences, focus on grammar, and the order of a complete sentence. Sometimes many students needs this support whether its short term or long term, since all students are at different english levels and have differing backgrounds.

I think students should have to English classes. One integrated with content and another that is solely focused on learning the basics of English writing.

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As a literacy teacher I find grammar for ELLs is best taught first in the context of student SPEAKING. Create conditions where students have a need to say something, and then help them say it by teaching the grammar they need. In language acquisition, speaking comes first, then reading and writing.

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I think having explicit instruction can be extremely helpful in teaching students to learn to write and be prepared to write when they are in middle school and beyond.  There needs to be explicit instruction in writing complete sentences, grammar, etc. This will give them a foundation of writing and space for improvement. 

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I think having explicit instruction can be extremely helpful in teaching students to learn to write and be prepared to write when they are in middle school and beyond.  There needs to be explicit instruction in writing complete sentences, grammar, etc. This will give them a foundation of writing and space for improvement. 

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I would agree. If students are very dedicated to the content, students should have many ideas and opinions to share in their writing. I would say it would be important for there to be a connection to students lives as well or that incorporates their own thinking and experiences into the curriculum, that way they have a lot more to share through writing. 

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I would agree. If students are very dedicated to the content, students should have many ideas and opinions to share in their writing. I would say it would be important for there to be a connection to students lives as well or that incorporates their own thinking and experiences into the curriculum, that way they have a lot more to share through writing. 