Week

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1. Warm-up 1: Adolescent Literacy
2. Warm-up 2: Writing Part 1
3. Let’s Discuss...
4. Lecture on Writing Part 2 + Activity

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groups of 3 or 4 people per group

Use this link for digital materials

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: Adolescent Lit

Let’s look at practice #1: �Create a writing environment that is positive and supportive�

1. Process approach to writing
2. Extra writing
3. Collaborative writing
4. Goal setting
5. Use Twenty-First-Century writing tools

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Graham & Harris (2015); Deshler (2014)

3. Warm-Up: Writing Part 1

• In pairs, watch each others Flipgrid for Week 10.
• Have a discussion about specific examples for how to create a positive and supportive classroom environment. Include technology-based tools from Ch. 8 of Graham et al.. Add you ideas to this Jamboard…

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Make it like a Pinterest board of ideas!

You can list things from the presentation, from your Flipgrid, or additional ideas you come up with while talking / searching the web.

4. Let’s Discuss

• RICA
• Assignments
• Next week - celebration?
• Your overall well being …

5. Writing�

“I should write a book about how to take care of a Charles.”

Let’s look at practice #2: �Teach Writing Strategies�

• Explicitly teach certain writing strategies
• Embed these strategies in the classroom
• Model these strategies
• Allow students to select strategies that they will utilize
• Self-Regulated Strategy Development (SRSD)
• Not only teach the strategies to students, but teach them how to select them and use them independently ---- 2020 TEC article!!!

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Guided notes if needed

Writing Strategies

• RAP – For summarizing

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Read

Ask

Paraphrase

Deshler & Lenz (1999)

Writing Strategies

• POW TREE

Writing Strategies

• POW + C-SPACE

Writing Strategies

• POW + WWW, W2, H2

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Writing Strategies

• STOP + DARE

(opinion pieces)

Harris, et al. (2008)

Writing Strategies

• RAFT (prewriting)

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Writing Strategies

• PLAN and WRITE (prewriting and drafting)

1. Pay attention to the prompt
2. List the main ideas
3. Add supporting ideas
4. Number your ideas

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• Work from your plan to develop your thesis statement
• Remember your goals
• Include transition words
• Try to use different kinds of sentences
• Exciting, interesting, million dollar words

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Writing Strategies

1. Capitalization and communication
2. Organization and layout
3. Punctuation and paragraphing
4. Spelling and sentence structure

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• COPS (editing, revising)

Self-Regulated Strategy Development (SRSD)

1. Develop background knowledge
2. Discuss it
3. Model it
4. Memorize it
5. Support it
6. Establish independent practice

Graham & Harris (2005)

1. Develop Background Knowledge

• Determine prerequisite skills
• Assess (screen for writing skill needs)
• Prime with vocabulary related to both the content and the process/ self-regulation
• Let’s watch!

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2. Discuss It

• Teach the specific strategy (mnemonic)
• Establish the benefit of the strategy
• Define when and where to use it
• This is like the “frame” or “intro” to MLT
• Let’s watch

Graham & Harris (2005)

3. Model It

• Use the strategy
• Develop think aloud phrases and self-talk that highlight the important elements of the strategy (things to say while you work; when you finish)
• Individualize the self talk and think alouds for certain students
• Set writing goals, but ALSO strategy goals
• Model using it across text types
• Let’s watch!

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Graham, & Harris 2005

4. Memorize it

• Once the strategy has been introduced and modeled encourage and facilitate students to make it their own
• Create new mnemonics
• Create class mnemonics
• Make sure to keep the intent of the strategy intact
• Quiz students on strategy
• Goal is for students to become fluent in the steps of a strategy so they can use them without having to stop and think about what step comes next
• Let’s watch!

Graham & Harris (2005)

5. Support It

• Use the strategy as often as possible
• Post charts and checklists
• Model it again when possible
• Graph progress, compare writing before and after strategy adoption
• Fade the support over time as students adopt and use the strategy
• Let’s watch!

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Graham & Harris (2005)

6. Establish Independent Practice

• Monitor and support student’s performance, as needed
• Incorporate activities to allow students to maintain and generalize their new writing strategy skills in various settings and across several tasks
• Reinforce independent usage
• Monitor goals
• Let’s watch!

Let’s practice!

Go to the Iris Module on SRSD, p. 9. Complete the activity to practice your understanding of the steps of SRSD.

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Virtual Response Card: 3 min, then when I say “share,” share screens to show your answers.

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What Do Strategies Give Students?

Let’s look at practice #3: �Help students acquire the knowledge they need to write effectively��

• Provide prewriting experiences to build background knowledge as needed
• Provide explicit instruction in genres or writing styles

Let’s look at practice #4: �Ensure Students Acquire Needed Writing Skills, Knowledge, and Strategies�

• Teach handwriting, typing, and spelling
• Teach sentence-construction skills (syntax and grammar)
• Teach students vocabulary that will improve their text
• Teach students about different types of texts
• Provide students with good models of written text
• Teach students strategies

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SRA Essentials for Writing

Teach Basic Writing Conventions

• Explicitly, systematically
• Teachers should embed modeling whenever possible
• These are often complex, abstract skills that may be difficult for many students with disabilities
• Teach syntax (organization of words within a sentence)

Graham & Harris (2015)

DI of Sentence Construction Skills

• Initially learn syntax of language through oral communication
• Early writers learn there are different synatical “types” (simple, compound, complex)
• DI in syntax allows writers to develop (manipulating syntax to write sentences that are clear)

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Systematic Order of Teaching Syntax

We begin with simple noun-verb patterns…

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The dog ran.

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More complex syntactic structures allow for…

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Although the dog ran away, we were unsure of exactly why he ran or where he was going.

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Teaching Syntax

• Preteach grammar elements in a systematic order:
• Nouns, verbs, adjectives
• Capitalization
• Punctuation
• Pronouns
• Conjunctions
• Sentence combining

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Sentence Combining Activity

• This involves teaching students to construct more complex and sophisticated sentences through exercises in which two or more basic sentences are combined into a single sentence
• Example
• In small groups, discuss the brief and identify:
• specific instructional strategies
• materials you would use in a lesson

Graham & Harris (2015)

Provide Models

• Tried and true method
• One of the oldest techniques to increase writing skills
• Provide students with high quality examples of different text types (narratives, persuasive, essays, book reports, etc..) and ask them to follow the example

Graham & Harris (2015)

Considering Writing for Students with Extensive Support Needs

• Expand the way we think about writing
• Require, support, and expect writing from ALL students

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Screening and Progress Monitoring

• For all grades
• Measures 3 things:
• Total # of words written (TWW)
• Total # of words spelled correctly (WSC)
• Total # of correct writing sequences (CWS)

Screening and Progress Monitoring

• https://www.interventioncentral.org/teacher-resources/curriculum-based-measurement-probes-writing
• Written Expression Probe Generator
• Make your own or select from a bank of probes
• Includes administration and scoring guide
• 4-min probes

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