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 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 of 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 of student w stude t work rk al alon ong with with prac practical ap applications f for s r stude udents at at all all symbolic le levels and and acr across 2 the c the curri rricu culu lum. m. 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 opportuni unities t to wr writ ite e about about ME MEANI ANINGFUL e events ents and and topic pics! 3 1
10/19/2011 WRITING Need Need f for r repea repeated ed read reading oppor opportunities t to help bui build reading and readi 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 technology to help make students more Integrate technolog to help make st dents 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 Developm De pmental Stages Stages of of 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 • Conventional Spelli Conventional Spelli Con Con Spelling Spelling • Stud Students with with moder moderate and se and severe re disab disabilities pr progr ogress through thes thr these s e stage tages as as well (Hedri ll (Hedrick, K , Kati atim, & & Carr rr, 1 , 1999 999; ; Kati atims, 1 1991) 6 2
10/19/2011 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 invented spelling, or may be able to create own words or sentences. 8 EXAMPLE SENTENCE STARTER FOR SWSD: 9 3
10/19/2011 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 • Student helps select supporting items to go with the story (e.g., pictures or tactile items) • Read story with student 10 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 4
10/19/2011 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 Word Choice/ Clarity Voice 6 WRITING TRAITS REFERENCES: EDINA PUBLIC SCHOOLS, SOUTH DAKOTA ALTERNATE FORMATIVE WRITING ASSESSMENT 15 5
10/19/2011 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 6
10/19/2011 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 order? 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? Transitions 3 2 20 GRAMMAR/MECHANICS Did I Did I lea leave e spaces be spaces betw tween een words? s? Did I use a Did use a title? title? Did Did I use period I use periods or or question estion marks? marks? Did I use Did I 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 on read m read my paper? paper? Includ Includes the es the corre correct use ct use of of sp spelling ng, sp , spaci acing, g, and subjec and subject/verb rb agree agreement 21 7
10/19/2011 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 oo many times times? F Foc ocuses on on the wo h h words se d selec l ected b d by the stu d b h h studen d ent nouns verbs modifiers Did I use any unique words Did I choose good descriptive words? Interesting Words 24 8
10/19/2011 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 of tone, ne, and and writ writing with with per personality and and energ energy. Voice Lesson Ideas 26 27 9
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