1 OBJECTIVES Writ iting an and d Readi ading Stag ages o s - - PowerPoint PPT Presentation

B R E E J I M E N E Z , P H D U N I V E R S I T Y O F N O R T H C A R O L I N A A T G R E E N S B O R O B A J I M E N E @ U N C G . E D U A L I C I A S A U N D E R S , M . A . U N I V E R S I T Y O F N O R T H C A R O L I N A A T C H A R L O T T E A F Q U E S I N @ U N C C . E D U

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OBJECTIVES

• Writ

iting an and d Readi ading

• Stag

ages o s of Writin ing

• 6 Writin

ing T Trait its

• Graph

phic ic O Organiz izers

• Lesson Pl

Plan anning an and d Forma mative A Asse ssessments

This is pre resentatio ion wil ill pre resent examples of

• f

stud udent work al along w with p pract actical appli lications for stud udents at at all ll sy symboli lic le levels els and and acr across the he curriculum. .

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WRITING

Read ading an and d Writ iting g go han and-in in-hand nd

• Complimentary activities
• Should be taught concurrently and should interrelate
• NOT a one-size fits all approach

Be Best me method is is to pr provid ide o

• ppo

pportunities t to wr writ ite ab about MEANINGFUL e events an and d topic pics!

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WRITING

Need f d for repe peated r d readi ading o

• ppo

pportunities t to help p buil ild read ading an and d wr writ iting sk skil ills

• Allow students to choose materials
• Need to read and reread texts, summarize, and write

about what was read

• Integrate technology to help make students more

independent

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KEYS TO WRITING SUCCESS

• Pr

Practice, pr prac actice, pr prac actice

• Mod

Model f for

• r students
• Pr

Provide f feedb dbac ack an and d error c correction

• Encoura

rage s students

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STAGES OF WRITING

Developme pmental al S Stages o s of Writin ing ( (Sulzby by, 1 1989) 989):

• Draw

awing

• Scr

cribbl bbling

• Letter string

ngs

• Inven

ented ed Spel elling

• Con
• nvention
• nal Sp

l Spelli lling Stud uden ents with moder erate e and nd sever ere e disabilities es progress through thes ese e stages es as wel ell (Hed edrick, Ka Katim, & Carr, 1999; 999; Ka Katims ims, 199 991) 1)

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BEGINNING WRITING ACTIVITIES

• Pic

Picture wr writ iting

• St

Structured se d sentences wit with f fil ill-in b blan ank spac spaces

• Sentence s

starters

• Sc

Scrambled w words ds t to pu put in into a a se sentence

• Orde

dering se sentences in into a a par parag agraph ph

• Journ

rnal W l Writing/Experi rience J Journals ls

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PICTURE WRITING

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• Purpose is to develop

student’s ability to express themselves through writing.

• Student will draw or select a
• picture. Then instruct student

to “write” about it.

• Students may use scribbles,

may orally express what they want help writing, may use invented spelling, or may be able to create own words or sentences.

EXAMPLE SENTENCE STARTER FOR SWSD:

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TACTILE EXPERIENCE JOURNAL

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• Select a topic that is personally

relevant to the student (e.g., events from daily life)

• Teacher will ask questions to help

student create sentences

• Teacher writes sentences
• Student helps select supporting

items to go with the story (e.g., pictures or tactile items)

• Read story with student

ACCOMMODATIONS FOR WRITING

Exam ampl ples s for t the c classroom:

• Spelling lists (e.g., Dolch High Frequency Sight Words)
• Word Wall in classroom
• Editing checklist
• Graphic organizers
• Have students read written passage aloud
• Computer (Spelling and grammar check)
• Speech-to-text software: TextHelp, Kurzwell, Sappy Speech, and Macintalk

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CONSIDERATIONS FOR SELECTING ASSISTIVE TECHNOLOGY FOR WRITING

• Need to identify strengths and weaknesses
• Often standardized assessments offer little information for our

students

• Suggestions: Test of Developmental Spelling and a Test of

Listening Comprehension (Johns, 1994)

• Accessibility: Address student’s physical needs (e.g., gross and

fine motor skills)

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TECHNOLOGY FOR WRITING

• Form o
• f Uni

niversal De Design f for Learni ning

• Allows all students regardless of background, learning style, ability, or

disability to write

• Just a

a few w exam xamples:

• Alpha Smart (dictate compositions)
• Clicker 4
• iPad
• DynaVox
• SymWriter/Writing with Symbols 2000

