10/19/2011 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 - - PDF document

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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

1

OBJECTIVES

• Writ

iting and and Reading ading

• Stage

Stages of

• f Writi

iting

• 6 W

6 Writi iting Trait aits

• Graphi

aphic O c Orga ganiz nizers rs

• Le

Lesson P sson Planning ning a and d Formativ ive A Asse ssessments ssments

This p presentation w entation will p present ent exam ampl ples o

• f

stude student w t work rk al alon

• ng with

with prac practical ap applications f for s r stude udents at at all all symbolic le levels and and acr across the c the curri rricu culu lum. m.

2

WRITING

Reading an ading and d Writi iting go go han hand-in- n-hand hand

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

Best me Best method is thod is to pr provide ide oppor

• pportuni

unities t to wr writ ite e about about ME MEANI ANINGFUL e events ents and and topic pics!

3

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WRITING

Need Need f for r repea repeated ed read reading oppor

• pportunities t

to help bui build readi reading and and writi writing g skills skills

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

about what was read Integrate technolog to help make st dents more

• Integrate technology to help make students more

independent

4

KEYS TO WRITING SUCCESS

• Prac

Practice ce, practic practice, practi practice ce

• Model

Model f for r stude students

• Pr

Provide f feedback an eedback and d er error cor r correcti ction

• En

Encoura courage stu e students ts

5

STAGES OF WRITING

De Developm pmental Stages Stages of

• f Writ

iting (Sulz g (Sulzby, 1 1989): 989):

• Dra

Drawing

• Sc

Scribbling ribbling

• Let

Letter st er strin rings

• Invent

nted S ed Spelling ng

• Con

Conventional Spelli Spelling Con Conventional Spelli Spelling Stud Students with with moder moderate and se and severe re disab disabilities pr progr

• gress

thr through thes these s e stage tages as as well (Hedri ll (Hedrick, K , Kati atim, & & Carr rr, 1 , 1999 999; ; Kati atims, 1 1991)

6

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BEGINNING WRITING ACTIVITIES

• Pictu

Picture writi writing

• Struc

ructured ured s sentenc ences w s with fill-in b in blank s k spaces

• Sente

tence s starte ters

• Scramble

led wo d word rds to to put i into to a sentence

• Or

Orde deri ring sent sentence ces int into a a parag paragrap aph

• Journ

Journal W Writi iting/Experience ce Journ Journals

7

PICTURE WRITING

• 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 8 invented spelling, or may be able to create own words or sentences.

EXAMPLE SENTENCE STARTER FOR SWSD:

9

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TACTILE EXPERIENCE JOURNAL

• 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

10

• Student helps select supporting

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

• Read story with student

ACCOMMODATIONS FOR WRITING

Exam Examples f for r the the classr 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

11

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) fine motor skills)

12

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TECHNOLOGY FOR WRITING

• Form

rm of Un Univ iversal Desig l Design f for r Learn Learning

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

disability to write

• Just

st a a few ex w examp amples es:

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

13

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

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 14

Content/Ideas Information/ Organization Grammar/ Mechanics Sentence Fluency

6 WRITING TRAITS

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

Word Choice/ Clarity Voice

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CONTENT/IDEAS

What What is m is my message message? Is m Is my message message clear? clear? Did d I tr I try y har hard t to mak make it int it interes resting? Do I Do I have enoug enough informat ation?

Gr Graph aphic Or Organ ganizers: e. e.g. g., KWL L char chart, E E-Char Chart, F Fact ct and and Op Opini inion

Resour urce: http://www ://www.e .edi dina.k12.m .k12.mn.u .us/conco ncord/t d/teache acherlinks rlinks/s /six ixtraits traits/ide /ideasco cont ntent.h t.htm 16 17 18

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19

INFORMATION/ORGANIZATION

Ho How does m w does my paper paper beg begin? n? Did I d I tell things ll things in in or

• rder?

der? Does Does e ever eryt ythi hing ng link t link to my message message? Ho How does m w does my paper paper end? end?

20 Transitions

2 3

GRAMMAR/MECHANICS

Did I Did I lea leave e spaces be spaces betw tween een words? s? Did Did I use a use a title? title? Did Did I use period I use periods or

• r question

estion marks? marks? Did I Did I use use capital le capital lett tter ers in s in the the right right places places? Is it it easy easy to read m read my spellin spelling? Could another per Could another person

• n read m

read my paper? paper? Includ Includes the es the corre correct use ct use of

• f sp

spelling ng, sp , spaci acing, g, and subjec and subject/verb rb agree agreement

21

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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.

