Developing readers and multilingual learners (MLs) tend to develop listening, speaking, and reading skills prior to developing writing skills (Robinson, 2015). As a result, it is essential to provide them with direct instruction in strategies they can use to express themselves in writing using standard English. In each unit of Connect, the Tools for Writing activities offer discrete grammar rules that apply to writing. Students learn a rule and then have opportunities to apply it in context. Teachers should circle back and remind students of the strategies taught in these sections and prompt students to apply what they have learned to writing activities. Be aware that writing rules vary widely from language to language, and rules for writing in English are complex and often have exceptions or irregularities. References Robinson, Kristina. “Improving Writing Skills: ELLs and the Joy of Writing.” Colorín Colorado, 1 Dec. 2015, www.colorincolorado.org/article/improving-writingskills-ells-and-joy-writing. TOOLS FOR WRITING Instructional routine • Explore and learn Preview rule charts or visuals with students, pointing out titles and headings. Ask students to say what they know about the topic or related concepts. For example, if the topic is proper nouns, ask students to recall and say what they know about nouns and other types of words. Read aloud the descriptions for students and give them a chance to ask questions. • Practice Check in with students as they complete the Tools for Writing activities. Give them opportunities to share their responses in pairs and take time to clarify confusion. Provide students with additional examples of the writing concepts in context. Model for students how to go back to the text and information provided on the concept to check answers for accuracy. • Communicate Have students discuss in pairs what they learned in the activities and how this new information may apply to future writing activities. Tell students to discuss their ideas before writing them down and to explain their answers to the activities. Encourage students to reflect on how the new information they learned connects to what they know about the topic. • Assess Collect student responses to gather data on their understanding of new concepts. Use the information you observe to guide future instruction or reteaching and to inform pairings and groupings for writing activities. Whenever possible, pair developing writers with those who have demonstrated proficiency to allow for peer modeling. Txxxv
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