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INTERNET BASED RESOURCES

• Text-reading software
• *Natural Readers- www.naturalreaders.com
• *iSpeech Beta- www.ispeech.org
• *CAST UDL Book Builder™- www.bookbuilder.cast.org
• Word-prediction software
• Don Johnston, Write:OutLoud 6
• Visual concept-organization software
• Inspiration Software, Inc. and Kidspiration http://www.inspiration.com/
• Graphic-Organizers
• *To Build Your Own: http://www.teach-nology.com/web_tools/graphic_org/
• *Premade: http://www.eduplace.com/kids/hme/k_5/graphorg/ )
• Writing Templates
• *CAST Science Writer- http://sciencewriter.cast.org/welcome

* Indicates free

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6 WRITING TRAITS

REFERENCES: EDINA PUBLIC SCHOOLS, SOUTH DAKOTA ALTERNATE FORMATIVE WRITING ASSESSMENT

Content/Ideas Information/ Organization Grammar/ Mechanics Sentence Fluency Word Choice/ Clarity Voice

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CONTENT/IDEAS

What at is is my me mess ssage? Is Is my y message c cle lear? r? Did I id I try har ard t d to mak make it i intere resting? Do

• I

I ha have enou

• ugh i

inform

• rmation?

Graphic O Organizers: s: e.g .g., ., KWL ch L chart, , E-Char art, Fac act an and O Opinion

Resou source: http: p://www.edina.k12.mn.us/con

• ncor
• rd/teacherl

rlinks/si sixtra raits/ s/ideascon

• ntent.htm

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17

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INFORMATION/ORGANIZATION

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How do w does m s my pape paper b begin in? Did I id I tell t thin ings in in orde der? Doe

• es e

everyt ything li link t to

• my m

messag sage? How do w does m s my pape paper e end? d?

Transitions

2 3

GRAMMAR/MECHANICS

Did I leave s spaces b s between w words? s? Did I I use se a a ti titl tle? Did id I I use p e per erio iods or ques estio ion m mar arks ks? Did I use se capita tal l lett tters i in the the ri right p pla lace ces? Is i s it t easy sy t to

• read m

my sp spelling? Cou

• uld anothe

ther p perso son r read my pa pape per?

Includes the c e correct u use e of spel elling, s spac acing, an and s subj bjec ect/verb ag agree eement

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EDITING CHECKLIST

(EMBEDDING SELF-DETERMINATION SKILLS)

_________ My name is on my paper. _________ My name is spelled correctly. _________ I put capital letters in my paper. _________ I have periods, question marks, or exclamation points at the end of my sentences. _________ My paper has a title.

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SENTENCE FLUENCY

Did id I I use s sentences? Do Do my sent ntences be begin in in dif different way ays? Did I id I use se so some me l long an and d so some me sh short sentences? Does m my pape paper so sound smo d smooth as as I list isten t to it it?

Addres esses es s senten ence f flow and rhythm m within t the studen ent’s ’s w writing

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WORD CHOICE/CLARITY

Have I I use sed so d some me w words t that at I re I really y love ve? Can m my y re reader t tell ll w wha hat my w words ds me mean an? Have I I use sed an d any NEW words ds? Did I id I try not to repe peat w words t too man many t time imes?

Foc

• cuses on
• n the wor
• rds s

selected b by y the student

• nouns
• verbs
• modifiers
• Did I use any unique words
• Did I choose good descriptive words?

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Interesting Words

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VOICE

Do I

• I re

reall lly li like this is pape paper? Does t this wr is writ iting so sound l d lik ike me me? How do w do I wan ant my reade aders t to feel? l? My favorite par part is is ____. ____. Deal als wit with wr writ iting t to your au audie dience, t the use se of tone, an and d wr writing wit with pe perso sonality an and d energy.

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Voice Lesson Ideas

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EXPECTATIONS FOR STUDENTS WITH SIGNIFICANT INTELLECTUAL DISABILITIES

Alternate A Achievement S Standards

• Breadth and Depth

You

• u ma

may y need t to

• think ou
• utside the b

box to

• com
• me up with s

strategies that will a allow students to p parti tici cipa pate in t the steps ps

• Assistive technology
• Graphic organizers
• Use pre-typed words, photos, or symbols.

Writing c cons nsist simply o

• f
• Generating ideas
• Creating a permanent product

Co Cons nsider how w you mi migh ght mak ake ac e activities more c e concrete an and n nar arrow w

• Provide limited response options or templates
• Add symbols or photos

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Remember that as mastery occurs, students may be able to participate in more of the steps

SAMPLE MAPPING ACTIVITY

STUDENT CAN:

USE COMPLETE SENTENCES GENERATE WORDS SELECT WORD FROM AN ARRAY SELECT PICTURE TO REPRESENT AN IDEA

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Summer

No school

I like to go

• n

vacation with my family

Sleeping late Summer brings ____ days. hot free snowy Ice cream fishing

* C Con

• ntent and Organiz

izatio ion: Pr Prewriting Pr Prewriting s strateg egies are e us used ed in n kin indergarten t thr hrough gh high high school

