Writing Instructions For Grade 5
Dona Vansoest
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Prepare your collaborative PLC team to fully support and encourage literacy development in preK through first grade. Foster early literacy and vocabulary with insightful reading and writing strategies that boost student engagement.
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You must be a student in the College of Letters and Science to submit these forms. (College of Engineering Students or College of Creative Studies students should contact advisors in their colleges even when the request pertains to a course offered by Letters and Science.)
Purpose: Students in the College of Letters and Science may request Special Subject Writing Requirement credit for up to two UC or UCEAP courses that are not currently applied to the Writing Requirement. Courses from other institutions may not be petitioned.
Note: Beginning Fall 2023, courses under 3 units will not be considered for the GE Writing Requirement, this includes general labs (i.e. Chem 1AL, 1BL, 1CL). It has been determined that there is insufficient writing instruction for these courses to be applied to the requirement.
Purpose: To enroll in fewer than 12 units for a regular quarter. International Students on an F-1 Visa should submit the OISS Reduced Course Load (RCL) form through UCSBGlobal in place of this form. The RCL will be signed by the College advisor and OISS.
NOTE: Requests for more than 30 units for a regular quarter (fall, winter, spring) are very rarely approved by the dean. To be considered, students should have a strong academic record and provide an extraordinary and compelling justification in the written statement.
Petition Processing & Notification: After the appropriate department(s) have signed, allow 4-6 weeks for College of Letters & Science approval. Once approved, it will take an additional 2 weeks to see the update on your GOLD account.
Purpose: "The Undergraduate Change of College/Dual College Form" is used for: 1) A Letters and Science students planning to pursue a new major or add a double major within College of Creative Studies or the College of Engineering or 2) a College of Creative Studies or the College of Engineering student planning to pursue a major within College of Letters and Science
The department advisor will handle the gather of the remaining signatures needed. Approval of the Dean of Undergraduate Education is required. You do NOT need to personally contact the dean for this approval. Your major and/or College advisors will coordinate to get this on your behalf.
Note: If you propose to complete one major in the College of Letters and Science and another in a different college (Engineering or Creative Studies) please see "Change of College/Dual College Form" instructions above.
*Fall 2024 incoming students, if you have a full IGETC certification, please do not submit a petition. Instead, submit your IGETC certification to the UCSB Admissions office for further processing. *
Petition Processing: Allow 1-2 Weeks for a transfer advisor to evaluate your status in the IGETC process and contact you to request additional information or to confirm that your IGETC has been processed.
Mrs. Shell has been teaching eighth grade math for twelve years. She has deep content area knowledge and wants to provide all of her students with authentic activities and tasks to relate the significance of the mathematical concepts that she teaches to their lives. Mrs. Shell has always felt successful at teaching her classes but this year has been different. Her sections include students with more diverse backgrounds than previous years, particularly more English learners.
Generally speaking, academic English is the language of schooling and the language that helps students acquire and use the content area knowledge taught in schools (Anstrom, DiCerbo, Butler, Katz, Millet, & Rivera, 2010).
In my work supporting general education and ESL/bilingual teachers who provide sheltered instruction for English learners (ELs), I have met many teachers like Mrs. Shell. While these teachers want to provide effective instruction for their ELs, often they don't see themselves as language teachers and so they aren't sure where to begin with their students.
These teachers aren't alone, however, and they are facing a challenge shared by teachers across the country. We know that for school-age students, academic language is crucial for school success (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). In addition, research allows us to state with a fair degree of confidence that English learners best acquire English when language forms are explicitly taught and when they have many opportunities to use the language in meaningful contexts (Goldenberg, 2008).
Yet while the explicit instructional support that ESL and bilingual teachers provide is essential to English learners' academic language development, English learners receive a majority of their instruction from general education and content area teachers who may not have experience teaching academic language development.
The question becomes then: What do general education classroom teachers need to do in order to support the academic English development of language learners in both face-to-face and virtual environments, especially when English learners are one of many types of students they serve?
One principle that teachers of English learners can begin to apply immediately is creating and posting language objectives for their lessons (whether in the classroom or online in a virtual space. Many teachers are familiar with using content objectives to identify what students will learn and be able to do in the lesson. However, they are less likely to include language objectives that support the linguistic development of their students.
Implementing language objectives can be a powerful first step in ensuring that English learners have equal access to the curriculum even though they may not be fully proficient in the language. This is because the second language acquisition process requires opportunities for the language learner to be exposed to, practice with, and then be assessed on their language skills (Echevarria, Short, & Vogt, 2008).
Language objectives are lesson objectives that specifically outline the type of language that students will need to learn and use in order to accomplish the goals of the lesson. Quality language objectives complement the content knowledge and skills identified in content area standards and address the aspects of academic language that will be developed or reinforced during the teaching of grade-level content concepts (Echevarria & Short, 2010).
Below are examples of language objectives for different content areas and grade levels. They come from the Common Core State Standards for Math and English Language Arts (2012) and state standards in New York and California.
Language objectives are directly correlated to content objectives. Once a teacher determines the lesson topic from the appropriate content standards, the teacher will want to begin thinking about the academic language necessary for English learners to complete the tasks that support the content objectives. This identification of the academic language embedded in the lesson's content will become the basis for the lesson's language objectives.
Other resources in addition to the ELP standards are a state's English Language Arts standards or the Common Core State Standards for English Language Arts and Literacy in History, Social Studies, Science, and Technical Subjects (CCSS). The English Language Arts and Literacy CCSS might be especially useful to teachers of English learners due to its attention to literacy across the content areas.
Additional resources to consult, especially if a state is a member of the WIDA consortium, are the Model Proficiency Indicators (MPIs) outlined in their ELP standards. The MPIs outline what an English learner at a specific level of English language proficiency can do in a language domain (e.g., listening) by addressing the language functions embedded in an example topic for that content area with appropriate scaffolds or support (Gottlieb, Cranley, & Cammileri, 2007). Classroom texts and other materials (e.g., science investigations, primary source documents) are other good sources to consult when preparing a lesson.
Mr. Zhang's 7th grade science students have been working on the cell cycle. The content standards for 7th grade science indicate that students must be able to investigate and understand that all living things are composed of cells, with a key concept being cell division. The content objective for this lesson asks the students to compare and contrast the cycle of a normal cell with a cancer cell.
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