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Writing (Copying is not writing!)

Writing (Copying is not writing!). “This writing business. Pencils and what-not. Over-rated, if you ask me. Silly stuff. Nothing in it.” -- Eeyore. Research Summary.

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Writing (Copying is not writing!)

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  1. Writing (Copying is not writing!)

  2. “This writing business. Pencils and what-not. Over-rated, if you ask me. Silly stuff. Nothing in it.” -- Eeyore

  3. Research Summary • “The Writing Block is vital to children with disabilities…Writing enables children with disabilities to examine how ideas relate to each other.” Erickson & Koppenhaver pg. 86 =

  4. Let’s look at our books 85-86 /103 Overview/Summary 86-87/36 88-94 Variations within the Block 88-92 87,95 Mini-lessons/Conf. Sharing 93-105 98-101 Misc/Focused Writing 106-112 101-102 Making the block multi-level 113-116 104-107 A Typical Week 117-120

  5. What does it look like? Mini-lesson 10-15 minutes Writing and Conferencing 15-20 minutes Sharing/Author’s Chair 5-10 minutes

  6. What does it look like? • Multilevel – a place for accommodating special needs! • Easiest one to differentiate • Chaotic • Less structured • Everyone accessing differently • Purposeful and meaningful

  7. Why Do The Writing Block? • Positive Outcomes • Teaches that printed symbols have meaning and value. • Promotes reading, “speech” and logical thinking • Provides a window to their world. • Assesses and documents student's level of comprehension

  8. Purposes and Goals Purposes • Develop the skill and will of writing. • Provideunique opportunities to improve reading. Desired Outcome • Children are able to compose a message that is clearly understood by the intended audience.

  9. “Begin with the end in mind.”Stephen Covey • Meet Your Students Where They’re At! • Do not wait until they have a particular skill. • Figure out where they are in the stages of literacy. • Find their “working pencil”. • Identify the “write stuff”. • Write for Real Reasons. Erickson & Koppenhaver pg. 89-93

  10. Spellings.. (representations of words, sounds, and syllables) offer a window into the writer’s understanding of print at the word level. • Developmental Spelling stages • Print has meaning • ”graphic elements can represent ideas” • scribble, numbers, letter-like strings, letters… • Visual Cue • Read/spell broadly and contextually • Letter choices based on visual features • Phonetic Cue • Learning letter/sound correspondences • Phonetic spellings • Transitional • Rule based, though not always conventional • Conventional Literacy in AAC Gainesville,FL 6/24-29, 2007

  11. Developmental Spelling Test(9 year old with Down syndrome, 3rd grade inclusion) bake [back] sinek [sink] mall [mail] drsse [dress] lake [lake] pekd [peeked] stik [stick] side [side] feet [feet] test [test] light [light] baran [dragon] Literacy in AAC Gainesville,FL 6/24-29, 2007

  12. Interpreting DST:Print has Meaning and Visual Cue Stage • Emergent reading and writing opportunities • name wall and sign-in • Writing without standards • Talking word processors with speech feedback at the letter and word level • Reading talking books • Alphabet instruction • foods, actions, mnemonics, familiar anything) • Being read with where they can see text Literacy in AAC Gainesville,FL 6/24-29, 2007

  13. DST: Phonetic Cue Stage • Early • Talking word processors set to word level feedback • The vowel rule in English • The more writing the better (child reading aloud) • Language experience text (teacher as scribe) • Later • Word Wall • Personal responsibility in final drafts • Making words • Talking books, books on tape, big books • See and hear text simultaneously • Rhyming texts and songs as texts Literacy in AAC Gainesville,FL 6/24-29, 2007

  14. DST: Transitional • Nifty Thrifty Fifty • Making Big Words and Making More Big Words • Self-correction • Use of dictionary and spellcheckers learning to “know when you don’t know” • Peer editing • Wide Reading • Reading-writing inquiry projects • Non-fiction reading Literacy in AAC Gainesville,FL 6/24-29, 2007

  15. Proficient Written Composition Composing a message that is clearly understood by the intended audience. Literacy in AAC Gainesville,FL 6/24-29, 2007

  16. Finding their “working pencil” • Definition • the (combination of) tool(s) used by a writer in order to create written language. E.g., • hand-held tools like; pencils, pens, markers… • Keyboard tools like: typewriters, labelers… • Keyboard + editing tools like: AlphaSmart, word-processing software • Assistive softwares and hardwares: Inspiration, Co-Writer, IntelliTalk, headsticks, ViaVoice (auditory) scanning, touchscreens… • Eye gaze…other Literacy in AAC Gainesville,FL 6/24-29, 2007

