Tips for Teaching Writing 

to Language Learners  
 

 
A Guide for elementary educators  

Leah Kurecki 
Georgetown University 2019 

 
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About this guide 

When I was a general education teacher, I remember feeling overwhelmed and clueless about 
how to help English language learners in my classes. Beyond providing translated notes and more 
visual representations, I struggled to know how to help these students in my classes. I knew, in 
theory, that these students’ was my responsibility, but practically, I had no idea what strategies to use 
for these students.  

After pursuing a graduate degree with a specialization in English as a Second Language, I’ve 
learned so many strategies to help English Language Learners (ELLs) throughout my courses. With 
this guidebook, I hope to equip you with a few practical strategies that you can try with your ELLs in 
your elementary classrooms.  

I created this guidebook as a capstone project for one of my graduate courses around writing 
in a second language, and as such, these strategies are geared toward writing instructional times.  

 
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Introduction 

Commonly asked questions about English language learners…………………………………..………………….……………….3 

Common terms and acronyms …………………………………………….………………………………….……………………...…………………6 

Strategies to Use with English language learners 

Language and Content Objectives…………………………………………………….....…………………..…..…………………………………..7 

Sentence Frames ………………...…………………………………………………………..….………...……………...…………………………….…….9 

Rubrics…………...…………………………………..………………………………………………...……………….……..…………….………………...…..10 

Language Experience Approach ………………………………….………………...……….…..……….………………..……………………...12 

Writer’s Workshop………………………………………………………………………………………….……………………..……….………..………...13 

Additional Resources for Educators 

Where can I find more information about best practices for 
ELLs?……………………………………...….………………...14 

 
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Commonly Asked Questions about English Language 

Learners  
I know that students with disabilities have specific goals outlined in their individualized education plan (IEP), 
but how do I know what goals to work on with English language learners?  

There is an organization in the US called WIDA (World-class ​Instructional Design and Assessment) that 
focuses on providing resources and guidance for ELL instruction. According to their website, WIDA is a 
“consortium of states dedicated to the design and implementation of high standards and equitable educational 
opportunities for English language learners”1. The WIDA writing standards for each level are an excellent tool 
for differentiating writing instruction.  

What are ESL levels and how do I know what level my students are on?  

Many states, including the District of Columbia, rely on WIDA ELLs levels to categorize students. On their 
website, WIDA provides specific 
guidelines for each level with 
regards to reading, writing, speaking, 
and listening goals. Students often 
have specific levels for each domain 
and an overall composite score. 
Here is an overview of the levels 
from the WIDA website: 

Students take the annual ACCESS 

test to determine their WIDA levels. 
As with all standardized tests, it’s 
important to note that these test 
scores are not a perfect 
measurement of students’ language 
proficiency. Your students’ ELPs 
should have specific goals created 
based on students’ writing levels.  

1
WIDA. (n.d.). Retrieved from https://wida.wisc.edu/ 

 
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It’s also important to note that writing development is not a linear progression. Instead, ELLs “travel back and 
forth depending on the complexity of the topics they write about”.2 

Do some of my students really need ESL services? They speak English so well!  

This is a common misconception that teachers can have about their ELLs. Some ELLs have developed 
social language in English from engaging with their peers at school and in their neighborhoods. However, many 
linguists identify a distinction between social language and academic language. In the late 1970s, a linguist 
named Jim Cummins identified BICS (basic interpersonal communication skills) as the conversational 
language that people use to communicate in social situations, while CALP (cognitive academic language 
proficiency) includes more specific language that is often used in school and other academic settings3. Don’t 
be confused if students can communicate effectively yet struggle with academic language. Continue to 
support your ELLs, regardless of how well they’re able to socially communicate.  

I have a few students who all speak the same language. Should I allow them to use this language in class or 
should I only allow them to speak English?  

Contrary to popular belief, forcing students to speak, read, or write only in English is not an effective 
method for developing English language proficiency. In fact, “English-only instruction further limits the 
potential for children who speak languages other than English at home to develop a sense of agency that is 
fundamental to academic development”4 Translanguaging is how bilingual (or multilingual) individuals use 
their various language resources to communicate and make meaning. Translanguaging creates an opportunity 
for students to strengthen their multilingual identities as they “use multiple languages to make sense of their 
experiences”5 It is extremely beneficial for ELLs to discuss writing assignments and topics with peers who 
speak the language. It may seem like this will confuse or inhibit their English development, but instead, using 
other languages actually enhances students’ comprehension in English.  

