Increasing Motivation

in ELL Writers
By Rebecca Burleson
Special Education Teacher
Norwood Elementary School
 Changing Student Views About Writing

Break down negative Create a multicultural

writing biases and classroom that
preconceptions about the provides equitable
writing process opportunities

“All students are in different places in their exploration

of languages and literacies. And in an equitable
environment, all students can achieve growth in
learning to read proficiently and write effectively.”
(Wolter, 2016)
 Breaking Down Negativity: “I can’t”

“Students who struggle with writing frequently

produce inordinately short stories that contain little
elaboration or detail. Most likely, this occurs
because students have difficulty retrieving
information from memory, utilizing outside sources,
and translating their ideas into written form.”

(Santangelo, Harris & Graham, 2008)

 Planning & Generating Content

Planning & Brainstorming: Generating Content:

Teach explicit strategies for Help Students Get Their Ideas into
brainstorming Words

Heart Maps Voice Recording

Videos/Pictures/Research Pictures and Illustrations

Mentor Text Technology: Vocaroo, Wixie, PPT

Mix, Story Jumper, Dictation.io
Sensory Writing
 Breaking Down Negativity: “I can’t”

“Many students who struggle with

writing believe that good writing is
related to form and mechanics, rather
than substance or process.”
(Santangelo et. al, 2008)
 Revising, Editing, & Assessment
Macro Level:
Strategies for Revision:
▪ Overall organization
Peer Conferencing
▪ Voice/tone/style

▪ Overall flow and coherence

Writing Conferences
Mezzo Level:
Receiving the Piece
 Paragraph
organization

 Sentence flow Discussion and dialogue

 Word choice Micro Level: Ask questions, listen, and learn

Problem solve with the author

 Grammar
Teach the writer, not the writing
 Mechanics
 Self-Regulated Strategy Development (SRSD)

Step 1: Develop Background Knowledge

Identify prerequisite skills; identify modifications needed
Step 2: Discuss It
Develop motivation – look at previous writing; set goals
Step 3: Model It
Highlight the “why” and the “how” using “think-alouds”
Step 4: Memorize It
Ensure student understanding of the writing skill/strategy
Step 5: Support It
Dialogue and frequent constructive feedback; utilize peer conferences and
teacher writing conferences
Step 6: Independent Performance
Generalize the writing strategy across settings; encourage students to
identify ways this strategy improves their writing

(Santangelo et. al, 2008)

 Self-Regulated Strategy Development (SRSD)
A new look at Writers’ Workshop
Every writing skill must be explicitly taught following these 6 steps:

Step 1: Develop Background Step 2: Discuss It Step 3: Model It

Knowledge
- Identify prerequisite skills
- Identify modifications or
accommodations
- Develop motivation - Highlight the “why” and the
- Analyze previous writing “how”
- Students set individual - Use “think- aloud” strategy
goals

Step 6: Independent Performance Step 5: Support It Step 4: Memorize It

- Generalize writing strategy
across settings
- Encourage students to identify
ways this strategy improves
their writing
- Dialogue and frequent
constructive feedback
- Use peer conferences
and teacher writing
conferences
- Ensure student
understanding of the
writing skill/strategy
(Santangelo et. al, 2008)
 Creating a Multicultural Classroom

“It’s not the circumstances

students bring to school that
limit students’ growth but
rather their lack of
opportunity at school.”

(Wolter, 2016)
 Creating a Multicultural Classroom
Embrace and Celebrate Diversity
Analyze curricular texts to avoid the “single
Create a safe, bias-free learning story” revolved around the dominant culture
environment where students are
encouraged to share their stories Integrate counter-stories based on the
knowledge and lived experience of people
with diverse backgrounds

Challenge your assumptions and the
assumptions of others about students and
families from diverse cultures
-Set high expectations for all students
-Take risks and continue to research new
ways to bridge the opportunity gap
Participate in critical reflection about your own
values, beliefs, assumptions, and biases
Increase awareness and avoid conversational
narratives that continue negative biases
(Pollack, 2012)
 A Look at Our Progress:
Norwood Student Reflections
“I didn’t take a break during writing break time because I wanted to finish writing and make my writing
longer because usually I don’t get to make my writing long. I didn’t have to do it, but I wanted to
improve my writing. I could have just ended there, but I didn’t want to.”
“It made me feel different because each time I speak to people in English, everyone tries to hear that
secret. When I tell secrets in Spanish, they can’t even tell what I am saying.”
“I really liked using Story Jumper because I could add pictures and do a lot of stuff on them. I could use
different text boxes and pictures and I was able to choose it all. I liked learning new technology.”
“I am going to write another book after this one based on the story we read.”
“During the school year, I hated it and when it was writing time, I wanted to go home. But now, I really
like it.”
“I used to stop writing and now I don’t want to.”
“I didn’t really like writing before, but now I like writing more. We could write about what we wanted
and not what we were told to write about.”