Fill a beach pail with sand and mix in some plastic alphabet letters. Have students sit in a circle, placing the pail on a beach towel in the middle of the circle. Let each child take a turn pulling out a letter from the sand.
In her book Heald-Taylor describes an approach to writing called Process Writing.
Now that I am getting ready to begin my fifth year teaching, I have realized that I have not only continued to use this approach, but have found it to be one of my most valuable tools to improve the writing of my English as a Second Language ESL students.
I have used this approach with ESL students in grades and beginning, intermediate, and advanced Adult ESL students at the community college level. In this article I am going to summarize Heald-Taylor's Process Writing approach with the addition of illustrations from my own experience at the elementary and community college level.
The Process Writing Method would be a valuable tool for any ESL teacher who wants to improve the writing of their students. Process Writing Method Heald-Taylor describes her method in the following way: In Process Writing the communication of the message is paramount and therefore the developing, but inaccurate, attempts at handwriting, spelling, and grammar are accepted, know that within the process of regular writing opportunities students will gain control of these sub-skills.
These skills are further developed in individual and small group conference interviews. The beginning writer will often use a variety of approaches when writing from illustrations, wiggles, dominie sentence writing and spelling spellings, or other representations of words.
It is important that the student is able to discuss with the ESL teacher what those representations mean in order for the instructor to help the ESL student develop their writing skills. Materials Every student will need a writing dairy notebook, which later will be replaced with a writing folder in which ESL students will keep their completed work and works in progress.
Students will also need a daily journal with about 30 pages of lined or unlined paper. Unlined paper is especially useful for the beginning writer, who may communicate their messages using illustrations or wiggles.
The daily journal is intended for students to make journal entries on a daily basis.
Students are asked to write on one side of the page. The other side is for comments made by the teacher and for translation. Having students write in a daily journal is extremely useful in that you have a daily record of the student's growth.
These are very useful to use over the course of a school year. Teachers can pinpoint specific areas that students need assistance in. I have also found these very useful during parent-teacher conferences or problem solving team meeting. This allows the teacher to show what specific areas they have been working on with the student, what strategies they have used, and the results of the work done.
At the end of the school year, students often value their journals because they can visually see the growth they have achieved.
Journals can also be saved to show growth over multiple years. Illustrations Many of the ESL students I have had in my classes have preferred to draw pictures first because they can include many concepts that they would not be able to express verbally.
Drawings and illustrations are a very important part of beginning writing. However, not all students will draw first.
Many will prefer to write before they draw a picture. Illustrations are a way for ESL students to understand new concepts or vocabulary in a context that makes the new concepts or vocabulary meaningful and more readily internalized by the learner. Illustrations also enable ESL students to link new concepts and vocabulary to prior knowledge by visually showing the connection between different concepts.
I have had many students who have had a love and a talent for art, which helped develop their love of writing because they could see the connection between how writing can influence art and how art can influence their writing.
The First Lesson The very first lesson will be a modeling of how to develop and write a story. Modeling the process helps to ensure that the students grasp the assignment. The class will begin by developing a class story with the students assisting in the development and the writing of the story.
The story can be written on the chalkboard, chart paper, or on overhead transparencies. Give the students the option of what to write about and ask them what you should write for the very first sentence. Have the students try to say the sentence out loud and have the author try to write the sentence on the chalkboard, chart paper, or overhead transparencies.
The student may only know one of the letters of a word or may not know the work at all. If the student does not know the word or a large portion of a word, have the student write a line or wiggle to represent the word or partial word.
Ask the rest of the class to assist in completing the words and sentence.Core Writing Words — Student must write all the words he or she can in 10 minutes. (Level K, 1) (Level K, 1) Sentence Writing and Spelling — Students must write words and sentences from dictation, and must also produce appropriate sentences without dictation.
Writing, Proofreading and Editing Dominie // Our Products // Books // Literacy // Teacher Resource Books // Writing, Proofreading and Editing. The Great Indian Middle Class, Pavan K. Varma A Soldier Unafraid - Letters from the Trenches on the Alsatian Front (), Andre Cornet-Auquier, Theodore Stanton X A Study in the Sources of the Messeniaca of Pausanias (), Hermann Louis Ebeling Investment Forecasts for .
Companion Story and Predictable Chart: Reread On Market Street- Shared Reading (with students supplying the letter and word that matches the picture.). Complete the writing of the predictable chart, similar to yesterday. Dominie Assessment Created by Diane DeFord Presentation by Susan Swindle and Beth Riggins Describe the Instrument Literacy assessment used to help teachers observe and record children’s progress in reading and writing in order to improve classroom instruction (DeFord, ).
Dominie Assessment Created by Diane DeFord Presentation by Susan Swindle and Beth Riggins Describe the Instrument Literacy assessment used to help teachers observe and record children’s progress in reading and writing in order to improve classroom instruction (DeFord, ).