Beruflich Dokumente
Kultur Dokumente
1. Encourage ELLs to use their first languages in their writing, such as for brainstorming and first drafts.
This helps ELLs with the content and organization of their ideas for their writing. Consider dual
language books and other identity texts for students to not only develop both their L1 and L2, but to be
able to share their identity and who they are with others.
2. Create a word wall for new terms and phrases, and consider including visuals and translations.
Constantly update the word wall with vocabulary that will reoccur in lessons, and allow students to add
to the wall themselves. Remind students to refer to it and to use it as a tool to guide their writing and
speaking.
3. Scaffold information and new vocabulary so students can build on their prior knowledge to grasp new
material. Do think-alouds and model how to use new words. Use new words repeatedly and in different
contexts so that students can get a good grasp on how to use these words. Use graphic organizers like
the Frayer model for learning new vocabulary and T-charts and mind maps for brainstorming.
4. With younger students, use songs to teach English language rules. They are a fun way for students to
5. Encourage cooperative writing, such as writing paragraphs in small groups. Working in small groups
allows students to interact with each other using the appropriate academic language, and it also
supports cooperative learning. Afterwards, the whole class can come together to share their sentences
for you to write down on the board or chart paper. When writing, you can include mistakes so that the
6. Provide students with tasks they can invest in, like writing autobiographies, or writing about topics that
interest them.
7. Co-create rubrics with your students so that they can identify the expectations for different types of
writing. Provide exemplars for them to grade and to provide feedback with their reasoning.
8. Incorporate Writing-to-Learn strategies, such as admit slips, think-write-pair-share, quick writes, and
journal writing for short, daily writing tasks that give students the confidence to write. This writing is
never graded and allows students to get their thoughts and questions down on paper, without the
pressure of correct conventions. These strategies allow you to assess the students thinking and
understanding, which will guide you in the next steps for planning.
9. Give students regular feedback about their thinking and learning from their short writing tasks. When
assessing longer pieces of writing, focus on the content and meaning of the writing and only correct
10. Have each student keep a writing portfolio and to select pieces of work to include in it. They can use
the portfolio to reflect on their writing and learning progress. Students should be able to see their