Beginning: The student "writes simple sentences, verbs in simple present tense and prepositions, direct objects" (Carrizales, 2018A). Students in this stage also use many high-frequency words in their writing and their reading tends to be very repetitive. These different strategies help students to become intermediate writers (the next stage of the TELPAS writing descriptors). Most of the strategies focus on increasing vocabulary and high-frequency words. The strategies also show students past tense verbs, articles, pronouns, prepositions, and adjectives so students will be able to use them in their writing when they move up to intermediate writers.

Beginning: The student "writes simple sentences, verbs in simple present tense and prepositions, direct objects" (Carrizales, 2018A). Students in this stage also use many high-frequency words in their writing and their reading tends to be very repetitive. These different strategies help students to become intermediate writers (the next stage of the TELPAS writing descriptors). Most of the strategies focus on increasing vocabulary and high-frequency words. The strategies also show students past tense verbs, articles, pronouns, prepositions, and adjectives so students will be able to use them in their writing when they move up to intermediate writers.

Beginning: The student "writes simple sentences, verbs in simple present tense and prepositions, direct objects" (Carrizales, 2018A). Students in this stage also use many high-frequency words in their writing and their reading tends to be very repetitive. These different strategies help students to become intermediate writers (the next stage of the TELPAS writing descriptors). Most of the strategies focus on increasing vocabulary and high-frequency words. The strategies also show students past tense verbs, articles, pronouns, prepositions, and adjectives so students will be able to use them in their writing when they move up to intermediate writers.

Oral discussions: students share their ideas with their teacher and their peers, "Oral interactions help students organize their ideas and may also provide helpful vocabulary items to English learners"(Peregoy & Boyle, 2013, p. 245). Adding more vocabulary and details to their writing helps students move up to intermediate writers.

Wordless Books: Wordless Books are helpful for English learners to interact with a book in a new way to explain what is happening in the story. This helps students with increasing their vocabulary to explain what is happening in the story.

2. Intermediate: The student uses "high-frequency words but is still receptive"(Carrizales, 2018A) but the student is able to use more high-frequency words in their writing. The student "writes in detailed simple sentences and attempts irregular past tense, uses verbs in present progressive, uses prepositions, pronouns, articles, and adjectives." (Carrizales, 2018A). The students also "connect ideas with time markers" (Carrizales, 2018A) such as after that. These strategies help students to become advanced writers by guiding students to create more mature writing that is detailed.

Show not tell: Show not Tell helps students to add more details to their writing to explain their ideas. Students can also peer review each other's writing to find places where the writer could add more details so the reader can better understand the story. "Peer review is a valuable element in the writing process" (Harmer, 2004, p. 115).

Concept books: "Concept books are excellent for beginning writers, focus on and illustrate one concept or idea" and "Concept books build vocabulary, provide opportunities for productive language use" (Peregoy & Boyle, 2013, p. 247).

Peek-A-Boo books help students with labeling an image which is an essential beginning skill.

Patten Poems: "sentence-level scaffolds that make use of repeated phrases, refrains, and sometimes rhymes. The predictable events allow beginning writers to become more involved immediately in a literacy event"(Peregoy & Boyle, 2013, p. 248). These poems help students learn more simple sentences.

Journals: "By writing in journals daily, students develop fluency and generate ideas on which they might elaborate later" (Peregoy & Boyle, 2013, p. 250). There are 3 types of journals that really help students develop ideas.

Improvisational Sign Language: Sign language helps students better comprehend a text.

Personal

Dialogue

Buddy

Life Murals: Students draw out their life in images and students can use these murals to help come up with ideas to write about. This also helps students work with past tense verbs.

Clustering: "assists writers in developing vocabulary and preparing for writing" (Peregoy & Boyle, 2013, p. 253). Students come up with ideas about what they write about and students are able to develop more details in their writing which helps them work towards becoming intermediate writers.

Free Writing: allows students to write down all their ideas. Students focus on adding to their ideas instead of trying to get their writing "correct".

Sentence combing: Sentence combining helps students to combine 2 sentences and keep all the meaning of the first 2 sentences. "Practice in sentence combining assist students in producing more mature writing" (Peregoy & Boyle, 2013, p. 258), this helps students more become advanced writers.

Sentence shorting: Sentence shorting helps students to turn long and wordy sentences into concise sentences that still contain all the meaning. This skill helps students to become advanced writers.

Sentence modeling: "Sentence models help intermediate-level writers move from a few simple sentences to more complex structures, building confidence that students need to make the transition from beginning to intermediate phases and beyond" (Peregoy & Boyle, 2013, p. 260).

Mapping: Mapping helps students to think about their ideas before they start writing, students first generate all words that go with a certain idea or object. Next students move those words in categories. This helps students to add details to writing and add adjectives.