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The purpose of this study was to investigate if second-grade newcomer ELLs are having their language acquisition needs met in the Writer's Workshop within an inclusive classroom setting. I specifically examined one writing curriculum and my adaptations of that curriculum to determine if newcomers were developing beginning writing skills. Three native Hmong speakers participated in the 17-day study covering three writing genres. Lesson plans and adaptations were recorded and reflected upon, as were anecdotal notes on student participation and behavior during the Writer's Workshop. Student work samples were collected and analyzed based on two checklists of beginning writing skills. The results of the study suggest that newcomers developed beginning writing skills within the mainstream Writer's Workshop when major adaptations were made to the curriculum. The study suggests that while newcomers were successful in developing beginning writing skills, separate time away from the mainstream classroom can still be beneficial to newcomers.