Summary
Contents
Subject index
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 Argumentative Writing (History—High School)
From Spoken Language to Argumentative Writing (History—High School)
Whether narrative or argumentative, a common thread throughout the CCSS genres of writing is making evidence-based claims. For the argumentative genre of writing, it is important for students to know their own argument inside out, as well as to thoroughly know the counterarguments so that they effectively support their position. The reason to understand counterarguments to a claim is that it demonstrates that a student knows the topic well enough to refute the other side of a claim. Correspondingly, knowing both sides of a claim also assists students with understanding multiple perspectives and various points of view, which then transfers when students are expected to collaborate and “work respectfully ...
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