English Language Development

Using a language analysis framework for writing also guides discussions about writing. For
example, in a writing conference during which Susana has an opportunity to discuss her writing
with her teacher, Susana’s teacher opens the conversation by
asking Susana to identify areas where she feels her writing needs
refinement. Susana’s teacher continues the conversation by
acknowledging specific areas of strength (e.g., “I see that you are
providing lots of great content information about bats and that you’re
organizing the information in a way that helps the reader follow your
ideas.”). She asks probing questions to prompt Susana to notice areas
for refinement and draws attention to text that needs refinement. She
uses the CA CCSS for ELA/Literacy for grade five to frame her learning goals for the conference and
the CA ELD Standards to help her to provide targeted support, based on Susana’s English language
proficiency level. Some of the questions she asks to prompt Susana’s thinking and extend her use and
understanding of English are the following:

• How could you orient the reader to what your paper is about? How could you let them know in
  advance about the categories you’ve chosen to include?


• Does all of this information belong together in this section?


• How could you expand this idea to add more detail?


• How could you combine these ideas to show the relationship between them?


• Is there another word or phrase that would help you get your meaning across in a more precise
  way?

After examining student writing, teachers determine whether and in what ways students have
progressed, and what next instructional steps are needed to support further language learning. For
example, if a group of EL students at the Emerging level of
proficiency are not yet using pronouns to refer to information
that has already been presented in a text, their teachers
model how to do this, provide opportunities to apply this
new language resource to their own writing, and continue to
draw their attention to pronoun reference until students have
internalized this understanding. If EL students at the Expanding
level are already using pronoun reference but not yet using
more sophisticated cohesive language resources, such as the
use of demonstratives (e.g., this, that) or nominalization (e.g.,
the result of environmental degradation.. .), their teachers
show them examples of these language resources in the texts
they read, have students analyze texts and provide multiple opportunities for students to apply this
awareness of how English works to their own writing. Teachers monitor how well students take up
these language resources in their writing over time and provide targeted feedback to the whole
class, small groups, or individual students so that they continue to progress in their English language
development.

Using a language

analysis framework

for writing also guides

discussions about

writing.

After examining student

writing, teachers determine

whether and in what ways

students have progressed,

and what next instructional

steps are needed to

support further language

learning.

Assessment Chapter 8 | 855