1. Taking it to Writing January 10, 2014 Weber School District

2.  Be sure to sign roll  Cell phones turned off and put away  Sitting with team from school  Write down ideas to share during discussion times  20 minute break at 9:50 Housekeeping

3. “Writing today is not a frill for the few, but an essential skill for the many.” National Commission on Writing (2003)

4.  Writing is the most difficult of all language skills.  It is acquired the latest, mastered by the fewest, and learned with the most effort over the longest period of time. (D. Johnson & H. Myklebust, 1967) Writing is Difficult

5. Teaching Elementary School Students to be Effective Writers Institute of Education Sciences, U.S. Dept. of Ed, 2012 http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx#pubsearch.

6. Write Traits in a Process Model

7.  Writing well involves more than simply documenting ideas as they come to mind. It is a process that requires that the writer think carefully about the purpose for writing, plan what to say, plan how to say it, and understand what the reader needs to know.  Teachers can help students become effective writers by teaching a variety of strategies for carrying out each component of the writing process and by supporting students in applying the strategies until they are able to do so independently. Writing Process

8.  Generating Ideas – what do I have to say?  Setting goals – for what purpose am I writing?  Organizing ideas – in what form will I express my thoughts? Louisa Moats (2013) Planning Involves

9.  Develop goals and generate ideas  Gather information from reading, prior knowledge, and discussions with others  Organize ideas for writing based on the purpose of the text  Write these goals and ideas down in order to refer and modify them throughout the writing process  6 Traits Connection: Ideas  Strategies:  POW (Pick ideas, Organize their notes, Write and say more)  Ordering Ideas/Outlining Generating Ideas

10.  Create a preliminary version of a text  Select words and construct sentences to accurately convey ideas  Skills such as spelling, handwriting, and capitalization and punctuation are important when drafting but should not be the focus of students’ effort at this stage  6 Traits Connection: all traits except conventions and presentation  Strategies:  Imitation (models of exemplary text)  Sentence Generation Drafting

11.  Make content changes to clarify or enhance meaning  Reorganize  Add or remove sections  Refine word choice and sentence structure  Word processing can make this easier for many students  6 Traits Connection: Organization, voice, sentence fluency  Strategies:  Peer revising (?, ^) Revision- Did I say what I wanted to say?

12.  Reading from the reader’s perspective: Is the message complete, logical, written with conventional symbols and grammar?  Revising, editing: Did I say what I wanted to say? Did I reach my audience? Are the conventions respected? What will add interest? Review and Revision Involve:

13.  Make changes to conventions of written English  Make the text readable for audience and intended meaning clearer  Spelling  Grammar  6 Traits Connection: Word Choice, Conventions  Strategies:  COPS (Capitalize, Overall appearance, Punctuation, Spelling) Editing

14.  Occurs at the end of the writing process  Purpose is to share publicly in written form or oral form, or both  Not all student writing needs to be published but students should be given opportunities to publish their writing and celebrate their accomplishments  6 Trait Connection: Presentation  Strategies:  Peer Sharing (in pairs, listen and read along as the author reads aloud)  Authentic audience(s) Publishing

15.  Critical skills for our grade level Foundational Skills

16.  Before a student can be expected to write formally, they must be able to speak formally.  Ways to support this:  Require students to use formal language to answer questions asked in lessons  Require students to restate part of question in responding  Use sentence framing to support writing formally Oral Language ListeningSpeakingReadingWriting

17.  Writing places multiple simultaneous demands on the writer. Mastering the foundational skills of good writing, including handwriting, spelling, sentence construction, and typing, allows students to devote more of their attention to composing written texts by utilizing the strategies and techniques associated with the writing process. Foundational Skills

18.  Utah Core Standards (added components)  Manuscript Handwriting (K-2)  Cursive Writing (3-5)  Reading cursive writing (3-5) Utah Core Standards

20. “Self-generated action, in the form of handwriting, is a crucial component in setting up brain systems for reading acquisition.” Karin Harman James, 2011 Indiana University

21. Handwriting Instruction IS Important 1.Students still need to know how to write by hand. 2.Good handwriting makes a good impression. 3.Handwriting is a foundational skill for literacy. 4.Teaching handwriting boosts writing and reading proficiency. 5.Students with good handwriting score better on tests. (Handwriting Research: Impact On the Brain and Literacy Development, Zaner-Bloser, 2012)

22. Handwriting IS Literacy Handwriting instruction… Supports early reading and writing development through print awareness and improved letter recognition Strengthens students’ ability to self-regulate all of their written work Reduces the need for handwriting-related intervention Leads to more effective, fluent, and confident communication

23. Handwriting: A Basic Building Block of Literacy Dr. Steve Graham “ How legibly and quickly students write letters influences their success in school.” … Most school work is still done by hand.

24. HANDWRITING Boosts Writing Proficiency More ideas were expressed and more complete sentences were produced in students utilizing handwriting as compared to keyboarding. (Berninger, Abbott, Augsburger, & Garcia, 2009)

25. When kindergarten students are learning to write letters, teachers should have them begin on a vertical surface.

26. Sky-Write

27. Using Interactive Whiteboard Technology Can Enhance Gross-to-Fine Motor Skill Development

28. What IMPACTs Legible Handwriting?  Posture  Pencil grip  Paper position

29. How Do You Sit?

31. Schwellnus, et al., 2012 American Journal of Occupational Therapy, 2012

32. short (golf) pencils, “Pip Squeaks” ball in hand DO Model and Teach correct grip, hand preference and helping hand. Very young students can’t be expected to write well-formed letters or to accurately size or space them.

33. Alternate Pencil Grip

34. Take Time to Teach How to Hold the Pencil  Early on, children may successfully change a poor pencil grip.  Poor pencil position can cause fatigue and discomfort.  Model and reinforce a good pencil grip.

35. Letter Reversals are Common  Frequently reversed letters are b, d, f, q, j, p, and s.  Reversals are a developmental issue and will improve.  Reversing some letters is a normal stage and is not a sign of dyslexia or another learning disability.

36. Avoid programs and interventions that make handwriting more “complicated.” “Another” program Stroke Descriptions vs. Simple is better.

37. There Are 4 Zaner-Bloser HW iTunes Apps Spanish Manuscript Spanish Cursive English Manuscript English Cursive Use “Apps” for Guided Independent Practice Zaner-Bloser Handwriting - iOS Apps

38. Handwriting Paper Using appropriate handwriting paper enables supportive scaffolding and gradual release of responsibility

39. Prior to Learning Cursive Students Should Demonstrate: Near grade (2 nd /3 rd ) level reading proficiency The ability to write legibly in manuscript The ability to recognize cursive letters

40. Three steps to an effective handwriting lesson : Tell Show Stop and Check Write Remind

41. Encourage and Monitor Self-Evaluation NO MORE Than 15 Minutes of Instruction PER DAY

42. 5 Minutes of Direct Instruction 1 0 minutes of Guided and/or Independent Practice Self-evaluation Automaticity and Fluency Academic Success!!

43. Unpacking Writing Standard 1

44. Unpacking Writing Standard 2

45. Support at Home… http://www.readingrockets.org/pdfs/edextras/59261-en.pdf