My students need writing resources to help them internalize writing skills applicable to various writing tasks including writing personal and expository compositions.
Imagine you're in class. You are asked to pen a tale about a time you learned a lesson. You receive a low score and must revise it for clarity and syntax. Clari-who and syn-a-what? I often think that my students wonder what I mean when I ask them to revise. We must address this disconnect.
My students are English Language Learners in a One-Way Dual Language Program (Spanish).
Most are from low-income households and attend a Title I school. The community is tight-knit, although there does seem to be a distancing between the school as an institution and the community it serves. This could be a cultural rift, which leads to the students often not having the support of their caregivers in their intellectual pursuits. This makes our need for the very best resources all the more necessary.
The resources will augment our writing experiences in class. Students will have quick access to resources that will serve as vital tools during our Writers' Workshop. We are particularly needing help with revising and editing implements, so students will improve their skills in these areas as they use their own flip charts. The Writing Activity Pockets will challenge them to think beyond their assignments as they prepare to be lifelong writers.
Our goal as Dual Language educators is not only for our students to be literate but to be bi-literate.
This entails a strong foundation in reading and writing skills in one language that may be applied to the target language. As it happens, we have two target languages, and so it is vital to establish very strong foundational writing skills. Moreover, as we build our community of writers, we hope that the cognitive exertion this requires will enhance their academic growth in all areas.
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