22

SENTENCE FLUENCY

Did I Did I use sent use sentence ces? s? Do Do my sent sentence ces begin in begin in dif differe erent w ways? ys? Did I Did I use some long use some long and and some shor some short t sent sentences? Does Does m my paper sound paper sound smoo smooth as th as I I list listen t to it? it?

Ad Addresses esses senten ence f ce flow a and rhythm w hm within t in the studen ent’ t’s w s writing ing 23

WORD CHOICE/CLARITY

Ha Have I I used some w used some words s that I that I really really lo love? Can m Can my reade reader t tell ll what what my words mean? s mean? Ha Have I I used an used any NEW w y NEW words? s? Did I Did I tr try y no not t t to repeat repeat words s too man

• o many times

times?

F h h d l d b h h d Foc

• cuses on
• n the wo

words se selec ected b d by the stu studen ent

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

24 Interesting Words

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25

VOICE

Do I I really ally lik like e th this paper? is paper? Does es this this wr writi iting sound lik sound like me? me? Ho How w do do I w I want nt my readers readers to feel? eel? My fa favorite p part is is ____. __. Deals Deals with with writi writing t to your audien ur audience ce, the the use use of

• f tone,

ne, and and writ writing with with per personality and and energ energy.

26 Voice Lesson Ideas 27

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EXPECTATIONS FOR STUDENTS WITH SIGNIFICANT INTELLECTUAL DISABILITIES

Alterna rnate Ac e Achi hiev evemen ement Stand andards

• Breadth and Depth

You m u may y ne need t to think think o

• utsi

tside the the box box t to co come up with th stra strategies th that will a ll allo llow stu studen ents to to p participa icipate i e in the steps

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

Wr Writing co consi nsist sim simply of

• f

g p g p y

• Generating ideas
• Creating a permanent product

Consider h how you mig might ma make activi vities more c more concre rete and narr rrow

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

28 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

Summer

No school Summer brings ____ days. hot free snowy Ice cream 29

I like to go

• n

vacation with my family

Sleeping late fishing

* Content a t and Organization: nization: P Prew ewriting riting Prewri riting ting st strategies gies are u used i in kindergar ergarten t en through ugh high sc schoo hool By By lat late elemen elementary s school hool s studen udents cons consid ider what the what the pur purpos

• se

e

• f the writi
• f the writing is

is as as well as ll as who the int who the intended audie audience is is

WRITING ACROSS THE YEARS

By high s high school hool s studen ents u use e mor more com complex gr grap aphic or

• rgan

ganizers, us use time e time mana management, and k and keep eep recor records of

• f writi

writing s such ch as as dai daily journ journals

30

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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

31

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 Na zis.

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

• m De nma r

k. Anne Ma r ie save d E lle n’s Star

• f Da vid ne c kla c e for

he r .

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

State yo e your o

• pinion

ion by by filling ing i in the senten ntence. not lik like lik like I ld I ld t i it Littl Littl I It l I I wo would ld _____ ____________ _____________ ______ to visit it Littl Little It Italy. y. 32

I would lik d like to visit visit Lit Little I e Italy becau aly because_ e____ ______ ______ ______ ______ ______ ____. _.

good Ital Italian food good cakes dogs gs l live th ther ere airplanes es f fly

33

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DESCRIPTIVE WRITING & WORD CHOICE

Pick Pick an an ob

• bject

ject that that coul could b be broug

• ught

to to c class s

Mo Model l de

descri riptiv ive w writing ing by listing ing the d descript ptive wo e word rds that help stu students visua visualize the the stra rawber errie ries Ad Add p photos

• tos to

to s suppor

• rt

t each descript ptive wo word rd. red red green reen lea leaves on t

• n top

g sof soft shap shaped lik like a a hear heart bu bump mpy juic juicy 34

YOU CAN CREATE THE SAME TYPE OF DESCRIPTIVE WRITING WITH PHOTOS

All A All Abou

• ut M

t Me Na Name me: My pet pet is a______ is a_______. 35

cat dog fish

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

36

Personality Strengths Weaknesses Goals Other Details

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NARRATIVE WRITING

Ask t the st studen udent t t to se sele lect ct the s the sent nten ence that that bes best tells lls about about this 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 If addi addition

• nal suppor

support is is needed ed a add a pi pictur ure e need needed, add add a a pict picture to each each sent nten ence mak making the the pictu picture f for r se sent nten ence #2 #2 the sa same me as as the the photo.

