Intervention Master Guide Secondary EL Writing Support
Intervention Master Guide & Pacing Plan
ELPA21 Level 1 & 2 Writing Intervention (10 Sessions • 25 Mins Each)
Teacher Edition
Target Audience & Methodology
This theme-free intervention is designed for middle and high school English learners scoring at **Level 1 (Beginning)** or **Level 2 (Emerging)** on the ELPA21 writing assessment. The goal is to transition students from isolated words and copied phrases to complete simple sentences, basic questions, and compound/complex structures. Sessions are packed into highly structured **25-minute slots**, meeting twice per week for five weeks, with a final post-assessment in Week 6.
Curriculum Pacing Guide
Week Session Direct Instruction & Lesson Goal Weekly Review / Check Week 1 S1: S-V Core Identify basic subjects & verbs. Build simple S-V sentences. Check 1: S-V Lock & End Punctuation S2: Pronouns Replace repetitive nouns with pronouns. Secure agreement. Week 2 S3: Agreement Subject-verb agreement with singular vs plural nouns. Check 2: Distractors & Agreement S4: Distractors Identify true subject past prepositional phrase distractors. Week 3 S5: Connectors Combine clauses with coordinating conjunctions (and, but, so ). Check 3: Comma + Coordinating S6: Compound Build balanced compound sentences with comma placement. Week 4 S7: Complex S. Introduce because, although, if, when in the middle. Check 4: Dependent clauses & Commas S8: Front Load Place front-loaded dependent clauses with a comma. Week 5 S9: Questions Form questions using WH- words (who, what, where, why ). Check 5: Dialogues & Written Exchanges S10: Dialogue Conduct short written exchanges answering & asking questions.
Daily Session Flow (25 Mins)
00-05 Mins: Warm-Up Review previous week's skill. Solve 2 errors on board.
05-12 Mins: Teach Model current skill on slides. Conduct choral repeating.
12-20 Mins: Group Interactive group practice. Correct errors on slides.
20-25 Mins: Workbook Independent practice. Teacher provides immediate oral feedback.
ELPA21 WRITING INTERVENTION PAGE 1 OF 4
Diagnostic Tools
Intervention Pre-Assessment
STUDENT LOG
NAME: __________________
DATE: __________________
SCHOOL: __________________
Instructions to Teacher: Administer this assessment before starting Session 1. Have students write directly on this paper. Keep their responses to compare against the Post-Assessment in Week 6.
Section A: Simple Sentence Correction (Level 1 to 2 transition)
Rewrite the fragments into complete, grammatically correct simple sentences.
Q1. Fragment: "the teachers works late"
Q2. Fragment: "a boxes of books sit on table"
Section B: Sentence Combining (Compound & Complex structures)
Combine each pair of simple statements into a single, cohesive sentence using the connector in brackets.
Q3. Sentences: "The school is closed. The heat is broken." [because]
Q4. Sentences: "The exam was difficult. She scored a perfect grade." [although]
Section C: Written Exchange & Question Formulation (ELPA21 level 2 focus)
Complete the written dialogue below. Provide a complete sentence answer, then write your own question.
Partner A: "Where do students go when they need assistance with homework?"
YOUR ANSWER (Complete sentence):
YOUR FOLLOW-UP QUESTION (Form a WH- question with correct punctuation):
ELPA21 WRITING INTERVENTION PAGE 2 OF 4
Weekly Assessments
Weekly Progress Monitoring Checks
TEACHER SHEET
Directions: At the end of Session 2 each week, administer these mini checks. Each takes 5 minutes. Students write responses on their daily recording logs.
Week 1 Check: Basic Sentences
1. Correct this statement: "she go to school on a bus."
2. Complete this statement: "The students _________ (study / studies) together."
Week 2 Check: Intervening Distractors
1. Select correct verb: "The box [of pens] (belong / belongs) to Maria."
2. Select correct verb: "Three kids [on the playground] (shout / shouts) loud."
Week 3 Check: Compound Sentences
1. Combine: "He studied hard. He failed the grammar test." [but]
2. Combine: "They walked home. The storm started." [and]
Week 4 Check: Complex Sentences & Commas
1. Combine (front load): "I finished my work." "I went to sleep." [When]
2. Correct this punctuation error: "Although the storm was severe but we arrived safely."
Week 5 Check: Question Formulation
1. Change this answer statement into a WH- question: "She resides in Seattle."
2. Form a logical written question asking about a partner's sibling.
ELPA21 WRITING INTERVENTION PAGE 3 OF 4
Master Diagnostic
Week 6 Post-Assessment
STUDENT LOG
NAME: __________________
DATE: __________________
SCHOOL: __________________
Section A: Simple Sentence Correction (Level 1 to 2 transition)
Rewrite the fragments into complete, grammatically correct simple sentences.
