Lesson plan Writing
Toowm92
BestPracticesinWriting1.pptxTeaching Written Expression and Spelling Skills
Reflect
-Do you consider yourself a writer? How comfortable do you feel writing?
-How comfortable do you feel teaching writing?
-How comfortable do you feel teaching writing at different levels of support?
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Handwriting and spelling
-Are prerequisite skills to writing
-Students with LD show difficulty with:
Legibility of their writing
One of the biggest problems according to NCLD
Spelling
Forming letters-working memory difficulties
Slow rate of text production; one-to-one correspondence when copying form board
Guided notes are essential
Students who struggle with handwriting and spelling benefit from explicit instruction (where RTII will provide assistance)
Explicit Handwriting instruction
1. Letter and word formation
Word formation
Pencil grip
Paper and pencil positioning
2. Provide writing supports
Pencil grips
Paper with raised lines
Hand-over-hand assistance, when needed
3. Evaluate and prompt a student to encourage handwriting awareness
4. Provide multiple opportunities to produce handwriting to increase writing fluency
CBM writing
Explicit spelling instruction
1. Taught words they frequently use in their writing
2. Generate plausible spellings for unknown words
3. Learn how to detect and correct spelling miscues
Using spell checker
4. Encourage the importance of good spelling
Common Strategies:
-Cover-copy-compare=pg. 170
-Five-Step Word Study=pg. 171
-Generate and Test=pg. 171
-COPS=pg. 174-178 explanation
Strong reading=strong writing
1. Phonemic awareness-letter sounds
2. Spelling based decoding
Onset and rime
Syllable types
Multisyllabic word decoding
Blending and segmenting
3. Word families and rhyming
4. Word manipulation
Letter tiles
Written Expression
Creative Writing
Academic/Functional Writing
Written Expression
Creative Writing- is the personal expression of thoughts and experiences
Poetry
Story writing
Personal narratives
Relates to events in chronological order
1st or 3rd person
Written Expression
Functional writing- focuses on conveying information in a structured form
Written answers to chapter questions
Letters
Invitations, reports and essays
Expository Writing
Expository Writing- explains or informs
Three types
Persuasive writing- presenting a point of view to a specific audience
Descriptive/Informative writing- describes experiences about people, places, things and thoughts
Compare-and-Contrast Compositions- highlights similarities and differences among two or more people, places, things, ideas, or experiences
Text Dependent Analysis-Using the text to support explanations
Writing and Standards
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| Type of Standard | Standards | What Each Type Addresses | |
| 1 | Text types and purposes | 1-3 | Opinion writing Expository writing Narrative writing |
| 2 | Production and distribution of writing | 4-6 | Guidance from peers and adults in planning, revising, editing, and publishing Includes word processing at Grade 3 |
| 3 | Research to build and present knowledge | 7-9 *Starts in 3rd grade | Research Drawing evidence Support from literature Support for claims made |
| 4 | Range of writing for 3-12 | 10 *Starts in 3rd grade and doesn’t change throughout the grades | Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences Extended times: Time for research, reflection, and revision Shorter times: A single sitting or a day or two |
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About Writing
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What is writing?
-Using multiple, coordinated processes and skills in a certain context to create written products
-Writing skills include proper use of phonology, morphology, orthography/spelling, syntax, handwriting, and vocabulary
-The social context of the classroom and motivation of the students can be capitalized to enhance the platform from which students practice these processes and skills
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the Untruths of Writing
Writing is creating a final product for an assignment
The writing process matters
Revision and dialogue matter
Using technology to write can be as beneficial as writing by hand
Research has shown that handwriting can work to improve spelling as well as competency in written expression (Cahill, 2009)
*Although technology can be helpful to those who often struggle with text production
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the Untruths of Writing
Editing is the same as revising
Revision occurs throughout the writing process, whereas editing refers to the final step—a final “clean up” of conventions, spelling, etc.
