Post on 30-Aug-2018
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IndianaAcademicStandardsforWriting
IndianaAcademicStandardsrequirestudentstobecomeproficientinmultipletexttypes
– Handwriting– Persuasive– Informative– Narrative– TheResearchProcess
CriticalFoundationalSkills
• Transcriptionskills– Handwriting– Spelling
•Compositionskills– Wordstosentences,paragraphs,andessays– Creating,organizing,elaboratingideas– Editing,revising,sharing
(Berninger &Winn,2006;McCloskey&Perkins,2012)
Handwriting
• Linkedtobetterletterperception,readingfluency,andwritingfluency(Berninger,2012;Graham,Harris,&Fink,2000)
• Trainstheorthographicloop,whichsupportsspellingandcomposing.
• Trainsserialorganization
• Automaticity– quickly,accurately,effortlesslyReducescognitiveloadneededforcomposition
WhyHandwritingInstruction?
1. Learningtoformlettersbyhandimprovesperceptionoflettersand contributestobetterreadingandspelling.
2. Automaticletterwritingpromotesbettercomposing—bothamountwrittenandqualityofwriting.(Berninger,2012)
WhataboutKeyboarding?
Spelling
Spellinginstruction:
– intheearlygradesislinkedtobettercompositioninthelatergrades.(Berninger &Fayol,2008)
– islinkedtogreaterphonologicalawarenessandreadingproficiency(Graham&Santangelo,2011)
OralLanguageSkills
• Vocabulary– Writersmustbeabletospontaneouslyrecallwordsandhaveaclearunderstandingofwordmeaningandusage.(Corona,Spangenberger,&Venet,1998)
• Sentenceconstruction– practiceincombiningsimple,shortsentencesintocomplexsentencesimproveswritingquality(Saddler&Graham,2005)
WritingProcess
Explicitinstructioninthewritingprocess– plan,draft,revise,edit,andpublish– issupportedbymultiple
studies.(Graham&Perin,2007)
WritingInstruction
• Strategyinstructioniseffectiveinincreasingoverallqualityofstudents’writing(Graham,2006)andhaslong-termimpact(Fidalgo,Torrance,&Garcia,2008)
• Instructionshouldinclude:– task-specificstrategies(i.e.,usinggraphicorganizers) and– metacognitivestrategies(i.e.,usingarubrictoevaluationyourdraft)
WritingInstructionRecommendations
• Provideampletimeforwriting• Usefrequentassessmenttoinforminstruction• Explicitlyteachwritingskills,processandstrategies• Teachmultipletexttypes•Writeacrossthecurriculum• Integrateappropriatetechnology• Establishapositiveenvironmentforwriting
(Graham,2013)
WritingMini-Lesson
1. Givethelessonacatchyname.2. Keepitbrief.3. Focuson1keylearningconcept.4. Letthestudentknowupfront
whattheywillbelearning.5. Startbyconnectingthelesson
withwhattheyalreadyknoworarealreadydoing.
6.Beexplicit anddirect.7.Expectstudentstobeaccountablefortheirlearning.8.Planmini-lessons basedonwhatyourstudentsneedtoknow.9.Onceisneverenough!
ModelforExplicitTeachinginWriter’sWorkshopI’llShowYou YouHelpMe I’llHelpYou NowYouDoIt
YourselfTeacherdemonstrationinmini-lessons:Teacherhasalltheresponsibilityforthewriting
Classparticipationinmini-lessons:Theteacherhasthemostresponsibilityforthewritingandthechildrencontributeastheyareable
At-the-elbowconferences:Thechildhasthemostresponsibilityforthewritingandtheteacherprovidessupportasneeded.
IndependentWriting:Thechildhasalltheresponsibilityforthewriting
TeacherResponsibility StudentResponsibility
TextStructuretoImproveReadingComprehension
Understandingtextstructure• Narrative- Tellsastory,oftenaboutpersonaleventsorotherlifeexperiences;maybefictionornonfiction
• Informational-Conveyfacts,describeprocedures,explainsomething,sharebasicinformation,relatecause-effect,compare/contrast,problem-solutionstructures
TextStructureStrategy:
– Ilike...– Iwonder...– Ithink...– Ilearned...
– Thisremindsmeof...– Iamsurprised...– Iwanttoknow...
(StepUpToWriting,GradesK-2Auman,2016
FreeResponse– askstudentstorecord(oralorwritten)aresponsetoqueriessuchas:
AskandAnswerQuestionsaboutaText
Narratives•Whoarethecharacters?Whoisthestoryabout?•Whatisthestoryabout?Whatistheproblem?Whatmighthappen?•Whendoesthestorytakeplace?•Wheredoesthestorytakeplace?Wheredothecharactersgo?•Whydoesthecharacterdothis?Whydoesthecharacterfeelthisway?• Howwouldyourretellthestory?Howwouldyoudescribethecharacter?Howdoesthecharactersolvetheproblem?