Q1. Fragment: "the students plays outside"
Q2. Fragment: "a box of tools need more nails"
Section B: Sentence Combining (Compound & Complex structures)
Combine each pair of simple statements into a single, cohesive sentence using the connector in brackets.
Q3. Sentences: "The team won. They practiced every night." [because]
Q4. Sentences: "The math class is hard. I enjoy the calculations." [although]
Section C: Written Exchange & Question Formulation (ELPA21 level 2 focus)
Complete the written dialogue below. Provide a complete sentence answer, then write your own question.
Partner A: "What happens if a student misses a school exam?"
YOUR ANSWER (Complete sentence):
YOUR FOLLOW-UP QUESTION (Form a WH- question with correct punctuation):
ELPA21 WRITING INTERVENTION PAGE 4 OF 4
Student Intervention Workbook NAME: __________________
DATE: __________________
CLASS: __________________
ELPA21 Writing Intervention
Student Practice Workbook: Weeks 1 & 2
PAGES 1-2
Week 1: Subject-Verb Lock & Pronoun Basics
SESSION 1: SUBJECT & VERB UNDERPINNINGS
Practice 1: Circle the Subject, underline the matching present tense Verb.
1. The principal (talk / talks) to the student.
2. Six teachers (plan / plans) the class exam.
Practice 2: Write a simple sentence using the subject "The boys" and verb "run".
SESSION 2: PRONOUN SUBSTITUTIONS
Practice 1: Rewrite the statement replacing repetitive nouns with He, She, or They .
"Maria and Jose study biology."
Practice 2: Match the pronoun to its correct verb form: It (has / have) a pen.
Week 2: Agreement & Distracting Phrases
SESSION 3: AGREEMENT WITH IRREGULAR PLURALS
WARM-UP: Correct: "He talk to the teacher."
Practice: Choose the verb that locks with the irregular plural noun.
1. The children (laugh / laughs) in class.
2. Active men (exercise / exercises) every day.
SESSION 4: PREPOSITIONAL DISTRACTORS
WARM-UP: Circle the subject: "Children play."
Practice: Cross out prepositional phrases in brackets []. Pick the true verb.
1. The box [of heavy books] (is / are) heavy.
2. The keys [to the locker] (hang / hangs) here.
ELPA21 WRITING INTERVENTION PAGE 1 OF 4
NAME: __________________
DATE: __________________
CLASS: __________________
ELPA21 Writing Intervention
Student Practice Workbook: Weeks 3 & 4
PAGES 3-4
Week 3: Coordinating Conjunctions
SESSION 5: COORDINATING CONJUNCTIONS
WARM-UP: Fix: "The jar of candies are full."
Practice: Combine these clauses using and, but, or so.
"The library is quiet. It is very cold."
SESSION 6: COMPOUND PUNCTUATION
WARM-UP: Combine with "but": "I study. I fail."
Practice: Rewrite inserting the missing comma before the coordinating conjunction.
"They wanted to eat pizza so they went to the kitchen."
Week 4: Subordinating Conjunctions
Intervention Master Slides ELPA21 WRITING SUPPORT
Sentence Builders
Learn to write complete sentences, ask questions, and share ideas.
Secondary Writing Support SLIDE 1
Week 1 • Session 1
Subject & Verb Lock
The Golden Rule
A complete sentence needs a Subject (Who/What) and a Verb (Action). They must match!
1. Who? The student
2. Action? studies.
Group Practice
Let's choose the correct word together:
The teachers... (work / works)
Three girls... (read / reads)
Singular Subject gets "s" on the action verb. Plural Subject gets no "s". SLIDE 2
Week 1 • Session 2
Pronoun Shortcuts
Stop Repeating Names
Replace names with pronoun words: He, She, It, or They .
Jose studies. Jose reads.
Jose studies. He reads.
Group Practice
Replace the bold word together:
"The computers are old." (They / It)
"The school is new." (They / It)
Use "They" for more than one. Use "It" for things. SLIDE 3
Week 2 • Sessions 3 & 4
Subject-Verb Match Past Distractors
Watch Out for Traps!
Extra words like "of books" or "on the desks" can trick you. Ignore them to find the true subject.
The box [of books] is heavy.
Group Practice
Find the true subject. Pick the match:
The key [to the lockers]... (is / are)
Three kids [on the bus]... (talks / talk)
Rule: Ignore the words inside the brackets [ ] when selecting your verb. SLIDE 4
Week 3 • Session 5
Combining Sentences with "and, but, so"
Connect Your Ideas
Join short sentences to make longer, better sentences. Use and , but , or so .
I was tired. I went to sleep.so I went to sleep.
Group Practice
Combine these statements as a class:
"The school is closed." + "It is cold." [and ]
"I study hard." + "I failed the test." [but ]