• ol

By late e el elem ement entary sch chool stud uden ents co cons nsider er what the pur urpose e

• f t

f the he w writ iting is a is as w s well a as w s who ho the he in intended au audie ience is is By y high sc high scho hool st students use se mo more complex gr grap aphic organ ganizers, us use t e time m e mana nagem ement, and nd k keep eep r reco ecords of writing such uch a as daily ly jou

• urnals

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WRITING ACROSS THE YEARS

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Persuasive Graphic Organizer Based on the book:___Number the Stars by: Lois Lowry________ Your Opinion:_My favorite character in the book was _(Write in or circle your

• pinion)_____________________________________________

Peter Uncle Henrik Anne Marie My Reason: Circle your reason: Uncle Henrik was brave. Peter was kind. Anne Marie showed courage. Supporting Details:_Circle the fact that supports your reason: Anne Marie ran through the woods at night. Peter brought the Johansens gifts. Uncle Henrik helped the Jews escape to Sweden My Reason: Circle another reason Uncle Henrik was smart. Anne Marie loved her best friend, Ellen. Peter was brave. Supporting Details: Circle the fact that supports your reasons:

Unc le He nr ik built a hidde n ar e a in his boat so he c ould hide the Je ws fr

• m the Nazis.

Pe te r he lpe d the Je ws e sc ape fr

• m De nmar

k. Anne Mar ie save d E lle n’s Star

• f David ne c klac e for

he r .

Restate your opinion: My favorite character in the book was______________because_________________________and because____________________________________.

State your ur o

• pi

pinion by filling i in t n the sent ntence. not li like li like I w woul uld _______ ________ ______ ______ _____ __ to visit L Little Italy ly.

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I would l like t to visit L Little le I Italy ly b because____________________. ____________________.

goo

• od Italian f

food

• od

goo

• od cakes

dogs li live t ther ere airplan lanes f fly

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DESCRIPTIVE WRITING & WORD CHOICE

Pick an an obj bjec ect t that at could be be br brought to c

• class

ss

Model del descrip

iptive writ itin ing b by lis istin ing the d desc scriptive w wor

• rds t

s that help st students visu sualize t the stra rawberri rries Add photos t to support e each descriptive ve w word rd. re red green l leaves s on

• n top
• p

sof soft sh shaped l like a heart bumpy py ju juic icy

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YOU CAN CREATE THE SAME TYPE OF DESCRIPTIVE WRITING WITH PHOTOS

All About ut Me Name me: My p pet i is a_______ _____.

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cat dog fish

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Person/Character Chart Filling out a person/ character chart gives you a clearer look at a character in a piece of writing. Use it when writing a character sketch.

• Fill in each box with the information about the

character.

• Add more rows to explore other details about the

person. Name Age Appearance Personality Strengths Weaknesses Goals Other Details

NARRATIVE WRITING

Ask the e stud uden ent to select ect the e sent entenc ence e that bes best tells lls abou

• ut this photo.
• .
• I love to ride my bike in the

summer.

• My baseball team won the
• championship. I was proud.
• My dog and I like to play ball.

If addition

• nal s

l suppor

• rt is

need needed ed, add a pict ctur ure e to ea each ch s sent entence ence making the e pict ctur ure e for sent enten ence ce #2 #2 the e same e as t as the he pho hoto.

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Instead of drawing a picture, a photo taken during the event could be used allow the student to paste pictures together to create a scene then select from prewritten sentences to tell the story.

WRITING TECHNOLOGY IN ACTION

Students wi with disa sabilities a at all grade levels s wi will benefit from

• m c

creating st stor

• ries t

that are personally lly r relevant nt Create b book

• oks usi

sing P Power P Poi

• int

Use se p person sonal p photos or

• r photos

s from

• m t

the internet Create text xt i in l large f fon

• nt and sp

spell checked on

• n the c

com

• mputer

Have t the com

• mputer r

read the book

• ok alou
• ud or
• r have a peer r

read alou

• ud

Let’s t take a a look at at an an example o

• f narr

narrative w writ riting in PowerPoin

• int f

t format at

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TIME TO GO HOME!

W E H A D F U N I N H A W A I I .

W E F L E W B A C K H O M E O N T H E A I R P L A N E . I T D I D N O T T A K E A S L O N G T O G E T H O M E !

