English Learners, Writing, and the Common Core

Autor/inn/en	Olson, Carol Booth; Scarcella, Robin; Matuchniak, Tina
Titel	English Learners, Writing, and the Common Core
Quelle	In: Elementary School Journal, 115 (2015) 4, S.570-592 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/681235
Schlagwörter	State Standards; Elementary School Students; Middle School Students; Writing Skills; Scaffolding (Teaching Technique); English Instruction; Teaching Methods; Learning Activities; English Language Learners; Writing Instruction; Educational Research; Best Practices; Writing Strategies; Modeling (Psychology); Culturally Relevant Education; Educational Practices; Educational Opportunities; Formative Evaluation; Educational Environment; Narration; Persuasive Discourse; Change Strategies + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Writing skill; Schreibfertigkeit; English langauage lessons; Englischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Schreibunterricht; Bildungsforschung; Pädagogische Forschung; Schreibtechnik; Modeling; Modelling; Modellierung; Bildungspraxis; Bildungsangebot; Bildungschance; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Persuasion; Persuasive Kommunikation; Lösungsstrategie
Abstract	Adopted by 46 states, the Common Core State Standards (CCSS) present a vision of what it means to be literate in the twenty-first century and call for all students, including English learners, to develop critical reading skills necessary for a deep understanding of complex texts, and critical writing skills to write about those texts. This article addresses how teachers can prepare English learners to meet the CCSS for writing in grades K-8. It considers the degree and type of additional scaffolding English learners need to write at a level required in the standards, gives examples of best practices for teaching English learners, and provides specific lessons and activities for the types of writing emphasized in the standards. In addition, the relevant research on English-learning writers in grades K-8 as well as on effective interventions geared toward helping English learners attain higher level academic literacy is reviewed. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01