Annotated Bibliography:

1. Using Sentence Frames to Develop Academic Vocabulary for English

Learners:
Donnelly, W.B., & Roe, C.J. (2010). Using sentence frames to develop academic
vocabulary for English learners. Reading Teacher, 64(2). Pages 131-136.
Section 1: What?

Many English learners lack sufficient academic language in both their native
language and English to be successful with complex academic tasks (pg 131).
Infusing English- language development and academic vocabulary throughout
the curriculum is not an easy task for teachers, particularly when the ELs in our
classrooms come to us with widely different language levels and vocabulary
knowledge (pg 131).
English-language development is view as a separate instructional activity taught
during a different time of day rather than as a critical aspect of core subject
matter instruction (pg 131).
Both separate and content-based ELD instruction are necessary for students to
fully participate in content area instruction (pg 131).
We describe how to determine the core concept from the text, match the
concept to the appropriate language function, select and explain critical
academic vocabulary, and use structured language practice to provide students
with opportunities to use language to think, talk, and write about concepts that
they are expected to comprehend (pg 131).
Backward planning first step in successfully infusing ELD instruction into core
curricula (pg 131).
Our next step was to identify appropriate academic vocabulary from the textbook
lesson (pg 132).
Explanations are used to introduce vocabulary before students read the lesson
(pg 132).
Next, we developed sentence frames to be used for structured language
practice (pg 132).
It is apparent that description, cause/effect, persuasion, inference, and making
judgments are all necessary to comprehend information in the lesson (pg 132).
The first set, using familiar vocabulary, is used to prior to the lesson with
students who may not be familiar with the English language necessary to
express compare/ contrast statements (pg 132).
Additional support for this lesson would include the use of realia along with
sentence frames and word banks (pg 132).
To develop sentence frames, first write sentences that express the target
vocabulary with blanks and finally create a word bank or a list of the words that
were eliminated from the original sentences (pg 132).

Section 2: So What?
There are many benefits in using sentence frames and word banks to help students
with writing a paper or completing a worksheet. In my past experiences, my former
teacher would write the sentence on the board and my classmates and I would have
to finish the sentence using our own words. It is important to model several
examples of different sentence frames that students could include in their own
writing.
Section 3: Now What?
This article helped me see that there is a process involved with integrating sentence
frames in the classroom. Sentence frames can also work with helping students with
vocabulary. Now, I properly understand how they are developed and how they are
beneficial for all students.

2. Creating Sentence Walls to Help English Language Learners to Develop

Content Literacy
Carrier, K.A., & Tatum, A.W. (2006). Creating sentence walls to help Englishlanguage learners develop content literacy. Reading Teacher, 60(3). Pages
285-288.

Section 1: What

Teachers can help their ELLs develop both academic language proficiency and
content literacy by expanding the well-known concept of word walls (pg 285).
Sentence walls are teacher or student prepared displays that are prominently
placed in the classroom (pg 285).
Sentence walls provide visual displays of well-formed phrases and sentences
(pg 285).
They help ELLs participate in the classroom learning activity by providing the
language needed for talking and writing about the topic being studied (pg 285).
Sentence walls also provide opportunities for ELLs to become familiar with
vocabulary and sentence structures in their content reading (pg 285).
They display language structures that ELLs need for immediate using during
lessons in content areas (pg 285).
They help ELLs expand their use of language, from labeling and simple phrases
to more complex and grammatically correct utterances and demonstrate their
knowledge of new concepts in the content areas (pg 285).
Sentence walls are based on the view that an important part of acquiring a
language comes from understanding and producing phrases as unanalyzed
chunks of language, rather than building phrases up from their component parts
(pg 285).

Sentence walls provide a visual scaffold of language to help students

communicate in classroom discussions about content (pg 286).
When instructional support, ELLs become active users of the language when
they are taught how and when to insert phrases from the sentence wall (pg 286).
Essentially, sentence walls provide a template of the kind of vocabulary and
language structures that ELLs will encounter when they read about the topic they
are studying (pg 286).
Using the sentence wall, ELLs also can participate immediately in the
classroom learning activity and interact with their English- speaking peers, talking
and writing about the topic. This classroom interaction is a key ingredient in
academic content learning as well as second-language development (pg 286).
The first step in creating sentence walls is to consider what kinds of questions or
statements the students will be expected to make when they participate in the
lesson (pg 286).
They key sentences on the sentence wall and their connection to content area
vocabulary on the word wall from the language objectives for the lesson (pg
287).
The sentences on the sentence wall should give ELLs an entry point to group
and classroom conservations and an opportunity for authentic use of their
developing English (pg 287).
Sentence walls are helpful not only to ELLs, but also to native English speakers
who may need additional support in constructing well-formed English sentences,
especially in their writing (pg 287).
The best way to introduce sentence walls is in the context of the lesson (pg
287).
It is highly recommended that classroom teachers share sentence walls with
their schools English as a second language (ESL) teachers whenever possible
(pg 287).
This type of literacy support for ELLs provides them with the language needed to
participate in the classroom learning environment (pg 288).
Teachers can help ELLs develop their literacy and language skills by creating
sentence walls with templates of content based language structures that
complement vocabulary word walls (pg 288).