Writing can be isolated from reading
Reading and writing are reciprocal processes (Berninger, Abbott, Abbott, Graham, & Richards, 2002; Elbow, 1993)
Listening, speaking, reading, and writing are correlated (Berninger et al., 2006)
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Importance of Writing
Writing skills positively impact...
Success in school (e.g., testing, use to support learning in content areas, potential for college acceptance; Coker & Lewis, 2008; Schumaker & Deshler, 2009)
Completion of a college degree (National Commission on Writing [NCW], 2004)
Reduction of mental and physical distress (Harris, 2004)
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Importance of Writing
Success in the future workplace (NCW, 2004)
Obtaining a salaried vs. hourly job
Keeping or maintaining a career/job
Gateway for promotion
The power to disrupt and challenge current norms in education and communities at large (Comber, Thomson, & Wells, 2001)
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Evidence-Based Practices
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The Processes in Writing
(Berninger, Abbott, Whitaker, Sylvester, & Nolen, 1995)
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Why is Writing Difficult for Students?
Students may lack...
Coordinated cognitive processes and strategies leading to deficiencies in planning, organizing, and revising (Graham & Harris, 2005; Monroe & Troia, 2006; Reid & Lienemman, 2006)
Requisite foundational skills (e.g., handwriting, spelling, orthography, syntax)
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Writing for Students with Writing Disabilities
Let’s see what Dr. Graham says about writing for students with learning disabilities
Evidence-Based Instruction and Assessment Practices for Writing
Writing should be an essential part of the school experience
Recognize there are a variety of approaches to teaching written expression
Instruction to focus on helping students understand and deftly execute the elements of the writing process
Instruction to focus on helping students understand and use elements that appear in the text and that make the text pleasurable, informative, and/or provocative for the reader
Take advantage of available technological tools and modes
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Evidence-Based Instruction and Assessment Practices for Writing
Offer feedback on deeper features of writing (e.g., content, organization, form)
Explicit, systematic, and sustained instruction in basic writing skills to reach automaticity
Capitalize on informational source text about people, places, and things
Teach students to set concrete goals for composing, monitor their progress toward these goals, and evaluate text according to goals
Create a supportive environment to promote the value of writing and student motivation
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Selected Evidence-Based Practices for Implementing Writing in the Classroom
Freewriting
Strategy instruction
Teaching revising and editing
Vocabulary instruction
Text models
Assistive technology
Utilizing rubrics
Sentence-combining instruction
Summarization instruction
Write in response to text
Setting product goals
Adaptations
Conferencing
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Teaching Writing through strategy instruction
THE KEY to teaching writing with a strategic approach is to remember that the focus is not on teaching the strategy, but on helping students become strategic writers who are able to adapt strategies to their individual needs and purposes.
The product approach- focuses conventions
The process approach- stresses meaning first and then skills within the context of writing
Teaching writing approaches
The product approach- focuses conventions
The process approach- stresses meaning first and then skills within the context of writing
Writing context
Give the students the option to make their writing:
1. Intrinsically interesting
2. Personal ownership
3. Connection to their own lives
4. Time to collaborate with their peers
5. Set high expectations
6. Have consistent support to ensure students are able to meet the expectations
The Writing Process
Students work through five stages of writing
Prewriting (Brainstorming)
Drafting
Revising
Editing
Publishing
Overview of 5 Stages of Writing
Prewriting
Select a topic
Consider purpose
Identify the audience
Brainstorm ideas
Drafting
Rough draft
Skip lines
Emphasize content over mechanics & conventions
Overview of 5 Stages of Writing
Revising
re-read rough draft and make changes (add, delete, move)
Share with partner/group that provides compliments and suggestions
Make revisions based on feedback
Editing
Focus on mechanics (caps, punctuation, spelling, sentence structure
Overview of 5 Stages of Writing
Publish
Write or type final draft
Share with classmates or other audience or display
