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TYL Week 4:Teaching Writing
Agenda
• Very Young Learners: – Writing Videos – Short writing activities
• Older Young Learners:– Running Dictation– Description Guessing Game– Accordion Story– Stories with Fun Prompts
How can you teach Very Young Learners (VYLs) to write?
1) Letters
2) Phonics: Put letters together into words
3) Memorizing words (sight words and other common words)
4) Sentence frames
WRITING INSTRUCTION: ELEMENTARY ESL IN AMERICA
Annenberg Videos(Stretchy Activities)
Take notes as you watch.
Think, Pair, Share
• Which activities could you see yourself using in the future? – Why would you want to use them? What’s their
value?
“Stretchy” Activities
• Activities that you can recycle every day or week with different EFL themes– Shared Reading– Shared Writing– Writer’s Workshop / Journal Writing
POSTER SESSION!
Poster Session
• Ideas for Very Young Learners:– Write Around the Room– Making Lists– Labeling– Sticker Stories
Older young learners
RUNNING DICTATIONA “STRETCHY” ACTIVITY
Directions
• 1) Partner A = Runner
• 2) Partner B = Writer
• 3) Runner = Read and tell writer
• 4) Writer = Write it!
• 5) Finished? Guess the answers together and write them!
Follow Up
• Have groups write the riddles on the board. – Check for grammar and spelling
• Take away the texts and have students re-create the riddles from memory
Other Versions
• The students don’t read the riddles—you whisper them to them (listening, speaking, writing)
Let’s Talk!
• How can we adjust this activity . . . – For different skills and subjects? (Grammar,
pronunciation, etc.)– For different ages? – For different English levels?
• Use for grammar or pronunciation – Minimal Pairs: Cheap chips made him really ill.
ACCORDION ADD ON STORY
Directions
• Get in groups of 8 people.
• You’ll each write one part of a story on each flap of an accordion. – You can’t look at what the others wrote.
• In the end, we’ll read your stories!
What to write
GUESS THE PICTUREA “STRETCHY” ACTIVITY
Directions
1. Choose a picture. 1. Shh! It’s a secret!
2. Write a 2 sentence description of the picture.
1. Don’t be too obvious.
3. Read your description to a partner. 1. Your partner will guess which picture you’re describing.
#1 #2 #3
Let’s Talk!
• How can we adjust this activity . . . – For different skills, subjects, and topics?– For different ages? – For different English levels?
Differentiate
• For lower students– Sentence frames (She is wearing ____, She has ____, She
is _____)– Pre-teach the necessary vocabulary; label the pictures– Write fewer sentences
• For higher students– Give advanced sentence frames (compound sentences)– Pre-teach advanced vocabulary (floral, polka dots)– Write more sentences
STORY PROMPTS
Write a story using prompts
Write a story using pictures as a prompt
What’s wrong with the photograph—describe it.Write a story—how did this happen?What will happen next?
Homework
• Assignment Page = Back of Handout
• Mid-Term