Alana Madgwickalanamadgwick@gmail.com

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SESSION 3:IMPROVING WRITING ACROSS THE CURRICULUM: DIFFERENTIATION TO SUPPORT ESOL LEARNERS

RECAP FROM FIRT SESSION

PRINCIPLE • To activate your prior knowledge• To develop your vocabulary and vocabulary solving skills

Strategy: Vocabulary jumblePurpose:  • To check that you know the sound, spelling and meaning

of some key words for this topic• Use the key word list to predict/remember what the text or

topic will be/ was about.

VOCABULARY JUMBLE INSTRUCTIONS 

1. (While the Vocab Jumble slide is on)• Fold your arms and study the words on the slide for TWO

minutes. Try to remember all the words in box 1 so that you will be able to write them down later with correct spelling. Do the same for the box 2 words if you have time.

 2. (After 2 minutes the Vocab Jumble slide will be turned off)• Now write down as many words as you can, trying hard to spell • them all correctly. Put a tick next to each of the words you are

confident that you know the meaning and spelling of. 3. (With Vocab Jumble slide back on)• Check all your words. Add any words that you missed and

correct any spelling errors

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teaching inquiry effective strategies principles rules laws independence scaffolding

writing framesstrategies principles data

methods improvement Art dictagloss jigsaw expert reflect

ESOL padlet writing frames

academic verbs peer mentors reflecting evidence ICT

PREDICTION

4. With the words from box 1 – write a sentence that states what session 2 was about. Use at least 3 words from the box. What do you think is the difference between the words in box 1 and box 2?

RECAP FROM LAST SESSION

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vs

Strategy

PURPOSE OF TODAY

 Morning session

1. Recap of learning2. Focus on the learning needs of ESOL students (trial

padlet!)3. Review the use of writing frames

Afternoon session4. Have some fun with academic verbs5. Set up peer mentors and teaching as inquiry

FOCUS ON ESOL STUDENTS 

We are going to use padlet to do a collaborative brainstorm session on ESOL students:

http://padlet.com/wall/tqifsmflsl

HOW MUCH ENGLISH LANGUAGE DOES A NEW LEARNER NEED TO SUCCEED AT SCHOOL?Native speakers

– Age 5 1,200 – 1,500 words– Year 11 12,000 words

But- 87 % or words in texts books are in the first 2000 words

(seven words a day in a year)

However there is also- subject vocabulary (3% of words in texts books)- academic vocabulary (800 words) and- low frequency vocabulary (123,000 words)

THE IMPLICATIONS FOR TEACHING  - We need to identify vocabulary and explicitly plan for it.(There is well researched link between vocabulary knowledge and academic performance)

Key messages:• Knowing a word involves many facets• Vocabulary needs to be explicitly taught• Multiple opportunities to use target vocabulary• Vocabulary generally needs to be taught in context

WRITING FRAMES

1. What are they? Can you give an example?2. Why do you use them?3. Who benefits from them?4. What are the pitfalls of using them?5. What is an approach that you use to stop

students becoming dependent on them?

IN GROUPS • Ensure there is one person that can answer 4 or 5

of the questions. That person is the leader.• The leader has to teach her/his group about

writing frames so that all members can answer all the questions with examples. (Come get some paper and pens)

• Everyone must be prepared to share their learning.

WRITING FRAMES1. What are they?A skeleton or outline of a text that structures prompts for learner writers.2. Can you give an example?3. Why do you use them?They provide structures for extended writing at the draft stage.4. Who benefits from them?They can be used for differentiation eg. for learner writers who can not write paragraphs to students who are writing extended texts and need fewer prompts and harder vocabulary (banks). 5. What are the pitfalls of using them? Students can become reliant on them.6. What is an approach that you use to stop students becoming dependent on them?Start by deconstructing an exemplar first and then co-construct the writing frame with them.

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USEFUL CONNECTIVES (WORDS AND PHRASES TO LINK INFORMATION AND SIGNAL WORDS)Introduction The topic / issues / this report / my purpose/

questions /hypothesisDescribing procedures or time sequences

The first step, to begin with, initially, before

Secondly, subsequently, following this step, next

When, meanwhile, after that, consequently, finallyGiving Examples

For example, for instance, another reason, can be illustrated by, as follows

Comparing both and in most cases, not only... but also similarlyAdding information

also, as well as, another reason, factor, pointin addition, additionally, besides, furthermore

Contrasting but, however, in contrast to, whereas, alternatively, is different/ differs from, on the contrary

Cause and effect

because of, the reason for, due to, consequently, hence, in that case as a result of/ consequence since, the effect of

AUTHENTIC WRITING TASK:

• Set a purpose for writing with a specific audience• Watch a u-tube clip• In groups of three /four you will be given a writing

task• You need to present back to the whole group your

written response• After listening to everyone, you will go back to

your groups and co-construct some success criteria for your writing.

Thanks to Cindy Wynn, Team Solutions for this idea

WHAT DOES SUCCESS LOOK LIKE?• What are success criteria?• What would we use them for?• When would we use them?• What about co-construction?

Success Criteria: Self Peer

More than 4 sentences, developing ideas

Writing for the purpose/audience

Writing in a sequence (sequential writing)

Uses“explain” connectives eg ‘because’, ‘therefore’, ‘so that’.Uses key words

Ideas are relevant to the question

SUCCESS CRITERIA FOR WRITING AN “EXPLAIN” PARAGRAPH: EXAMPLE

Co-construct with your students

TEACHING AS INQUIRY

TEACHING AS INQUIRY• What are the learning needs of your students?• What strategy did you trial?• What was the purpose of the strategy?• What did you notice?• What would you change?

• From the data / evidence I noticed that some students needed support in............

• Because of this learning need I trialled this.....

PEER MENTORS FOR LEARNING:

To support each other to trial approaches / strategies that will improve the writing and achievement outcomes for 2 / 3 focus students.

1. You will be paired together preferably with someone who teaches the same class.

2. You will meet together to discuss who your 2 / 3 focus students might be. (By week 2)

3. You will do an informal classroom observation of each other teaching the focus class.(by week 5)

4. In March you will have a meeting with Alana and one other pair. You will bring an agreed authentic writing sample from your focus students to the meeting and other data you feel relevant to decide on the students’ writing needs. Eg. survey, diagnostic data, assessment results etc.

Content / Ideas

Audi

ence

/Pu

rpos

e

Stru

ctur

e/Or

gani

satio

n

Voca

bula

ry/

Lang

uage

fe

atur

es

Think like a writer

How can I make my writing better?

Principles of Effective Writing Practice1. Make literacy learning explicit for every writing task2. Activate students’ prior knowledge3. Make deliberate links between reading and writing4. Make deliberate links between speaking and writing5.Develop vocabulary and vocabulary solving skills6. Support students to generate ideas for writing7. Support students to structure their writing8. Give feedback/forward that is specific and manageable