2
F
​ u, D. (2009). ​Writing between languages: How English language learners make the transition to fluency, grades 4-12​. Portsmouth, NH: 
Heinemann. 
3
G​ ottlieb, M., & Ernst-Slavit, G. (2014). A
​ cademic language in diverse classrooms: Definitions and contexts​. Thousand Oaks, CA: Corwin. 
4
​Bauer, E., Presiado, V., & Colomer, S. (2017). Writing through partnership: Fostering translanguaging in children who are emergent 
bilinguals. J ​ ournal of Literacy Research​, 4
​ 9​(1), 10-37. https://doi.org/10.1177/1086296X16683417 
5
​See #4 

 
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How should I respond to my ELLs’ errors when they speak or write in English? 

Responding to ELLs errors requires discernment and grace. Naturally, most teachers want to help their 
students’ English language development and believe that correcting every mistake will help them know what is 
correct. In general, written corrective feedback is often more effective, because oral feedback may not always 
be recognized by ELLs6 

Dialogue journals are an effective way to both model correct grammar and build rapport with students. 
They help with error correction, “b​ecause the interaction is written, it allows learners to use reading and writing 
in purposeful ways and provides a natural, comfortable bridge to other kinds of writing” 7 

Teachers should not be afraid to correct ELLs’ English writing. However, as writers are developing, 
teachers should be mindful about how many errors they correct. Overcorrection can discourage ELLs from 
taking risks by speaking and writing in English. Instead of correcting every single error in a writing piece, 
teachers should focus on correcting errors that impede meaning, while also addressing topics/conventions 
that have been consistently practiced. For example, if a teacher has spent a lot of time establishing proper 
conventions for capitalization, then the teacher can address these errors in future writing assignments.  

6
Gilabert, R., Manchón, R., & Vasylets, O. (2016). Mode in theoretical and empirical TBLT research: Advancing research agendas. Annual 
Review of Applied Linguistics, 36, 117-135. 
7
Kreeft Peyton, J. (2000, December). Dialogue Journals: Interactive Writing to Develop Language and Literacy. Retrieved from 
http://www.cal.org/caela/esl_resources/digests/Dialogue_Journals.html 

 
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Terms and Acronyms 

As with any field in education, ESL teaching includes a variety of acronyms and phrases. These phrases can 

get confusing if never heard before. In this guidebook, I’ve included a few common terms and acronyms to help 

you better navigate this guide.  

● ACCESS:​ ACCESS is a standardized test that many states administer to ELLs to track their English 

language developed. ACCESS, developed by WIDA, is a computer-based test. ACCESS is used to 

determine students’ ELL levels.  

● ELP: ​English Learning Plan; ELPs are similar to IEPs, but instead, they focus on language acquisition 

and development. Your school’s ESL Coordinator should have copies of ELPs for each student who 

receives services. 

● ESL​: English as a Second Language   

● EFL​: English as a Foreign Language 

● ELL:​ English Language Learner   

● ELD:​ English Language Development  

● LEP:​ Limited English Proficiency  

BICS: B
​ asic Interpersonal Communication Skills  

CALP:​ Cognitive Academic Language Proficiency  

EAP​: English for Academic Purposes  

 
 

 
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Language Objectives 
Most teachers are familiar with content objectives, the goals that teachers create for each lesson. In 
order to effectively teach ELLs, teachers must also incorporate language objectives into their classroom 
activities, especially for writing.  

Language objectives are specific learning objectives that focus on students’ linguistic development in 
addition to content specific objectives.8 Language objectives are necessary for ELLs, but they also help all 
students, regardless of English language proficiency. Language objectives are written to complement the 
content objectives, and they are also introduced at the beginning of each lesson, similar to how a regular 
objective is introduced.  

