“Using Early Writing to Evidence Phonemic Awareness, Sight Words and Phonics Skills”

1. “Using Early Writing to Evidence Phonemic Awareness, Sight Words and Phonics Skills” Regional Office of Education #35 Friday. October 9, 20098:30 a.m. – 12:30 p.m. Michael Heggerty, Ed.D. Presenter www.literacyresourcesinc.com mheggerty@literacyresourcesinc.com

2. Please note: • Participants are informed that all documents, including but not limited to handouts, slides, articles and other paper and electronic media used by Dr. Michael Heggerty in the course of conducting this inservice are owned exclusively by Literacy Resources, Inc. and that no reproduction (other than for classroom use with elementary students) or other such use of documents and materials is authorized without the explicit written consent of Dr. Michael Heggerty. Requests can be made to: mheggerty@literacyresourcesinc.com

3. Today’s Agenda • Review phonemic awareness skills focusing on which ones are evidenced in early writing • Review sight vocabulary and talk about how it can be evidenced in early writing

4. Today’s Agenda: • Discuss phonics skills and how we evidence these skills in early writing • Discuss structural analysis and how these skills will be evidenced in early writing

5. Today’s Agenda: • Discuss the need to increase writing so that we can see more evidence of the mastery of their early reading skills • Discuss the correlation of reading-writing and their similarities to cognition

6. Phonemic Awareness Skills Phonemic Awareness Skills (easiest to most difficult) I. Increasing Language Awareness II. Rhyming III. Identifying Onsets IV. Blending V. Identifying Final and Medial Phonemes VI. Segmenting VII. Substituting Phonemes VIII. Adding Phonemes IX. Deleting Phonemes *** Letter Naming

7. Sight Words: • Brave spelling versus conventional • Once posted, taught or tested = Brave spelling is not allowed • Sooner the better, as reading and writing fluency increases

8. Scope and Sequence: • Letter/sound naming fluency • Sight word fluency • Sight word phrases fluency • Connected text fluency • Writing fluency of conventional sight words

9. You need to know • When a word has been posted, taught or tested so that you can hold a student accountable for its mastery and use • I suggest a simple excel spreadsheet

10. Week # Word Wall Words Additional Words Quarter 1 red, blue, yellow, I, see, a 1 2 can, at, look, the, my, and 1 3 big, it, is, in, little, have 1 4 not, you, do, like, to, that 1 5 get, what, we, one, two, three 1 6 up, but, go, where, here, am yes 1 7 come, down, away, no, will an, if 1 8 all, are, find, make, play let, had 1 9 went, walk, did, saw, me him, draw 1 1st QTR - 58 Year Total - 58 10 how, many, on, why, they learn, write 2 11 does, into, he, this, water cut, run 2 12 by, eat, sing, stop, them thing, may 2 13 help, now, said, so, who fast, says 2 14 for, some, good, too, want today, tell 2 15 jump, more, sleep, time, with last, then 2 16 bring, carry, hold, our, us must, his 2 17 came, know, out, she, there got, its 2 18 again, please, read, say, word try, ran 2 19 after, as, call, laugh, something just, take 2 2nd QTR - 70 Year Total - 128 20 every, made, mother, of, was gave, favorite 3 21 father, going, has, thank, very told, use 3 22 be, friend, pretty, soon, your girl, another 3 23 four, funny, long, watch, were day, I'm 3 24 about, any, ask, kind, over didn't, fun 3 25 buy, only, or, right, think isn't, nice 3 26 don't, from, hear, live, when best, night 3 27 around, her, new, old, show can't, next 3 28 been, first, found, start, together hard, teacher 3 3rd QTR - 63 Year Total - 191 29 animals, even, heard, most, their car, oh 4 30 because, better, give, people, put color, talk 4 31 much, shall, these, wish, work could, won't 4 32 before, cold, full, off, would brother, own 4 33 each, once, other, under, which sister, never 4 34 along, goes, great, idea, pull than, should 4 35 almost, knew, thought, took, picture children, wasn't 4 36 open, boy, always, move, school far, house 4 4th QTR - 56 37/38 Assessment on all 1st grade sight words Year Total - 247

11. Phonics Scope and Sequence • Know which skills you teach week by week so that you can hold students accountable • Correlate with phonemic awareness skills if possible • Cumulative week by week (I suggest an excel spreadsheet)

12. Phonics Week Days Phonics Skill 1 5 b, m, p 2 4 d, g, s 3 5 n, f, l, z 4 5 b, r, h, x 5 4.5 c, w, j, q 6 5 k, v, y 7 4 short a 8 5 short i 9* 4.5 short o 10 5 short u 11 5 short e 12 5 Digraphs 13 4 L blends 14 5 R blends (two letter blends) 15 5 R blends (three letter blends) 16 5 S blends (two letter blends) 17 5 S Blends (three letter blends) 18* 5 Review of blends and digraphs 19 4.5 Long/short vowels; silent e 20 4 Long/short vowels; vowel stands alone 21 5 Long/short vowels; adjacent vowels 22 5 5 vowel patterns review 23 5 Review 24 4 ar / or / ir / er / ur 25 4 au / aw 26 4 ou / ow 27 5 oi / oy 28* 5 oo / oo 29 5 - ing 30 5 Adding endings: -ing, -er, -ed, -s, -es 31 3.5 many jobs of “Y” 32 5 chunking 33 5 chunking 34 5 syllables 35 4.5 syllables 36 5 Review 37/38* 5 Review

13. Structural Analysis • Compound Word • Prefixes / Suffixes • Multi-syllabic Words

14. Structural Analysis • World of proficient readers • Tell us when student are becoming more sophisticated in understanding word structure • Multisyllabic words should begin in Kindergarten

15. Reading Skills Come Together in Writing

16. Why Focus on Writing? • What? • Why? • How?

17. Research about why we need to teach Writing: “Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives.” -- Richard Vacca, Educator, Author

18. “The Information Age places higher-order literacy demands on all of us…these demands include synthesizing and evaluation information from multiple sources. American schools need to enhance the ability of children to search and sort through information, to synthesize and analyze the information they encounter.” (2001) -- Richard Allington, IRA Past-President, Author

19. “Writing aids in cognitive development to such an extent that the upper reaches of Bloom’s taxonomy could not be reached without the use of some form of writing.” -- Kurht and Farris

20. Quick write: Write the six levels of Bloom’s taxonomy

21. “Writing is how students connect the dots in their knowledge.” --National Commission on Writing, 2003

22. Remember………… “Children should spend less time completing workbooks and skill sheets…there is little evidence that these activities are related to reading achievement.” Becoming a Nation of Readers: The Report of the Commission on Reading. 1985. Richard C. Anderson, Elfrieda H. Hilbert, Judith A. Scott, and Ian A.G. Wilkinson

23. Rather than workbooks…. “Children should spend more time writing. As well as being valuable in its own right, writing promotes ability in reading.” Becoming a Nation of Readers: The Report of the Commission on Reading. 1985. Richard C. Anderson, Elfrieda H. Hilbert, Judith A. Scott, and Ian A.G. Wilkinson

24. From 2006 Results Now, “If education is going to enter an era of unprecedented effectiveness”… “Writing has be to carefully taught because it is not a natural act. We often assign writing instead of teaching it. Very few students receive careful, explicit instruction on how to improve a single element or feature of good writing – for instance, how to craft arresting introductory paragraphs, how to write more effective sentences, or how to effectively select and integrate quotes or supporting evidence. Most are never given multiple carefully sequenced opportunities to practice these individual elements, to receive feedback, and to study good examples that make these elements clear.” -- M. Schmoker, 2006

25. Turn and Talk • Share with someone when you recall learning to write. • Is there a teacher who comes to mind as the one who taught you HOW to write?

26. Challenges to Teaching Writing: • Lack of Training • Common Philosophy • Knowing the Genres • Choosing Topics • How Much Writing to Do • Writing Block Structure • Teacher Modeling / Guided Practice / Independent Practice • Evaluation of Writing / Alignment with State Rubrics

27. Illinois State Goal #3 • Students will write to communicate for a variety of purposes • Conventions – IAF • Composition and organization • Genres are defined in the state standard

28. Features of Writing: • Focus • Support (E/P) or Elaboration (N) • Organization • Conventions • Integration

29. Get to know the ISBE Writing Rubrics • Focus (score 1-6) • Support or Elaboration (score 1-6) • Organization (score 1-6) • Conventions (score 1-3) • Integration (score 1-6 x 2)

30. Six + 1 Traits • Organization • Ideas • Sentence fluency • Word Choice • Conventions • Voice • Presentation

31. Steps to Writing * One sentence on a topic * Multiple sentences on a topic Focus sentence(s) Wrap-Up sentence(s) * Complete paragraph Adding one specific support or elaboration to each detail or sentence Adding more than one support or elaboration to each detail or sentence * Paragraphing main support ideas Adding support sentences to the focus Adding support sentences to the wrap-up * Multiple paragraphs * = Benchmarks tasks

32. Be sure to remember to tell them why? Functional Purpose: To communicate for a specific purpose: Lists Notes Letters Emails School Work Genres: Narrative: To recount and reflect upon a significant experience To report and record reactions to an observed event To tell a story: beginning, middle, end Expository: To explain To interpret To describe something based upon background experiences or information provided in the prompt Persuasive: To take a position and develop one side of an argument To convince or persuade in a specific direction Descriptive: To create with words a certain setting or mood To use words that call upon the use of our sense to complete the written text Creative: To express real or fantasized thoughts and feelings, usually in a story format

33. Narrative Genre: Key Features • Student experienced it or witnessed it • Reactions and feelings MUST be present • CANNOT preview • Transitional (prepositional) phrases • Must have closing

34. Expository Genre: Key Features • To describe, inform, explain in a factual manner • Focus must make the subject clear • Must have closing • Can use “I, me, or my” but the challenge is to not go “off-mode” (switch genres)

35. Persuasive Genre: Key Features • Position must be taken and kept • Reason – Why – Examples • Must maintain the position throughout (Argumentative persuasive is not allowed until Grade 11) • Must have closing

36. How Much Writing? • The more they write, the more we learn about them! • The more they write, the more they are using higher level thinking skills. • Remember, the goal of writing is to communicate. The are lots of levels of communication!

37. Exit Criteria • Kdg. – At least three independently written sentences focused on a topic with no interpretation • 1st – An independently written cohesive paragraph on a topic • 2nd – 5th – Multiple paragraph essay written in writing period of 45- 55 minutes

38. Number of Student Writing Products • Product is any student written piece that shows you are working toward your grade level’s Exit Criteria • Some flexibility with 8 out of 12 weeks or 6 out of 9 weeks • Final copies: when and why?

39. Questions on Products?

40. Reading and Writing: • Just like independent reading needs to have a purpose for students to be most effective, so does writing.

41. Types of Writing in Our Classrooms: • Journal or free writing • Extended response in reading • Problem solving in math • Focused Writing instruction in the defined State genres

42. Gradual Release of Responsibility in Reading

43. Focused Writing instruction in the defined State genres Types of Writing Messages ( Morning / Closing) Teacher Modeled Writing Interactive Writing Guided Writing Independent Writing Teacher Dependent Student Independent

44. Daily Writing Lesson Design 1. Establish a daily mini-lesson: Integrated into their writing and allows for accountability for students (what you expect to see in their writing) 2. Writing activity instruction: Focus on an element of writing, a piece of the process or the completion of a product

45. Most of us were never taught how to teach writing to others • Five Day Writing Plan

46. Topic Selection for Focused Writing Instruction • Science and Social Science topics are best sources • Reading topics on occasion (prior knowledge and connections) • Grades 3 and 5 must give some state-type prompts and teach students how to fake it if they don’t know

47. Questions

48. Example: Expository on Spiders

49. Example: Narrative on a Field Trip

50. Five Day Plan Review: • Day 1: Access prior knowledge • Day 2: A feature of their writing which needs work • Day 3: Teacher modeling • Day 4: Student independent written piece • Day 5: Conference • Other types of writing on days 1 and 3?