Section 2: So What?
I have no experience with using a sentence wall. I only have prior exposure to word
walls. This research explained the necessary steps it involves to include them in your
classroom. It also goes into great detail how sentence walls help with English learners
and native speakers.
Section 3: Now What?
In my future classroom, I will have a sentence wall displayed. I think it prevents students
from having repetitive sentences in their writing. It can help the native speaker and
English learner be exposed to well-formed sentences.

3. Promoting Vocabulary Learning for English Learners

Wessels, S. (2011). Promoting vocabulary learning for English learners. Reading
Teacher, 65(1), Pages 46-50.

Section 1: What?

English learners (ELs) constitute the fastest growing school-age population of

which approximately 55% are native born and 45% are foreign born (pg 46).
Classroom teachers have to address the double demands on ELs who are
learning English while simultaneously learning to read academic content (pg 46).
Vocabulary knowledge is essential to students academic success (pg 46).
If students do not understand the meaning of the words in the text, they will have
difficulty understanding the content (pg 46).
Vocabulary knowledge is the single best predictor of ELs academic
achievement (pg 46).
Effective vocabulary instruction must be a goal for all educators working with
ELs, not just those who specialize in English as a second language (pg 46).
Five characteristics necessary for students vocabulary learning: (1) accessing
background knowledge, (2) connecting unknown vocabulary to known knowledge,
(3) ensuring opportunities for meaningful vocabulary use, (4) providing multiple
exposures and (5) focusing on higher level knowledge (pg 46).
Vocabulary Quilt offers EL students the opportunity to activate background
knowledge and use their existing resources to connect with target vocabulary
(pg 47).
The purpose of the before-reading phase is to prepare students for what they
will encounter in the text and to develop domain knowledge (pg 47).
This preparation should include activating background knowledge, incorporating
known vocabulary, and introducing target vocabulary (pg 47).
Two characteristics of effective vocabulary instruction are emphasized: (1):
accessing background knowledge and (2) connecting unknown vocabulary to
known knowledge (pg 47).
When ELs bring their background knowledge to the surface and are provided
with opportunities to share their initial connections, the teacher can assess their
understanding and plan a route for instruction to clarify and enrich students
vocabulary knowledge (pg 47-48).
A students ability to learn a new word in the second language in enhanced
when they have access to concepts stored in their first language (pg 48).
While the students were working, the teachers circulated around the room
monitoring each group (pg 48).

In the during-reading phrase, students read and determine how their

background knowledge can be linked to the text and the target vocabulary (pg
48).
Discussing new vocabulary in an authentic context is essential for ELs (pg 48).
"Two characteristics are emphasized: (1) ensuring opportunities for the
meaningful use of the vocabulary words and (2) providing multiple exposures
(pg 48).
Group discussions and related small group vocabulary activities support and
expand ELs understanding of the target words while exposing them to rich
language from their peers (pg 48).
In the after-reading phrase, students review and critically think abut their
learning so that they can refine and deepen their world knowledge (pg 49).
In this phase, students strengthen their vocabulary understandings by focusing
on higher level knowledge (pg 49).
Vocabulary Quilt strategy embeds the characteristics of effective vocabulary
instruction (pg 50).
As the students continue to make connections to the target vocabulary using
their background knowledge, the text, the teacher, and their peers as resources,
they come to a higher level of word knowledge, which they document on their
final quilt in the after-reading phase (pg 50).

Section 2: So What?
Vocabulary plays a huge component in good writing skills. For example, learning
different spelling words each week helps students acquire new vocabulary. Teachers
can also point out new vocabulary while reading a book to the class. This article taught
me different activities to use with English learners to help them with vocabulary.

Section 3: Now What?

This research gave me the great idea of including a vocabulary quilt in my future
curriculum. I know now how to effectively help children with vocabulary before, during,
and after reading. With this new knowledge, I will provide instruction that allows
students to learn new vocabulary and use it in their writing.

