Doing the Write Thing

Rosemary Sharkey [email protected] Doing the Write Thing W Warm-up writing activities R Recycle/review writing activities I In addition writing activities T Take It a Step Further writing activities E Exit writing activities

Session Objectives 1. Identify the challenges of teaching writing 2. Identify various writing activities that incorporate writing into ELL lessons 3. Give an opportunity to try some of these activities * 4. Activate and inspire your creativity

Challenges to teaching writing to ELLs

A. Think about some writing challenges. B. Write your ideas on the graphic organizer. You have 3 minutes. C. Share your challenges with a partner. Together identify 2 that are most troublesome.

Challenges to teaching writing to ELLs

1 W=Warm-up writing activities These writing activities get students into the mood to learn. (About 30 min)

1. Model sentences using 2-4 vocabulary words of the lesson. (Individual work with monitoring) More effective than just giving vocabulary words. Always give specific directions. Rationale: A. Great way to transition students from their lives into the environment of the classroom B. Fills the gap with valuable learning as all students arrive C. Gets them seeing, hearing, using vocabulary and grammar of the lesson. Sight, sound, meaning meshed together D. Connects vocabulary to their lives E. Gives learners one-on-one attention, validating their learning

2. Envelope topics: taped to the board (Individual work with monitoring) Rationale: A. Relates to current or past lessons B. Gives students some choice C. Answers are short and easy to monitor/correct D. Same as above

Try It: a) Choose a CASAS topic from the list. b) Write 2 envelope topics for the level of students that you teach. c) Share your topics with another.

R=Review and recycle writing activities 1. Write a postcard Rationale: A. Gives students an audience for writing B. Recycles and reviews vocabulary and verb tenses C. Students can exchange with another and write reply

POSTCARDS Idea from Malissa McCrea Using the people from the lesson, write a postcard to and from one of them. Use cards or paper the size of postcards.

2 August 17, 2011

Dear Luis, How did you burn your hand? I hope you applied burn cream. Did you go to the emergency room? I hope your hand is healing.

Sincerely, Rosie Sharkey

2 Answer “Wh” questions; or students write their own (CASAS specific) Example : Who/What/Where from a form. Lee Trang saw some kids damage park property. They were drinking alcohol and bothering people. It happened at East 15th St and West Ave. Rationale: A. Recycles vocabulary B. Requires careful search for specific information C. Practices reading comprehension, vocabulary, grammar I=In addition writing activities Occasionally have students do writing that doesn’t necessarily pertain to the lesson. 1. Variety writing: *Congratulatory notes *Get well messages *Thank you notes *Letters to the military *Family tradition stories *A prized possession *Letter to the teacher telling what they want to learn *To do list for self/husband/wife *Letter of complaint to a landlord *Teacher prompts…many more Rationale: A. Determines a real purpose for communicating/an audience B. Provides a legitimate diversion from the textbook C. Gives an opportunity to be “published”

2. Quick writes: Ideal after break time. Keep write time short (1-3 minutes) *Good parent *Good student *Great teacher *Your job *Best friend *Childhood friend *Your children…many more

3 Rationale: A. Short write time ensures more thinking in English instead of translating B. If students count words and record the number, number of written words increases as time goes on C. Students share writing with partner

3. Picture Snapshots: An assortment of magazine pictures are taped to to the board. Rationale: A. Allows students to choose picture to write about for 20-30 minutes. B. Gives practice in summarizing by having students write a 1-3-word title for their writing C. Is a natural for taking to the computer lab for practice on the keyboard. Easy to display writing with picture.

T=Take It One Step Further These are writing activities that are extensions of the lessons taking students closer to mastery.

1. Ranking: Always list several (4 or 5); a) have students rank from best to worst; b) tell a partner which is best and which is worst and give reason why; c)then students write that information. I like ____the best because______. I like ___ the worst because ______. Rationale: A. Gives students practice with higher order thinking skills, ranking and expressing opinions B. Necessitates reading and comprehension of vocabulary C. Gives practice writing complex sentences. D. Is appropriate for most levels

Examples: Occupations House and apartment ads/Sales ads Rights under the constitution Daily Activities Days of the Week

4 Try It: a) Rank the following vacation destinations: New York City, Canada, France, China, Wisconsin b) Tell a partner which destination is the best, which is the worst and tell why. c) We’ll pass on the writing for you.

2. Mingling Activity: This activity is one of my favorites. Rationale: A. Re-enforces grammar and vocabulary B. Utilizes listening, reading, writing, speaking, note-taking C. Gets students moving around D. Can be adapted to all levels

Try It: Variety mingling activity. First answer the questions about yourself. Then everyone stand up and ask your classmates one question. Write their name and a short answer. Go to another classmate and ask a question. What are you saving for? What is the warmest room in your house? When are you angry?

How much do you spend on groceries every week? Name one expensive thing that you bought. Name one important job skill.

Write information about 4 of your classmates. Example: Maria told me she is saving for a car. Then share at least one sentence with the class.

3. Dictation: An age old, excellent activity to include in every lesson. Rationale: A. Has real world application: phone messages, calling for information about location/prices/store hours/etc B. Uses textbook as resource (students’ level and familiar) C. Helps develop short term memory D. Fosters unconscious thinking in English E. Gives valuable practice in note-taking

5 E=Exit writing activity I call this activity the students’ ticket out the door. Helpful to provide small pieces of paper and a formula until students get used to the idea.

From today’s lesson I want to remember______or Today’s lesson was difficult because______

Rationale: A. Gives the teacher valuable information about what students learned or what still needs re-teaching B. Recycles one more time what was presented in class

Wrap-Up: Think back on the 5 groups of writing activities that were demonstrated and tried. Identify 2 that you would like to incorporate into your teaching. 1.

There are so many more ideas to share, but our time has ended. Are there any questions?

Now your ticket out. Use the post it and write one comment about the session. Thank you very much.