  17. The “Write” StuffErickson pg. 89-90 • Finding the “Write” conditions for each child to get them to start writing • labelers • Magna Doodles • Keyboard • Letter stamps • Co-Writer • Low tech/High tech (tennis ball with pencil poked through it) • Pencil alternatives

  18. Writing for Real Reasons “Writing for real…audiences is vital for young writers with disabilities. When peers in writing groups…connect (with their writing) they create motivating reasons to struggle with the difficulties of spelling, word choice, and grammar.” Erickson & Koppenhaver pg. 93

  19. Moving Through the Block • Key Features: • Writing without standards • Writing for real reasons • Daily drafts without standards • Regular revisions in order to publish for real audiences • Daily feedback from peers and teachers • Model/Scaffold • Sentence Combining • Repetition

  20. One Model:Structured Writers’ Workshop • Focused mini-lessons on various aspects of the writing process. • Drafting and sharing • Conferencing • Author’s chair/peer groups Literacy in AAC Koppenhaver & Erickson June 2007

  21. Focused Mini-Lesson Possibilities • Using a spellchecker • Capitalizing the first word of every sentence • Brainstorming ideas • Freewriting • Revision (thinking like your audience) • Poetry forms • Using Inspiration • Giving good feedback to partners Literacy in AAC Koppenhaver & Erickson June 2007

  22. Getting Started • Any pencil, any paper, any text • Writing without standards • Free writing, can’t stop writing, journaling… • Ear spelling (invented spelling) • Writing from models • Structured journaling, structured language experience • Supported inquiry projects • Experience, frames, pictures, dictation… • Multi-author writing (pairs, groups, whole class) Literacy in AAC Koppenhaver & Erickson June 2007

  23. Models: Extreme Strategy • Partner asks, “What do you want to write about today?” • AAC user responds with a pre-stored word or message from device. • Partner writes a two or three-line text about a related topic. • Partner read final product and puts it away, and then says, “You write now.” or “I can’t wait to hear your story.” • AAC user combines letter-by-letter spelling with pre-stored words and messages to compose Literacy in AAC Koppenhaver & Erickson June 2007

  24. Adult Model I know a nurse. Her name is Mrs. Smith. She works at TMH. I like her. Student Follow-Up I NO TEACHER. HER NAME IS LEE. SHE WORKS MOSS STREET. I KISS LEE. Literacy in AAC Koppenhaver & Erickson June 2007

  25. Adult Model Candy is at Moss Street today. She takes our lunch money. Student Follow-Up AGGIE MOM EAT LUNCH WITH JORDAN. AGGIE TEACHES PE. Literacy in AAC Koppenhaver & Erickson June 2007

  26. A READING-Writing Connection Mini-Lesson • Background: sad boy • Purpose for reading/listening: Why is the boy sad? • Follow-up: Discussion • Feedback: What evidence was there? Literacy in AAC Koppenhaver & Erickson June 2007

  27. Advancing • Sentence combining • guided and unguided • Writing to rubrics • Planning • Individual and group • Word choice • Translytic poetry, slides, and picture descriptions • Revision • New voice, new audience • Advanced inquiry projects Literacy in AAC Koppenhaver & Erickson June 2007

  28. Sentence-Combining • Direct instruction producing more complex syntactic structures. • Give students sets of two or more sentences to combine into one. • For example: • The box is heavy. • The box is big. • The box is full. = The big, heavy box is full. Literacy in AAC Koppenhaver & Erickson June 2007

  29. Inquiry Approaches = Improved Writing • Teachers provide students with problem to (re)solve. • Teachers designate a writing task for students to engage in to demonstrate their resolution to problem. • Students work in groups to • Seek information • Discuss problem and solution. • Students write individual papers summarizing, analyzing, and synthesizing findings. Literacy in AAC Koppenhaver & Erickson June 2007

  30. Create Writing Communities • Writing conferences • Writing groups • Writer’s chair • Writing for publication Literacy in AAC Koppenhaver & Erickson June 2007

  31. Our Challenge “As you know, you go to war with the army you have, not the army you might want or wish to have at a later time.”– Former Defense Secretary Donald Rumsfeld

  32. The Research Says… • “Teachers do not lower their expectations for children with disabilities. They do provide more direct instruction in processes and strategies…Teachers also integrate technologies…to help students write more successfully and share that writing…” Erickson & Koppenhaver pg. 102

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