4. Integrating Literacy and Inquiry for English Learners

Guccione, L.M. (2011). Integrating literacy and inquiry for English learners. Reading
Teacher, 64(8). Pages 567-577.

Section 1: What?

Decoding and fluency difficulties have been seen as the cause of many students
struggle with reading comprehension (pg 568).
Children of poverty and linguistically diverse students show increased risk of
having limited background knowledge, underdeveloped English vocabulary, and
lower performance on reading comprehension tasks (pg 568).
Many schools and districts in the United States have adopted scripted literacy
programs that focus heavily on fluency and phonics in the primary grades (pg
568).
For ELs, the resulting emphasis on drill and practice of decontextualized literacy
skills results in an inadequate focus on meaningful literacy practices that better
ensure equal access to content- and therefore to equal educational opportunity
(pg 568).
They also benefit from meaning-rich activities that embrace their cultural and
linguistic resources, enhance oral language development, and facilitate
opportunities to interact with print in meaningful ways (pg 568).
In contrast to scripted literacy programs, inquiry-based instruction provides a
more balanced approach to literacy teaching and learning by emphasizing the
importance of student engagement and meaningful interactions with print (pg
568).
Education researchers working within the sociocultural tradition have asserted
that the most effective means of constructing knowledge is through dialogue
arising from cooperative inquiry (pg 568).
For the purposes of this study, inquiry-based was defined as a student-centered
approach to teaching and learning through the use of teacher scaffolding to guide
independent and group investigations that interested the students (pg 568).
This type of instruction aims to create a community of thinkers and inquirers who
seek and share knowledge (pg 568).

Section 2: So What?
In school, my former teachers successfully created positive experiences regarding
integrating literacy and inquiry. I remember many opportunities where I was able to take
ownership of my own learning regarding books that I read. Modeling good examples of
fluency and decoding helps English learners be more successful in reading and writing.
Section 3: Now What?

I believe that literacy rich activities and drill practice are beneficial in helping your
English learners be successful in learning the content. It is important to create activities
that engage them and allow them to be interactive. This will motivate and give my
students confidence for the future.

5. Sketching to Create Meaning: The Story of a Second Language Learner

Altman, C. (2008). Sketching to create meaning: The story of a second-language
learner. English Journal, 97(5). Pages 64-68.

Section 1: What?

Sketching allows teachers to understand the needs of second language learners

(PG 64)
There are available tools and support that can be provided to help these students
succeed. (PG 64)
Often times, students listen to the teacher and draw pictures to go with the text.
(PG 65)
Symbols can represent relevant information needed to understand the story (PG
66)
Drawings hold meaning and sketches help students learn and understand
content-related vocabulary and concepts (PG 67)
Second language learners have difficulty with background knowledge. (PG 67)
Learning complex subject matter involves acquiring new vocabulary. (PG 67)
Relevance and real-world application keeps students intrigued enough to
preserve, even when learning is tough. (PG 66)

Section 2: So What?
In my classroom, my students always sketch before they begin writing their stories.
They also label their pictures to indicate what is going on in the story. The sketching
really helps the learners gather their thoughts before they begin writing. I think creating
support to your English learners is extremely important. As a teacher, I want to relate
my content to real world experiences so it is more applicable to their lives. For example,
I can have students write stories about what they did over the summer.

Section 3: Now What?

This information gives me ideas on how to work with English learners while writing. It
also gave me insight on concepts that they might struggle with when first starting to
write. As a teacher, I will also reinforce students to sketch out their thoughts before
writing.

6. Using Interactive Writing Instruction with Kindergarten and First- Grade

English Language Learners
Williams, C., & Pilonieta P. (2012). Using interactive writing instruction with kindergarten
and first-grade English language learners. Early Childhood Education Journal,
40(3). Pages 145-150.

Section 1: What?

Allowing children who are English Language Learners (ELLs) to write in their first
language helps build their confidence as writers and develop positive feelings
toward writing. (PG 145)
Interactive writing is a method to beginning writing instruction that teaches young
children what it means to write and how they can go about it. (PG 145)
During the interactive writing lesson, the teacher works with children in this zone,
scaffolding their participation until they have acquired the essential knowledge
and strategies to be able to write independently. (PG 146)
ELLs benefit the most from hearing new English vocabulary and syntax in the
context of the story. (PG 146)
During the storybook reading, the teacher and children talk about the storys
events, and the teacher monitors and supports childrens comprehension. These
support childrens oral language development. (PG 146)
The teacher also explains her decision-making processes, like pondering proper
word choice. This modeling of the inner dialogue of an experienced writer
exposes both native-speakers of English and ELLs to the kinds of thinking that
will be necessary for their own writing (PG 147)
The most important goal of sharing the pen is to focus students attention on a
certain concept, strategy, or process that they are still coming to understand. (PG
147)
Sharing the pen with ELLs can be extremely powerful, because it helps them to
build conceptual knowledge as well as self-confidence. Seeing themselves and
being seen by their peers as contributing members of the community of writers is
an important aspect of ELLs development and sense of agency as writers. (PG
147)

Section 2: So What?
In my classroom, my students participate in sharing the pen during guided reading
groups. The English learners in my classroom are grouped in guided reading together.
My teacher uses anchor charts and discussions to talk about what is going on in a story.
My English learners have difficulty writing in their native language and second language.

