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Taking it to Writing. January 10, 2014 Weber School District. Housekeeping. 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. National Commission on Writing (2003). - PowerPoint PPT Presentation
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Taking it to WritingJanuary 10, 2014
Weber School District
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
“Writing today is not a frill for the few, but an essential skill for the many.”
National Commission on Writing (2003)
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
Teaching Elementary School Students to be Effective Writers
Institute of Education Sciences, U.S. Dept. of Ed, 2012http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx#pubsearch.
Write Traits in a
Process Model
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
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
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
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
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?
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:
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
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
Critical skills for our grade level
Foundational Skills
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
Listening
Speaking
Reading Writing
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
Utah Core Standards (added components) Manuscript Handwriting (K-2) Cursive Writing (3-5) Reading cursive writing (3-5)
Utah Core Standards
Why do we need to teach handwriting?
Isn’t keyboarding the skill needed in the 21st century classroom..?
“Self-generated action,
in the form of handwriting, is a
crucial component in setting up brain
systems for reading acquisition.”
Karin Harman James, 2011Indiana University
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)
Handwriting IS LiteracyHandwriting 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
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.
When kindergarten students are learning to write letters, teachers
should have them begin on a vertical surface.
Sky-Write
Using Interactive Whiteboard TechnologyCan Enhance Gross-to-Fine
Motor Skill Development
What IMPACTs Legible Handwriting?
Posture
Pencil grip
Paper position
How Do You Sit?
Schwellnus, et al., 2012 American Journal of Occupational Therapy, 2012
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.
“Tip, Flip, Grip”
Alternate Pencil Grip
Take Time to TeachHow 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.
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.
Avoid programs and interventions that make handwriting more “complicated.”
“Another” program
Stroke Descriptions
vs.Simple is better.
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
Handwriting Paper
Using appropriate handwriting paper enables supportive scaffolding and gradual release of
responsibility
Prior to Learning Cursive Students Should
Demonstrate:
Near grade (2nd/3rd) level reading proficiency
The ability to write legibly in manuscript
The ability to recognize cursive letters
Encourage and Monitor Self-Evaluation
NO MOREThan
15 Minutes of Instruction
PER DAY
5 Minutes of Direct Instruction10 minutes of
Guided and/or Independent Practice
Self-evaluation
Automaticity and Fluency
Academic Success!!
Unpacking Writing Standard 1
Unpacking Writing Standard 2
Support at Home…
http://www.readingrockets.org/pdfs/edextras/59261-en.pdf