Here is a guide reference for how to create language objectives in a classroom. Jennifer Himmel (2018) 
highlights the key elements to consider when creating language objectives on the ​Colorín​ Colorado website: 

1. Determine important keywords​ → what keys words must students understand to accomplish 
the content objectives? 
2. Decipher the language functions ​→ how will students interact with content vocabulary? 
(Describing, explaining, comparing, etc.) 
3. Identify language skills that are required access the content →
​ how will students use language 
to learn content? Will they read a text? Will they listen to a video?  

General education teachers can help ELLs by also creating goals for their language usage, rather than 
simply focusing on the content itself. By specifically teaching various language functions, general education 
teachers can provide explicit scaffolds to help ELLs access the course content9  

Here is an example of a pair of 

language and content objectives from 
a real classroom. In this example, 
third-grade students explore opinion 
writing. In this lesson, students focus 
on content by mastering the main 
ideas of opinion writing. To teach the 
content of opinion writing, the teacher 
provides students with the OREO 

8
Himmel, J., & Short, D. J. (2009, May). Using the SIOP Model to Improve Middle School. Retrieved December 3, 2018, from 
http://www.cal.org/create/publications/briefs/using-the-siop-model-to-improve-middle-school-science-instruction.html 
9
Himmel, J. (2018, October 24). Language Objectives: The Key to Effective Content Area Instruction for English Learners. Retrieved 
December 3, 2018, from 
http://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners  

 
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mnemonic device (Opinion, Reason, Example, Opinion). In this lesson, the teacher also indicates how students 
will use their language to communicate opinions. By providing the students with sentence starters to use in 
opinion writing, the teacher also provides examples of how students can use the language of opinion writing in 
their responses. In this scenario, the teacher provided support in both content and language.  

Here is another example of a language and content objective pair:  

Content Objective​:   I can write a paragraph to explain how indigenous people lived before colonization. 

Language I can use cause and effect vocabulary in my explanation (ex. before____, After_____, then
Objective: __________; At first_________, but then________. 
 

Again, the teacher focuses on both concept and language development. In this lesson, the teacher sets 
the expectation for ​what​ students need to know about indigenous people before colonization, but the teacher 
also sets the expectation for ​how​ students need to communicate their knowledge of indigenous people. Again, 
the teacher provides examples of sentence frames to help the students know what language to produce for 
their writing.  

Language objectives are not limited to sentence frames. Language objectives can also help students 
focus on key vocabulary words associated with a writing task.  

Content Objective​:   I can compare and contrast two activities by writing a paragraph.  

Language I can use key vocabulary of compare (both, alike, etc.) and contrast (different, unlike, but, etc.)  
Objective​:
 

Here is an example of student work. This student demonstrates their understanding of the similarities and 
differences of painting a picture and decorating cookies by using key vocabulary words like different and alike.  

 
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Sentence Frames (​Sentence Stems, Language Frames​) 

Sentence frames (also called sentence starters. Sentence frames are sentences with deliberate blanks 
in the sentence where students must fill in the missing keywords. Sentence frames are a simple way to 
support ELLs as they express their ideas in writing10. Sentence frames help students to focus on the content, 
rather than focusing on their expression in English. Language frames are also a great way to scaffold ELLs’ 
English language development. Through the use of sentence frames, ELLs become “active users of language” 
with these simple scaffolds11.  

Here are some examples of sentence frames from a second-grade unit on westward expansion12 

One of the benefits of sentence frames is that they can be differentiated based on students’ ELL levels. 
For example, a level 1 student will need more support than a level 5 student.  

Overall, sentence frames are an excellent way to model academic language use in writing for 
elementary ELLs. However, teachers must be careful not to over-rely on sentence frames. Eventually, sentence 
frames should be phased out as ELLs learn to develop their proficiency within a specific type of writing.  

10
Echevarria, J. (2016, March 30). Are Language Frames Good for English Learners? Retrieved May 8, 2019, from 
http://www.janaechevarria.com/?p=191 
11
C
​ arrier, K., & Tatum, A. (2006). Creating Sentence Walls to Help English-Language Learners Develop Content Literacy. ​The Reading 
Teacher,​ 6​ 0​(3), 285-288. Retrieved from http://www.jstor.org.proxy.library.georgetown.edu/stable/20204463 
12
These sentence frames were created by Cecilia Mukira, an ESL teacher at Center City PCS-Petworth.  