(StepUpToWriting,GradesK-2Auman,2016)
AskandAnswerQuestionsaboutaText
Informational•Whatisthetopicofthetext?Whatinformationdidyoulearn?•Whoisinvolved?•Whendidthishappen?Whenwouldyouusethisinformation?•Wheredidthishappen?Wherewouldyouseethisintheworld?•Whyisthistopicimportant?Whydidthishappen?• Howwouldyourdescribethistosomeoneelse?
(StepUpToWriting,GradesK-2Auman,2016)
WritingCompositionSkills
• Printconventions– capitalization,punctuation,grammar,spelling
• Languageusageandstyle
• Ideasandcontent
• Organization
WritingProcess
• Prewriteordraw– thinkaboutatopic• Plan– organizeideas• Draft– writeortellfirstcopy• Revise– makewritingmoreclearandinteresting• Edit– wordusage,spelling,capitals,punctuation• Finalcopyandproofread• Shareandpublish
SentenceWriting
Learningpartsofspeech
WhoorWhat Action Where, WhenorHow
FirstTry Thedog Isrunning away
BetterSentence
CombiningSentences• Theboydranklemonade. Theboywasthirsty.
• Theweatherwasperfect.Thegirlswereplayingsoccer.
WritingParagraphs
Three-SentenceParagraph• Topictitle
GrowingPumpkins
• BeginningsentencePumpkinsgrowingardens.
• TwoimportantideasTheyarebigandorange.Youcanmakepumpkinpiefrompumpkins.
QUESTION-tosolicitmoredetails:
•Whattypeof...• Isthatallowed...•Whendoeshe...•Whatcoloris...
Alwaysfollowwith“HOWCANYOUADDTHOSEDETAILS?”
Thefocusshouldbeon“Howcanyouaddthem?”not“Wouldyouliketoadd...”
SomePositiveThingstoDoorSay
• Yourreaderwilllikethewayyouhave...• Yourreadercanpicture...• Thispieceiseasyformetoread.• Howdidyoulearnthat?• Idothesamething...
• Tellmeagainwhathappened.Didyouputitdownthatway?•Whatelsedoyouwantthereadertoknow?• Howdidyouselectthetopic?• Iseeyouhaveincludedsomewordsfromthewordwall.• Iseeyouused…
InformationWriting
OneParagraphStructure• Topicsentence• Keyidea• Examples,explanations,events,experiences• Concludingsentence
(StepUpToWriting,GradesK-2Auman,2016)
InformativeWriting
LongerParagraphStructure• Topicsentence• KeyideaExamples,explanations,events,experiences• KeyideaExamples,explanations,events,experiences• KeyideaExamples,explanations,events,experiences• Concludingsentence
(StepUpToWriting,GradesK-2Auman,2016)
PersuasiveWritingSimilarstructureasinformativewriting
TopicKeyidea• Examples,explanations,events,experiencesConclusion
(StepUpToWriting,GradesK-2Auman,2016)
NarrativeWriting
Fictionandnonfiction
• Realorimaginedexperiencesandevents
• Teachstrategiestowriteabeginning,middleandending
StepstoWritingaStory
Step1Use1waytostart:Tellwho,where,when,oranaction
Step2Whathappensnext?
Step3Addmoredetails.
(StepUpToWriting,GradesK-2Auman,2016)
ResearchReports
•Modeltheresearchprocessbyleadingsharedclassroomresearchprojects.• Helpstudentscreateresearchquestions.• Helptoidentifyusefulsources(printanddigital)relatedtotheirtopics.• Providepracticeopportunities.• Havestudentspresenttheirprojects.
(StepUpToWriting,GradesK-2Auman,2016)
AssessmentStrategies
• Usestudentrubricsforrevisionbasedonthewritingprocesses– Organization– Ideas– Style
• Usestudentrubricsforeditingofwordusage,spelling,capitalizationandpunctuation.
(StepUpToWriting,GradesK-2Auman,2016)
WritingTAGT=TellIlikethewayyou...Iheardyousay...A =AskaquestionWhatdidyoumeanwhenyousaid...Whathappenedbefore...orafter...G=GiveasuggestionMaybeyoucanuseabetterwordfor...Tellmemoreabout...
Take-HomePoints
•Writingisacriticalskillforallchildren.
• Handwritingandspellingfacilitatecompositionskills.
• Explicitinstructionatalllevelsisaproven,evidence-basedapproachtoteachingwriting.