Mastering spoken language is the key to writing success for English language learners English language learners struggle to meet the increased classroom writing demands of the Common Core State Standards, and many schools seem at a loss for solutions. In these pages, ELL expert Ivannia Soto builds on the groundbreaking research she presented in her previous book ELL Shadowing as a Catalyst for Change to show how oral language development scaffolds writing skills. To implement this knowledge, Soto offers educators a powerful set of tools: • Exciting spoken techniques such as Socratic Seminar, Frayer model and Think-Pair-Share that build vocabulary and extend into academic writing • Approaches to teaching three essential styles of writing: argumentative, procedural, and narrative • Sample lesson plans and graphic organizer templates ELLs must develop oral language skills before meeting the Common Core’s writing requirements. This book provides the tools to make this happen.

From Spoken Language to Narrative Writing (Language Arts—Elementary)

From Spoken Language to Narrative Writing (Language Arts—Elementary)

From Spoken Language to Narrative Writing (Language Arts—Elementary)


The basic purpose of narrative is to entertain, to gain, and to hold a readers’ interest. However, narratives can also be written to teach or inform, to change attitudes and social opinions that are used to raise topical issues. Narratives sequence people and characters in time and place, but unlike recounts, it is through the sequencing that the stories set up one or more problems that must eventually find a way to be resolved. The expectation for narrative writing within the CCSS is that students, “Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences” (CCSS, 2013). Notice the emphasis ...

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