Writing with the Common Core: Considerations for ELLs (Part one)

In my experience, teachers of English linguistic communication learners (ELLs) ofttimes observe that writing is the last domain in which their students develop English linguistic communication proficiency. Teachers note that the pace at which ELLs develop writing proficiency has an bear on on how shortly students are able to exit linguistic communication development programs in their schools.

Teaching ELLs to write successfully in English is indeed a challenge which is about to become even more complex with the Mutual Core State Standards (CCSS). In the side by side few posts, I'll turn my attending to the new writing demands presented in the CCSS and look at how the standards will impact writing for ELLs. I'll  start this week by giving yous an overview of how the writing standards are organized in the CCSS for English language Language Arts/Literacy as well every bit some initial "ELL questions" I had when taking a deeper look at the standards.

In coming weeks, I'll take a closer look at what writing, as defined by the CCSS, might hateful for English language learners and their teachers. My future posts volition be nigh the influence of civilization on writing and Ayanna Cooper volition write about instructional approaches in the classroom.

CCSS ELA/Literacy Writing Standards Organisation

The 10 anchor standards for writing in the CCSS for English Arts/Literacy are grouped into four sections. For each department, I'll give a brief caption of the standards and indicate how many writing anchor standards are contained in each department.  Additional descriptions and details are available in the standards document.

  1. Text Types and Purposes: There are iii modes of writing: argumentative, informative/explanatory, and narrative. Depending on the mode, students clarify topics or texts, convey complex ideas, and/or develop real or imagined experiences or events. (3 standards)
  2. Product and Distribution of Writing: Students produce and distribute writing in a variety of ways. They produce clear and coherent writing; program, revise, edit, and rewrite; and use technology to publish their work and to collaborate. (3 standards)
  3. Enquiry to Build and Present Knowledge: Students focus on conducting and writing well-nigh research. They acquit a range of enquiry projects, use relevant information culled from a variety of sources, and use evidence gathered from literary and informational texts to support their inquiry. (3 standards)
  4. Range of Writing: Students must write routinely for a range of audiences and purposes. Their writing experience should include a variety of consignment lengths and project types. (1 standard)

Note: Some of the anchor standards for writing appear only in higher grade levels. For instance, the Range of Writing standards showtime show themselves in grade 3.

Anchor Standards:Text Types and Purposes

Appendix A in the CCSS defines the standards' 3 text types used for writing – narrative, advisory/explanatory, and argument. As students progress in writing, their writing can alloy the three types described. I've condensed these descriptions for you lot here. (This chart is besides available as a PDF Format.)

Blazon of Text Students Produce Features
Narrative
  • Conveys experience, either real or imaginary, uses time as its deep construction.
  • Can inform instruct, persuade, or entertain.
  • Tin can take the form of creative fictional stories, memoirs, anecdotes, autobiographies, etc.
  • Over time, writers provide visual details of scenes, objects, or people; describe specific actions; utilise dialogue and interior monologue that provide insight into narrator'southward and characters' personalities and motives; manipulate step to highlight significance of events and create tension and suspense
Advisory/Explanatory
  • Conveys data accurately to increment reader's knowledge of a subject
  • Students draw from what they know and from primary and secondary sources
  • Addresses matters such as types, components, size, function, behavior, how things work, why things happen
  • Must use techniques to convey information, e.g., naming, defining, describing, differentiating, comparing, contrasting, and citing.
  • Genres include literary analyses, scientific and historical reports, summaries, workplace and functional writing (e.yard., instructions, manuals, memos, reports, and résumés)
Argument
  • Purpose is to alter the reader's signal of view, bring well-nigh some activity on the reader'southward part, or to ask the reader to accept the writer'due south caption or evaluation of a concept, outcome, or trouble.
  • A reasoned, logical way of demonstrating the writer'southward position, conventionalities, or conclusion is valid.
  • In ELA - writers make claims, defend interpretations or judgments with evidence from text(s) they are writing about
  • In history/social studies – writers analyze evidence from multiple master and secondary sources to accelerate a claim supported by evidence
  • In scientific discipline – writers brand claims through statements or conclusions that answer questions or address problems
  • Young children provide examples, offer reasons for assertions, explain cause and outcome.

What Writing Means for ELLs

The level and complication of student writing for all students, including ELLs, has increased with the CCSS. Students volition be chosen on to write rich narratives and explanatory texts that convey complex ideas and synthesize data obtained through multiple impress and digital sources to support their writing. They must create arguments supported by text-based evidence. To be successful with writing, students must be critical consumers of information they obtain from various sources and utilise engineering to publish their written work.

Every bit I read through the writing standards with "ELL eyes," these were my questions:

  • How will ELLs' culture too as language impact the style in which they write every bit defined by the CCSS?
  • How will ELLs' writing be assessed on the PARCC and SBAC assessments equally compared to native English language speakers?
  • How will teachers depict from ELLs' oral language when teaching them writing nether the CCSS?
  • How tin can ELLs employ text-based prove in their writing if they have difficulty reading grade level informational texts?
  • How volition younger ELLs' developmental needs in their showtime and second linguistic communication impact their writing?
  • How tin can teachers differentiate CCSS writing instruction for ELLs based on home language and level of English language proficiency?

I don't have the answers to these questions, but I promise y'all'll join me in my exploration of them over the next few weeks. What questions or comments do you have on writing for ELLs? Please share!

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