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Kathleen Marshall & Cheryl Wissick University of South Carolina DLD Workshop State CEC February 2011
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What are evidence-based practices (Graham & Harris, 2011)? What skills are included in written language? What additional skills are related to written language performance? How we can use what we know in our classrooms?
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Assessment Identify specific areas of difficulty: fluency, syntax, vocabulary, content, conventions – assess carefully! Progress monitoring – more info on that later! May want to preface writing instruction with oral sharing of information for assessment & practice: telling stories, taping stories – NOTE: *this will not teach written language.
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Pair instruction in reading with instruction in written language Relationship between reading and spelling Relationships between reading and writing expression instructional strategies: Planning, Main idea, Summarizing
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Teach students transcription skills Handwriting, spelling, typing Experience is not enough Practice is not enough Direct instruction of skills
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Use word processing and related software as a primary tool for writing Technology and UDL Motivational role in learning written language skills Expanding opportunities for instruction, practice, and evaluation Multiple means for integrating additional instruction into multiple educational environments. Keyboarding Skills by Diana Hanbury-King 0-8388-1707-6. http://eps.schoolspecialty.com/
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Teach grammar, vocabulary, and “usage” skills Use direct instruction Capitalization, punctuation, nouns, adjectives, main idea, sentence structure, etc.
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Teach executive function skills Use strategies and direct instruction Teach summarization skills Teach self-evaluation/self-monitoring skills number of words written, story grammar, punctuation checklist Goal-setting: Can move from teacher- generated to student-generated number of words, number of adjectives, correct use of pronouns – gender/number,
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Teach students to plan, revise, and edit compositions Teach existing strategies or develop your own Have students work together to work on this process Adapt the process approach for writing to include more direct instruction for students with disabilities in written language
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Direct Instruction: Teach foundational skills and concepts in written language Strategy Instruction: Use, create, and teach strategies for complex skills
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One skill at a timeEvaluate and practice Select one factor/skill at a time when working with a child with numerous problems, or group skill areas (punctuation). Incorporate self- evaluation into all instruction. Increase productivity - at least 3 free writing sessions each week, in addition to instruction.
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Error analysis: Skill selection/Scope and sequence; 4 major strands for beginning writing Identify categories of knowledge - concepts, strategies Instructional Tools: Prompts or guides for teaching; Pictures, word prompts, strategies, graphic organizers, story maps
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Task Format: Gradual move from easy to difficult; selection response, completion response, generations response Length/complexity of written product: Word, words, sentences, paragraphs, stories. Move from easy to difficult in all categories of instruction
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When teaching paragraph writing – determine important elements of skill and teach understanding or concept of paragraph before you teach actual writing. The rule can be used to guide writing and evaluation.
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A paragraph is a group of sentences about one topic. What is a paragraph? A group of sentences about one topic Preskills: concept of sentences and concept of topic
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Spring is coming soon. The birds all start to sing in spring. The flowers start to bloom too. This is a paragraph. It is a group of sentences about one topic.
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I have a dog named Romeo. He is a collie. Romeo likes to chase squirrels. He is a smart dog. This is a paragraph. It is a group of sentences about one topic.
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I have a dog named Luke. Luke is black. Green is my favorite color. I like peaches. This is not a paragraph. It is not a group of sentences about one topic.
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I like pizza. PepperoniSausage CheeseMushrooms This is not a paragraph. It is not a group of sentences about one topic.
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Summer vacation is coming soon. I will go on trips to visit my family. We will go to the beach. A good thing about summer vacation is I get to read lots of good books. This is a paragraph. It is a group of sentences about one topic.
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The pineapple is a sweet fruit. You can buy pineapples at the store. Pineapples come from Hawaii. This is not a paragraph. It is not a group of sentences about one topic.
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Paragraph: A group of sentences about a topic.
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A strategy is a series of steps that may include verbal associations, concepts, or rules that are designed to complete a task or solve a problem. Examples: Answering comprehension questions Writing a paragraph
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Note: Strategy instruction should involve teaching NO new skills - It involves linking together previously learned skills! First, each step must be identified and pre- taught. Identify the best way to lay out and match the steps to the student’s needs. Decide if steps should be illustrated or stated. If using verbal prompts, make sure they are appropriate for the student.
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Model steps of the strategy: If there are verbal steps or mental modeling, say aloud. Leading 1: Teacher guides (orally, if necessary); Student performs steps of strategy. Leading 2: Student performs steps of strategy and uses prompts/says verbal prompts. Testing: Student performs steps of strategy without prompts.
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Developing quick writing skills of middle school students with disabilities (Mason, Kubina, & Taft, 2009) Building on self-regulated strategy development (SRSD): (Graham & Harris, 2003)
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Strategy Instruction including modeling, guided practice, and independent practice Self-regulation including goal-setting, self- monitoring and self- reinforcement POW PICK my idea ORGANIZE my notes WRITE and say more TREE TOPIC sentence REASONS – 3 or more EXAMINE ENDING
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Five step study strategy Student says word Student writes & says word Check the word Write word from memory and check Repeat 5 steps Spelling Activities?
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Visualization Approach Teacher writes word Student reads word Student reads letters Student writes word Student “takes a picture” Student closes eyes spells word, and visualizes letters Student writes word and checks for accuracy
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Problem = No direct skill instruction & potential for reduced participation Advantage = preparing students by teaching fundamental skills first & holding students accountable Process Approach to teaching writing Prewriting brainstorming Composing Editing Direct Instruction adaptations to Process Approach Preteach critical skills Focus expectations on skills taught Gradually increase level of independence & reduce prompts.
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Prewriting Composing Selecting a topic (teacher, group, peer) Planning (outline, illustrate plan, develop story elements - teacher guidance, group, peer-pair, individual) Writing strategy, related vocabulary, oral presentation Teacher guidance, group, peer/pair, individual
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Revising Editing Teacher input - Select skills for revision based on previous direct instruction, prompt, checklist Meeting 1: Editor listens to story & reads along, makes notes - 2 questions (Is anything not clear? Where could details be added?) Discuss revisions Meeting 2: Discuss revisions, Edit for mechanical errors, use checklist
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