3. Assessments and Instructional writing
approaches for English Language
Learners
Important Questions:
• Can I assess English Language Learners in my
own classroom?
• Can I get help from a school liaison or
translator who speaks the student’s native
language(s)?
• What specific aspects of writing am I going to
assess?” (Schulz, p. 58)
4. Teachers should:
• Learn more about their students’ prior schooling and
background
• Provide a manageable classroom that allows room for
flexibility so students can learn on their own pace.
• Implement explicit writing instruction to ELL students
by tailoring to the different needs of students.
• Introduce the four different writing processes :
• language experience, shared writing, interactive
writing, and independent writing.
• Determine multiply authentic writing
assessments, which can provide teachers with more
information on a students’ individual writing strengths
and weaknesses.
5. Learner how to read: What the
research says
• Learning to read in the home language promotes reading
achievement in the second language.
• When instructing English learners in English, modification of
instruction is necessary when taking into account students’
language limitations. (Goldenberg 2008)
• Use scaffolding strategies: SIOP-According to Vogt and Shearer
(2011) the SIOP model uses English as the medium for providing
content area instruction while emphasizing the development of
English proficiency.
• Vocabulary development is crucial for ELL learners and this should
be done through explicit vocabulary instruction.
• Giving additional time for ELL learners to complete a task, even
after school time, is important to improve learning.
6. The SIOP Model consists of eight
interrelated components:
• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review/Assessment
7. Teaching Vocabulary to ELL students
Strategy:
• Making the students build a personal glossary of
vocabulary words out of index cards.
• The students vocabulary lists consist of a glossary of
self-chosen words.
8. Making the front of the card followed
five steps:
• Write new word on the top of card
• Consult a dictionary or a person
• Translate the word
• Look for at least one synonym
• Associate word with an image; draw or paste
picture
9. For the back of the card, another five
steps are followed:
• Write the word in the middle of the card and draw a
bubble around it.
• Draw lines coming out of the bubble.
• Connect the word to other bubbles with relate words
in them.
• Use the new word in a sentence in English.
• Provide an appropriate translation of the sentence
into the student’s native language.
10. References:
• Larrotta, C. (2011). Second Language Vocabulary
Learning and Teaching: Still a Hot Topic. MPAEA
Journal Of Adult Education, 40(1), 1-11.
• Goldenberg, Claude (2008). Teaching English Language
Learners: What Research Does and Does Not Say.
American Educator, Summer, 1-19
• Vogt, M.E., & Shearer, B. A. (2011). Reading specialists
and literacy coaches in the real world. (3rd ed.).
Boston, MA: Allyn & Bacon
• Schulz, Melissa M. (2009) Effective Writing Assessment
and Instruction for Young English Language
Learners. Early Childhood Education Journal. 37(1),
77-62.
