Abstract
Third grade general education teachers, particularly in Florida, will teach English learners (ELs) in their classroom who must participate in their English Language Arts writing classes at roughly the same pace as native English speakers in order to perform grade-level, standards-based writing tasks. For this reason, general education teachers must be equipped with helpful, research-based resources to support the ELs to become equally successful in writing instruction as their native-speaking peers. This thesis explored the use of sentence frames for improving the English skills of ELs as they start to understand and use the syntax of Standard English. As a result, this thesis created a teacher-friendly resource, the Sentence Frame Toolkit for Third Grade, containing sentence frame templates and sample student work for third grade teachers to use as a resource when teaching expository writing in English Language Arts to Spanish-speaking ELs. The sentence frames in the toolkit are aligned to Florida’s third grade expository writing standards from Cluster I. By using the sentence frames in the toolkit as support, ELs will be able to turn thoughts into words, produce the second language at their pace, and continue to improve as skilled writers.
Thesis Completion
2020
Semester
Spring
Thesis Chair/Advisor
Roberts, Sherron Killingsworth
Co-Chair
Walters, Cynthia
Degree
Bachelor of Science (B.S.)
College
College of Community Innovation and Education
Department
School of Teacher Education
Degree Program
Elementary Education
Language
English
Access Status
Open Access
Release Date
5-1-2020
Recommended Citation
Rosa Le Bron, Tanisha J., "Creating a Sentence Frame Toolkit Based on Third Grade Writing Standards to Support the Writing Instruction of Spanish-Speaking English Learners" (2020). Honors Undergraduate Theses. 754.
https://stars.library.ucf.edu/honorstheses/754
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education Commons