 
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Rubrics 
Rubrics are a critical way to support ELLs writing development, and all students benefit from clear 
assignment expectations. But for ELLs who are mastering the art of writing in a second language, clear rubrics 
are essential. Research suggests that there is a positive impact on ESL students’ writing performance when 
these students are required to create and apply writing rubrics13. Rubrics are another strategy that, while they 
also benefit Native English speakers, will substantially improve ELLs’ understanding of writing assignments.  

Rubrics, when used in conjunction with sample writing tasks and exemplar texts, can help clarify 
assignment expectations for all students, especially for ELLs. Many ELLs can struggle to understand the 
directions and requirements for assignments14 Additionally, rubrics and clear expectations can help to clarify 
any cultural differences between writing styles. A film titled Writing Across Borders by the Oregon State 
University Writing center explains how cultural differences impact narrative styles, use of evidence, and writing 
structure. This film provides rich examples of how students from non-US backgrounds can struggle to 
integrate into American writing expectations without clear directions and instruction from teachers and 
professors. The film explains that “it’s easy to assume that American preferences in writing are natural or the 
most logical way to do things, when they are in fact shaped by culture, political values, and educational 
practice”15 

On the next page, I provide an example of a narrative writing rubric that was co-constructed by a 
3rd-grade reading/writing teacher and her students. The teacher used 3 model writing tasks from students in 
the previous 3rd-grade class. Together, the students and teachers read the models and created rubric 
guidelines based on the model. The teacher provided much of the structure for the rubric by creating main 
categories for the students to focus on: the characters, problem in the story, use of adjectives and verbs, 
inclusion of space facts, story structure, and illustrations. Then, the teacher guided the students as the 
students created the criteria for 1 star, 2 stars, and 3 stars for each category. After creating the rubric, 
students used the rubric to self-assess their own writing throughout the writing process.  

13
Becker, A. (2016). Student-generated scoring rubrics: Examining their formative value for improving 
ESL students’ writing performance. Assessing Writing, 29,15-24.doi:https://doi.org/10. 
14
H
​ illiker, E. (2018, August 30). 5 Things English Learners Need From Classroom Teachers. Retrieved from 
https://www.teachingchannel.org/blog/2018/06/25/5-things-ells-need 
15
O​ regon State University's Writing Center (Producer). (n.d.). ​Writing Across Borders​ [Video file]. Retrieved from 
https://libguides.sph.uth.tmc.edu/ld.php?content_id=26228624 

 
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Language Experience Approach 

The Language Experience Approach (LEA) is an effective tool for promoting literacy development in 
ELLs, specifically ELLs who are newer to the English language. Through the Language Experience Approach, 
students use shared experiences to collectively write a passage about their experience. LEA can be focused on 
a field trip or any other class activity that students participate in. Then, with careful selection of activities, 
students practice reading their own writing 
pieces to enhance their reading skills. 
Rereading their own writing is extremely 
effective for ELLs as they develop their 
literacy skills16, and teacher participants in a 
study around LEA reported that their ELLs 
“[took] a more active role in classroom 
reading and writing lessons”17.  

Through the shared writing portion 

of LEA, teachers can model how to correctly 
structure sentences. For example, during an 
LEA writing experience about a trip to the 
park, if a student offers the comment “We 
goed to the park”, the teacher can model 
correct grammar by saying “We went to the 
park”. This strategy allows teachers to 
model language. Additionally, as students 
reread their own writing pieces, they have 
the opportunity to practice proper language 
structures in English.  

Here is an example of an LEA writing 

created by a second-grade class who 
attended a performance18 

16
​ F​ u, D. (2009). W ​ riting between languages: How English language learners make the transition to fluency, grades 4-12​. Portsmouth, NH: 
Heinemann. 
17
Landis, D., Omolu, J., & Mancha, S. (2010). The Power of Language Experience for Cross-Cultural Reading and Writing. T ​ he Reading 
Teacher,​ 6 ​ 3​, 580-589. doi:DOI:10.1598/RT.63.7.5 
18
Rosemary (@RosemaryNY). Retrieved from https://twitter.com/rosemaryny 