EXPOSITORY WRITING

Used t to

• Explain
• Inform
• Instruct

Ma May tak ake t the f form o

• f
• Newsletters
• Text books
• Travel guides
• Research papers

Follo lows ws a a logical, l, sequentia tial o

• rder

Exposit

• sitory writin

ting i is seen a n across content a t areas as Easy y to u use g graphic

• rganize

izers

• American Indian chiefs
• Sitting Bull
• Healthy food choices
• Animal habitats

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GRAPHIC ORGANIZER WITH EXPOSITORY WRITING

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CHAIN OF EVENTS TIMELINE

Higher level student:

• Student researches

and writes own answers Student who needs more support:

• Text supported

with pictures

• Response options

with pictures FILL-IN T THE HE BLAN ANK RESEARCH R REPORTS

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PERSUASIVE PARAGRAPH EXAMPLE

GRAPHIC ORGANIZER

TRELA, K. (2008). THE EFFECTS OF I WRITE NOW STRATEGY ON STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES' PARTICIPATION IN COMPOSING AN OPINION PARAGRAPH. DOCTORAL DISSERTATION, UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE, 2008.

Research to Practice

SCORING GUIDE

Compone nent nt Say ay: Respo sponse se Comme mments

• 1. Top
• pic s

sentence ( (exp xpress op

• pinion
• n

about s subject) What do you think? : I THINK that … (e.g. “Students should wear uniforms, students should not wear uniforms, and firefighters wear uniforms”)

C I Y N V P

• 2. Transition 1

What word? (Points to transition word list)

C I Y N V P

3.

• 3. Reason 1

1 - suppo pports t topi pic Why do you THINK that?

C I Y N V P

• 4. Transition 2

2 What word? (Transition word list: e.g. first, second, next, then, third, this is why…)

C I Y N V P

5.

• 5. Reason 2

2 - suppo pports t topi pic Why do you THINK that?

C I Y N V P

• 6. Transition 3

3 What word (Transition word list)

C I Y N V P

7.

• 7. Reason 3

3 – suppo pports t topi pic Why do you THINK that?

C I Y N V P

• 8. Transition 4

4 – conclusion What phrase (Transition word list)

C I Y N V P

• 9. Restate o
• pinio

inion – agrees w with topic se sentence State opinion: I THINK that …

C I Y N V P

TO TOTA TAL

C = Independently chooses correct word/sentence (states/restates an opinion, detail supports selected opinion, transition word reflects sentence order) I = Independently chooses incorrect word/sentence (chooses distractor, detail does not support topic, transition word does not support sentence order)

• r does not respond

STUDENT INTERVENTION RATING PROFILE

LESSON PLANNING

• May star

art wi with 1 1 wr writing t g trai ait an and ad add as as students gai gain skills o

• r mas

aster ery. Or start with 2-3 traits and add conventions/word choice later.

• Develop a plan for teaching each trait, practice with multiple topics.
• Build generalization

Remember:

• Grade aligned
• Meet specific needs/goals for your students
• Use assistive technology
• Symbolic communication levels

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Sample Graphic Organizer for writing descriptive text.

Support Documents used to teach lessons (e.g., worksheets, websites; picture symbol word banks)

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http://doe.sd.gov/oats/AltAssessment.asp

Students are instructed to complete the graphic

• rganizer by circling the

“choice that best describes the picture”.

Students are then directed to compose descriptive sentences using their graphic organizer and picture choices.

USING STUDENT DATA TO HELP INFORM YOUR TEACHING

• St

Stude dent w work sam sampl ples

• Rubrics

cs

• Set goals that align to the students need as well as

the standards

• IE

IEP g goa

• als

ls

• St

State/ Co Comm mmon Co Core St Stan andards

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Example: This 4-pt rubric can be used to assess the students completed writing

• sample. The scorer would identify if the

students work sample fit best into a 0-1-2-3. Rubric system allows students to demonstrate growth towards mastery of skill

• ver time.

Sample Student SCORED Assessments

REMEMBER…

Writ iting c consi sist sim simply o

• f
• Generating ideas
• Creating a permanent product

Co Consider h how w you can an use se assi assistive t technology du durin ing writ itin ing a activit ities Co Consider h how w you mig might mak make ac activ ivities mo more c concrete an and d nar arrow ( (remember t the man many exam xamples ) )

• Add symbols of photos
• Provide limited response options or templates

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QUESTIONS/ANSWERS/DISCUSSION

Bre ree Jimenez bajimene@u @uncg.e .edu Alic icia Sau Saunde ders afquesin@u @uncc.e .edu

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References:

• Edina Public Schools

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/ideascontent.htm

• South Dakota Alternate Writing Formative Assessment

http://doe.sd.gov/oats/AltAssessment.asp

• Castellani, J., & Jeffs, T. (2001). Emerging reading and writing strategies using technology. TEACHING Exceptional

Children, 33, 60-67.

• Fink-Chorzempa, B., Graham, S., & Harris, K. R. (2005). What can I do to help young children who struggle with writing?

TEACHING Exceptional Children, 37, 64-66.

• Trela, K. (2008). The effects of I write now strategy on students with significant cognitive disabilities‘ participation in

composing an opinion paragraph. Doctoral Dissertation, University of North Carolina at Charlotte, 2008.