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The Writing Workshop, a process approach to teaching writing, is used widely in US education. However, strategic adaptation is needed for classrooms with non-native speakers. This study identified two techniques common to both Writer's Workshop and ESL best practices, and tested the efficacy of their daily use in an urban second grade comprised of 75 percent English language learners. The techniques, employed prior to writing, were teacher-modeling and oral discussion. Four Hmong and Somali students participated in this six-week study, which relied on qualitative and quantitative data. All students increased in writing quality and quantity between the pre- and post-assessments. In addition, students showed growth in writing confidence and writing enjoyment. The study suggests the usefulness of both techniques for English language learners when teachers incorporate them systematically and explicitly.