1. Trouble with the Audio? Click on the phone icon at the top Call the number given Join the conversation through your phone You will continue to see the slides

2. October Community of Practice

3. Write on!

4. Informational writing Narrative writing Persuasive Writing

5. What’s lurking in the NCSC writing modules? vocabulary state standards UDL grid real world applications additional resources How to get to: go to NCSC Wiki page, click on Content Modules on NCSC schema, then go to type of writing desired PowerPoints

6. Very good additional resource http://mast.ecu.edu/modules/bw/ Click on Range of Experiences on the left menu of the URL page. Click on Module tab Under Category, click on Students with Significant Intellectual Disabilities Under Module, click on Creating Writing Opportunities

7. Students Communicating at an Abstract Symbolic Level: Focus on main ideas and details only Extensive modeling from teacher—read paragraphs about familiar topics and label main idea and details Teacher adds visual cues—e.g., highlighting main idea in one color and details in another Teacher models writing about a topic with a main idea and supporting details Student generates a sentence that conveys the main idea and generates a sentence each for at least two supporting details Prewritten options for topic sentence Permanent product: dictate to scribe, AT, write… Source: MAST

8. Students Communicating at the Concrete Symbolic Level: Receive instruction using shorter paragraphs (two sentences) All text supported with picture symbols Students create paragraph similarly to abstract symbolic students, but expectation will be for two sentences: one main idea and one supporting detail Stem sentence can be provided— “I like ______.” Source: MAST

9. Students Communicating at the Emerging and Pre-symbolic Level: Focus on student’s ability to express a thought about a topic, and give one reason why they think/feel way they do Teacher gives instruction on what main idea and supporting details are Presentation in more concrete formats—using real objects or pictures Teacher provides prewritten sentences Complete sentences by choosing from descriptors Chosen descriptors placed into sentences using Velcro Source: MAST

10. Example of mapping writing across communication levels Taken from MAST

11. Remember, writing is now responding to a prompt to whatever extent that is possible for the student. Be creative and adaptive; not all writing is done with a paper and pencil.

12. Questions: Comments: Ideas: