Reading, Writing, and â€ŚMore Writing? By: Holly W. Arnold, MAT in TESOL SETESOL Conference, September 18, 2009
Demographics of Class Sixth grade ESOL pullout class. All Hispanic students with Spanish as their first language. Three males. Three females. ALL writing scores on ACCESS test were high level 2 / level 3 (one level 4). Overall 5th grade ACCESS scores ranged from Tier A 1.9 â€“ C 2.6
What? Impact on Student Learning Analysis, specifically on Writing and Writing Conventions. Created a six-week curriculum map. Conducted baseline writing assessment, collected data once every week through a formal writing assessment, and had one culminating final writing assessment.
Where Did We Start? Technologies
Online grammar sites, Skills Tutor, created webs for prewriting, rough drafts, and final copies.
– Overhead projector
Proofreading and editing practice as a whole group. Teacher would display a paragraph filled with errors on the whiteboard, and students would use proofreading symbols to correct it. Best Part: students could get up and write these on the board. Hands couldn’t get up fast enough to volunteer!
– LCD projector
Revamped and reshaped the format of the entire class. Replaced the overhead projector. Allowed us to implement grammar games into the curriculum. (All levels of writing and focused on grammar, writing conventions, proofreading, and even parts of speech…all at one website!)
– Writing Folders
Our “textbook.” Contained “rules” for punctuation, proofreading symbols, rubrics, and checklists.
Focus Areas: Used baseline writing assessment to find the areas needing most focus: spelling, punctuation, capitalization, organization, paragraphing, and overall writing conventions. Hands-on, engaging, and interesting. GPS: ELA6C1 a,b,c,d,e,f
Where Did We Start? (cont.) What are the weakest areas of my students? Grammar and punctuation! First Step: develop grammar and punctuation skills. (flexible grouping and engaging activities) Second Step: transfer this knowledge into applicable skills. (proofreading and bettering their writing)
Flexible Grouping Whole Group
– Grammar Practice and Grammar Games – Proofreading with Projectors – Overall Lesson
– Peer Editing / Peer Reviewing with Checklists and Simple Rubrics – “Meetings” – the students would make “appointments” to meet with other students, as well as myself, during the class to proofread and edit their papers (This gave me ONE ON ONE proofreading time with each student!)
– Grammar Exercises – Writing Assignments (All five steps of the writing process)
Interest Survey and SelfAssessment
Self-Assessment and Peer Evaluation
Rubric and Proofreading/Editing Practice
http://www.woodlands-junior.kent.sch.uk/interactive/li http://www.woodlands-junior.kent.sch.uk/interactive/l Oâ€™Malley, J. & Pierce, L. (1996). Authentic assessment for English language learners: Practical approaches for teachers. United States of America: Addison-Wesley Publishing Company, Inc.
ISLA Results: Whole Group Whole Group
Pretest and Posttest Scores
120 100 80
40 20 0 1
100 90 80 70 60 50 40 30 20 10 0
Male Students 120
100 Pretest and Posttest Scores
Pretest and Posttest
40 20 0 1
*Note: Could not use ACCESS scores of the other 6th Grade ESOL class, as the classes were divided by proficiency levels. The other ESOL class consisted of students with Level 3(high)/4 proficiency levels.
Long-term Results (cont.)
(*Note: One of the “Does Not Meet” students tested out of ESOL and increased his ACCESS Writing Score by .9.)
Extra Sources Bhebe, C. (1996). Helping secondary ESOL students to develop basic skills through process writing and publication. Masterâ€™s thesis. Southern University Florida. 1-90. Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, California: Corwin Press, Inc.
Questions? firstname.lastname@example.org Thank you for attending this presentation.