English Learners, Writing, and the Common Core

@article{Olson2015EnglishLW,
  title={English Learners, Writing, and the Common Core},
  author={Carol Booth Olson and Robin C. Scarcella and Tina Matuchniak},
  journal={The Elementary School Journal},
  year={2015},
  volume={115},
  pages={570 - 592}
}
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… 

Common Core State Standards and Writing

The Common Core State Standards (CCSS) provide a new and ambitious blueprint for the teaching of writing. They provide goals and expectations for the writing knowledge and skills students are

Lessons from Sociocultural Writing Research for Implementing the Common Core State Standards.

The Common Core State Standards advocate more writing than previous standards; however, in taking a college and career readiness perspective, the Standards neglect to emphasize the role of context

Science Writing Intervention Research for Students With and At Risk for Learning Disabilities, and English Learners: A Systematic Review

Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. Yet, we know very little about how to support

Promoting Self-Advocacy Through Persuasive Writing for English Learners With Learning Disabilities

Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this

Reducing academic inequalities for English language learners: Variation in experimental effects of Word Generation in high-poverty schools

ABSTRACT Most U.S. classrooms serve students with various linguistic and academic needs. Tier-I universal approaches support English language learners (ELLs) without segregating them into a different

Strategizing assessment to support emerging bilingual students: a focus on the home language

Abstract Both educators and students in the United States feel the continuous pressure to improve achievement scores as a form of validation for their work and success. However, emerging bilingual

A multi-dimensional examination of adolescent writing: considering the writer, genre and task demands

We examined the contributions of English proficiency, genre, and the use of textual sources to adolescent writing. The sample included 1819 native English speakers and language minority students from

The Visual Thinking Strategies Approach to Teaching Argument Writing

This pilot study evaluated a novel professional development (PD) model designed to prepare K–12 educators in high-need rural school districts to teach evidence-based argument writing. The PD model

Using Gamification to Improve Literacy Skills

  • Jamie MahoneyK. M. Buttrey
  • Education
    Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning
  • 2022
Students in the 21st century are learning by doing and playing. Teachers need to incorporate technology into everyday tasks. Games assist students in the learning process. Once students have learned

Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective

Abstract The purpose of this study is to examine the incorporation of Google Earth Virtual Reality (VR) into English Learners’ (ELs) expository writing experiences from a Funds of Knowledge

References

SHOWING 1-10 OF 72 REFERENCES

Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School

In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching

Primary Grade Writing Instruction: A National Survey.

A random sample of primary grade teachers (N = 178; 97% female) from across the United States was surveyed about their classroom instructional practices in writing. Most of the participating teachers

Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011.

The goal of this practice guide is to formulate specific and coherent evidence-based recommendations for use by educators addressing a multifaceted challenge that lacks developed or evaluated packaged approaches.

Unlocking the Research on English Learners: What We Know--and Don't Yet Know--about Effective Instruction.

The number of professional publications aimed at improving instruction for English learners has exploded since the early 2000s. Dozens of books, articles, and reports were published in the space of a

Teaching Writing to Elementary Students in Grades 4–6: A National Survey

A random sample of elementary teachers in grades 4–6 from across the United States were surveyed about their writing practices. Their responses raised concerns about the quality of writing

Learning and not learning English : Latino students in American schools

Focusing on the lives and experiences of four Mexican children in an American middle school, the critically acclaimed author of Con Respeto examines both the policy and the instructional dilemmas

A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12

Abstract This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino

A meta-analysis of writing instruction for adolescent students.

There is considerable concern that the majority of adolescents do not develop the competence in writing they need to be successful in school, the workplace, or their personal lives. A common

A Meta-Analysis of Writing Instruction for Students in the Elementary Grades.

In an effort to identify effective instructional practices for teaching writing to elementary grade students, we conducted a meta-analysis of the writing intervention literature, focusing our efforts

The Inequitable Treatment of English Learners in California's Public Schools - eScholarship

Gandara and Rumberger investigate the extent to which California’s English Learners—one-fourth of the state’s public school population—have access to the teachers, instructional materials, and
...