EDLI636 Book Project Guidelines
- Evaluate student’s writing sample using SOLOM Matrix and Limited English Proficient/English Language Learners Observation Rubric. Also talk to the ESL teacher or cooperating teacher about student’s reading and writing levels.
- Use “writing prompts” to encourage ELL’s writing. The prompts could be inspired by the authors and illustrators themselves — their distinctive genres, styles, themes, and influences. For example, if student is reading Calef Brown’s Polkabats and Octopus Slacks in class (k-2). After reading, you could ask the student, “If you could acquire one physical characteristic from an animal — any animal EXCEPT a dog or cat — what would it be and why? Think about an animal that you like or find interesting. Draw a self-portrait and write a vivid description of the new you — and be sure to let your readers know about any special powers you might now have.” Then as you mentor through student’s writing, you may want to teach the student descriptive words that help create strong visual imagery. (This project idea comes from the Exquisite Prompt Challenge: http://www.readingrockets.org/books/fun/exquisiteprompt/brown#calef).
Note: This is only one example. You could be doing something different writing prompts depending on what they are doing in ESL or regular classrooms. Consult cooperating teachers to assist develop ELL’s writing skills. The writing process needs to be well planned out according to the stages of writing process. The length of the story also depends upon student’s writing level and your timeline.
- By the end of the field experience, student should have made a book of his or her finalized prompt writing.
**Link for Calef Brown’s illustrations: http://www.illustrationmundo.com/wp/85.