 
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Writer’s Workshop 
The Writer’s Workshop protocol begins with a short, teacher-directed mini-lesson that focuses on one 
particular skill. For example, a mini-lesson could be about using creative adjectives, verb tense, or citing text 
evidence. Or, teachers may feature a reading text to model a specific skill or strategy. After the mini-lesson, 
students work independently on a writing task while paying attention to the specific skill of the mini-lesson. 
During this time, the teacher circulates the room to check in with students. Because the teachers circulate and 
check in with many students (not just ELLs), these quick check-ins allow the teachers to support ELLs without 
isolating, targeting, or embarrassing them. After the independent work time, students can exchange writing 
with a peer and provide feedback or ask 
questions about the specific writing skill from the 
mini-lesson. The peer review stage is extremely 
helpful as it highlights the social nature of 
learning.19 

As with any classroom procedure, it’s 

important to establish the expectations for 
Writer’s Workshop time. If you work with younger 
students, you may need to practice this 
procedure in smaller amounts of time before 
gradually moving into a longer workshop period.  

There are many benefits to using a 

workshop model with elementary ELLs. First, it 
allows students the individualized support that 
they may need by allowing students individual 
conferencing time with the teacher. Plus, it also 
allows students the opportunity to grow and learn 
from their peers. Lastly, the workshop model is 
an excellent tool for exposing ELLs to new writing 
genres20.  

19
P
​ ilonieta, P., & Medina, A. (2017, August 23). Reciprocal Teaching for the Primary Grades: "We Can Do It, Too!" Retrieved November 
28, 2018, from ​http://www.readingrockets.org/article/reciprocal-teaching-primary-grades-we-can-do-it-too 
 
20
Said, S. (2018, May 20). We Can Work Our Workshop for Our English Learners. Retrieved from 
https://ellstudents.com/blogs/the-confianza-way/we-can-work-our-workshop-for-our-english-learners 

 
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Where can I find more information about best practices 

for ELLs? 
  
 

As a bilingual website for families and educators, Colorín Colorado provides 

many helpful resources for both ESL and content teachers. Through their 
website, teachers can find resources related to how to teach specific 
content areas to ELLs. Visit their website at 
http://www.colorincolorado.org/​. 

Achieve the Core provides resources for supporting diverse learners in 
the mastery of the Common Core standards. In addition to providing 
tools for students with disabilities, Achieve the Core provides specific 
planning tools and resources for classroom teachers as they teach ELLs 
with the Common Core standards. Their ELL Framework can be 
accessed at ​https://achievethecore.org 

Writing Instruction and Assessment for English Language Learners 

provides an in-depth overview of what teachers need to know about 
teaching writing to ELLs across various grade levels. Many classroom 
teachers on Amazon praised this book for its practical strategies. This 
book is an excellent resource for classroom teachers who serve many 
ELLs in general education classrooms yet do not have a specific ESL 
background. This resource book can be purchased online through 
Amazon and other booksellers.  

 
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Project GLAD (Guided Language Acquisition Design) is an organization 

dedicated to training and preparing educators in ELL instruction. GLAD 
provides professional development and workshops for teachers to learn 
effective strategies for teaching ELLs. Many GLAD strategies and 
resources can be found online. The Alamo Heights Independent School 
District provides a comprehensive online guidebook of GLAD strategies. 
GLAD strategies cover all domains of language (speaking, listening, 
reading, writing). Many of the strategies are effective for fostering 
confidence in ELL writers. The AHISD Glad Guidebook can be accessed 
at this link below: 
http://www.ahisd.net/common/pages/UserFile.aspx?fileId=5074816  

The WIDA website provides helpful resources and guidelines for 

teachers of ELLs. On their website, you can find detailed 
descriptions of the English Language Development standards. Their 
website also provides lesson ideas for teachers. The Resource 
library is accessible at ​https://wida.wisc.edu/resources​.  

Teaching Tolerance is an 

organization that is dedicated to 
promoting diversity, tolerance, and social justice in schools. While 
they provide information on a broad range of social justice 
teaching topics, they also provide resources specifically for ELLs. 
Their guidebook, Best Practices for Serving English Language 
Learners and their families can be accessed at the following link:  

https://www.tolerance.org/sites/default/files/2017-11/TT-ELL-Best-Practicies-Guide-WEB-v2-Nov201
7.pdf