English language learners are practicing producing simple descriptive sentences in speech and in writing. All of the students are able to produce full sentences orally and most can write full sentences with some teacher assistance. Some students, however, are at beginning stages of literacy development and are unable to read or write full sentences. Which of the following adaptations to the activity would be most effective for promoting these students' beginning writing skills?
  1. Asking the students to identify false statements in a set of true/false descriptive sentences and then rewrite those sentences to be true.
  2. Giving the students a short text and having them identify which sentences are descriptive.
  3. Pairing each student with a more advanced classmate who can write and read back the descriptive sentences the students dictate.
  4. Providing the students with a set of descriptive sentences to copy into a writing notebook.
Explanation
Correct Response: C. Partnering the students who have beginning writing skills with more advanced peers who can write the sentences that they dictate helps scaffold the students' writing development by taking advantage of their stronger oral language skills. The more advanced students can also provide them with models of good writing. A and B are incorrect because they require the use of reading skills that would be beyond the level of the students in the scenario. D is incorrect because the lesson's objective is for students to produce their own written and oral descriptive sentences. The task described in D is simply copying descriptive sentences, not producing original sentences.
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