Section 3: Now What?

This information is very relatable to things that I observe in the classroom. I have
observed several different children participate in sharing the pen. My teacher tries to
make writing and reading lessons as interactive as possible.
7. When English Language Learners Write: Connecting Research to Practice,
K-8.
Samway, K.D. (2006). When English language learners write: Connecting research to
practice. Portsmouth, NH: Heinemann.
Section 1: What?
Cecilia entered kindergarten with little experience with school-related tasks, including
reading and writing. (Pg. 63)
She was introduced to journal writing, and her consisted of colorful pictures. (Pg. 63)
She would respond with letter forms that resembled the letters, P, T, O, I, E, S, and F;
these letter-like forms did not represent sounds or words. (pg 63).
Her journal pages were filled with letter approximations. (pg 63)
Her teacher recognized her reluctance to write independently, and invited her to dictate
stories to accompany her drawings; an adult wrote down what she said. (pg 63-64)
She was willingly dictated her stories and added on or changed her stories in response
to questions she was asked. (pg 64)
Drawing, talking, and writing are interconnected mechanisms that allow young writers
to symbolically represent their thoughts, and their writing is often a socially-constructed
activity. (pg 26)
Talk was an important influence on the students developing fluency in English, both
oral and literacy. (pg 27)
ELLs use invented or borrowed symbols to express ideas that their developing
command of English does not enable them to communicate effectively, or to emphasize
a point. (pg 35)
Writing development varies from student to student, even when they had similar
amounts of exposure to and instruction in English and share the same native language.
(pg 38)
Section 2: So What?
This resource helped me understand the characteristics of a beginning English learner.
In my mentors classroom, I was able to see her working with a couple of students who

are at the beginning stages of learning how to write in English. I also used this resource
to learn about different strategies that I can implement in the classroom.
Section 3: Now What?
In my future classroom I know how to properly assess student writing based on their
proficiency level. From these different levels, I can create ability groups to give English
learners small group attention. As a teacher, I will allow my students to write in their
native language, if necessary, and create a safe environment as well as give culturally
responsive instruction.

Teaching Writing: Balance, Process, and Product

Tompkins, G.C. (2012). Teaching writing: Balancing process and product. Boston, MA:
Pearson.
Section 1: What?
Personal journals are when students write about events in their own lives and topics of
special interest to develop writing fluency. (pg 108)
Dialogue journals are when students correspond with the teacher about events in their
own lives and school experiences, and teachers read and respond as interested
readers to continue the written conversation. (pg 108)
Reading logs are when students think more deeply about books theyre reading and
respond by writing and drawing entires. (pg 108)
Double-entry journals are when students divide each page into columns, and they
record quotes or other information in the left column and write their responses in the
right column. (pg 108)
Simulated journals are when students assume the role of a book character or historical
personality and write entries from that persons viewpoint. (pg 108)
Children write informal letters to friends and family members-letters to pen pals, email
messages, letters to favorite authors, vacation postcards to friends and relatives, and
thank-you notes to classroom helpers;these letters are friendly letters. (pg 117)
Letters expressing their opinions to elected officials, letters requesting information to
companies and government agencies, and letters to the editor of the local newspaper;
these letters are business letters. (pg 117)
Alphabet books incorporate the sequence pattern because the pages are arranged in
alphabetical order. (211)
Blogs are when students write and post entries in online journals called blogs (a blend

of web and log) for others to read; theyre interactive, allowing visitros to add comments.
(pg 128)
Pattern books reflect a repetitive and predictable pattern. (211)
Section 2: So What?
This resource helped me learn about different writing methods that students can use to
reflect upon a text. I have seen the use of some of them during student teaching. All of
these allow students to effectively practice their writing in an interactive format.
Section 3: Now What?
As a teacher, I want my students to choose which technique best suites their learning
style. Some of these benefit more beginner writers while others would be better for
advanced students. As a teacher, it is important to provide models and visuals of what
these strategies look like.