37 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

Stu Students w with d th disab sabilities at at all all gr grad ade e le levels w will ll benefit nefit fr from

• m cr

creati eating st stor

• rie

ies that ar that are e pers personally ally rel relevant vant Create b books s using Powe g Power Po Point Use personal p al photos o

• tos or phot
• tos
• s from t

the inte ternet rnet Creat eate t text i in large f large font nt and and spell ch spell check ecked on

• n the

e com computer Have the the com computer r read ad the the book

• ok aloud

aloud or

• r ha

have a a peer eer r read ad aloud aloud

Let’s t’s ta take a look

• k at a

an e exam ampl ple e of n narrativ rrative e writing ing in P in PowerPoint f form rmat

38

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10/19/2011 15

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 !

10/19/2011 16

EXPOSITORY WRITING

Used Used t to

• Explain
• Inform
• Instruct

Ma May tak y take the the form rm of

• f
• Newsletters
• Text books

Exp Exposi sitory writi writing is is seen acr seen across ss co cont ntent areas areas Eas Easy t to use e graph graphic

• rg
• rganizers

rs

• American Indian chiefs
• Sitting Bull
• Travel guides
• Research papers

Foll llows a a log logical, seq sequential or

• rder

der

g

• Healthy food choices
• Animal habitats

46

GRAPHIC ORGANIZER WITH EXPOSITORY WRITING

47

CHAIN OF EVENTS TIMELINE

48

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Higher level student: g

• Student researches

and writes own answers Student who needs more support:

• Text supported

with pictures

• Response options

with pictures FILL-IN

• IN T

THE BLANK RESEAR RESEARCH REPOR CH REPORTS

PERSUASIVE PARAGRAPH EXAMPLE

50

GRAPHIC ORGANIZER

10/19/2011 18

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

Research to Practice

AT CHARLOTTE, 2008.

SCORING GUIDE

Comp mpon

• nent

ent Say: Respons nse Commen ments

1.

• 1. To

Topic sent c sentence ( (exp xpre ress o

• pinio

inion abou

• ut s

t subjec ect) t) 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.

• 2. Tran

Transition 1 What word? (Points to transition word list)

C I Y N V P

• 3. Re

Reason

• n 1

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

C I Y N V P

• 4. Tran
• 4. Transition 2

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

C I Y N V P

• 5. Re

Reason

• n 2

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

C I Y N V P

• 6. Tran
• 6. Transition 3

What word (Transition word list)

C I Y N V P

• 7. Re

Reason

• n 3

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

C I Y N V P

• 8. Tran
• 8. Transition 4

4 – conclusion What phrase (Transition word list)

C I Y N V P

9.

• 9. Resta

state o

• pin

inion – – agre grees with with topic s c sentence ence 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

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LESSON PLANNING

• Ma

May y star start t wi with 1 th 1 wri writing g trai trait t and and add add as as stude students gai gain ski skills o

• r mast

ster 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

55 Sample Graphic Organizer for writing descriptive text.

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Support Documents used to teach lessons (e.g., worksheets, websites; picture symbol word banks) 59 http://doe.sd.gov/oats/AltAssessment.asp Students are instructed to complete the graphic

• rganizer by circling the

“choice that best describes the picture”.

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

USING STUDENT DATA TO HELP INFORM YOUR TEACHING

• Stude

Student w work rk sam sample les

• Ru

Rubrics

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

the standards

• IE

IEP g P goals als IE IEP g P goals als

• Stat

State/ Common Cor Common Core Standa Standards

62 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.

10/19/2011 22

Sample Student SCORED Assessments

REMEMBER…

Writi iting consis consist sim t simply ly of

• f
• Generating ideas
• Creating a permanent product

Consi Consider h how w you u can n use use assist assistiv ive t techno nology durin during writ writing activiti activities Consi Consider ho how w you u might might mak make activiti activities more concre more concrete Consi Consider ho how w you u might might mak make activiti activities more concre more concrete and narr and narrow (reme (remember r the man the many e exam ampl ples )

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

66

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QUESTIONS/ANSWERS/DISCUSSION

Br Bree ee Jimen Jimenez ba bajimene jimene@u @uncg ncg.edu edu Alicia Alicia Saunde Saunders rs afqu quesin@un esin@uncc.ed edu

67 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.