Modifying The Stages of Writing
For younger students or students with limited successful writing experiences the process can be reduces to three stages
Prewriting
Drafting
Publishing
Writing Traits
Organization- beginning, middle, end; same ideas go together, order makes sense
Ideas & content- writing is a story with many details that has a message or point
Focus/ Sentence Fluency- sentences go together well and your writing makes sense; variety of sentences; rhythm and flow to your writing
Word Choice- do not overuse the same word, replace typical words with more interesting synonyms: strong verbs, specific nouns; add descriptive adjectives and adverbs
Voice/ Style- show your personality and unique style of writing; give your writing pizzazz; try new and different ways to write
Conventions- spaces b/w words and lines; correctly use upper and lower case letters as well as punctuation; spelling
Implementing the Writing Process/ Writing Workshop
Teach the stages and establish routines in the beginning of the year
Emphasize connection between reading and writing
Model the appreciation language=using mentor texts
Share favorite poems, picture/chapter books through read alouds
Get literature in students hands
Share your writing with students
Implementing the Writing Process/ Writing Workshop
Structure of lessons
Mini-lesson: teach/model the skill or domain of writing
4 Characteristics of the Process Approach (Isaacson, 2007)
Process should be modeled- model brainstorming or asking questions, using organizer, converting ideas from organizer into sentences; include think alouds
Process can be Collaborative- can involve the teacher and/or peers; can establish partners or groups
4 Characteristics of the Process Approach (Isaacson, 2007)
The Process can be Prompted- the teacher assists throughout the steps of the writing process
The Process should be Self-Initiated and Self-Monitored- teacher can provide specific strategies (e.g., COPS, TOWER, HOW)
10 Instructional Recommendations (Graham and Harris, 1998)
-Allocate time for writing instruction
-Expose students to a broad range of writing tasks
-Create a safe climate
-Integrate writing w/ other subjects
-Aid students in the writing process (strategies, scaffold)
-Automatize skills for getting ideas onto paper
-Develop explicit knowledge about the characteristics of good writing
-Help students develop skills (conference)
-Help students develop goals (FCA’s)
-Avoid ineffective practices- (usage should be developed within context of real writing tasks, feedback on only one or two frequently occurring errors
6 Principals of Writing Instruction (Graham, Harris, & Larson, 2001)
Provide effective instruction
Model the writing process, connect to literature, daily writing practice across all subjects, regular conferencing, peer help
Tailor instruction to individual needs
1:1 assistance, explicit teaching, adaptations (keyboard, organizers, balance formal and informal instruction
Intervene early
Establish high expectations
Identify and address roadblocks
Attention, behavior, motivation, confidence
Use Technology
Semantic mapping, on-line/computer tools (spell checkers, dictionary, etc.)
Mete-analysis- 11 Research Supported Strategies (Graham and Perlin, 2009)
-Teach explicit strategies
-Teach students how to summarize texts
-Use collaborative instructional arrangements
-Assign individual students specific goals
-Use word processors and computers
-Teach and use sentence combining
-Engage students in prewriting activities
-Engage students in inquiry activities for analyzing data
-Integrate a writing process approach
-Expose students to examples of good writing
-Use writing as a tool for learning content material (ex. Diamonte poem- north/south)
Writing Instruction
Promote a positive attitude to motivate students to write
Provide opportunity for spontaneous written expression
Teacher can provide events to stimulate topics- generally, student should choose their own topic
Tasks may become more meaningful when students are allowed to work on the same project for an extended period of time.
Writing Instruction
Use student work samples to guide instruction
Student can apply/practice newly taught skills to their own writing samples
Provide opportunities for journaling so that each student can compile work samples
After a mini-lesson, direct students to apply what they learned to improve writing samples already written.
Avoid excessive correction-
always find something positive to say- do not discourage ideas by overcorrecting conventions
Strategies for Improving Writing
Emphasize sentence & paragraph development
Provide activities that has students categorize or classify ideas or organize ideas in a logical sequence
Organizational framework (content charts, semantic maps/webbing, t-charts, pyramid diagrams)
Teach the use of transition words (after that, in addition to, finally)
