Using ITV to Enable D/HH Students Meet the Challenge of State Language Arts Standards

1. Using ITV to Enable D/HH Students Meet the Challenge of State Language Arts Standards Barbara K. Strassman The College of New Jersey To contact the author for permission to use this presentation, please e-mail strassma@tcnj.edu

2. NJ’s Language Arts Standard All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

3. Summary of ITV Writing Situations

4. Effective Use of ITV in the Writing Process • Prewriting Discussion • Prewriting Vocabulary Development • Prewriting Language Development • Revision Discussion • Practicum for Pre-service Teachers

5. Prewriting Discussion to Introduce Writing an Opinion About a Fad The following slides give part of a discussion between the preservice teachers (red font) and the high school students (black font). The college students are introducing a discussion on platform shoes and eliciting opinions as to whether or not platform shoes are a good fad. This discussion and a related prewriting sheet help the high school students pick a fad to write about as well as model the language of opinions. The writing task is to state their opinion about a popular fad.

6. How much do you think one platform shoe weighs? I think maybe 5 pounds. Good guess. Another guess? 6 or 7 pounds. Do any of you have shoes like this? (Giggling and shaking of the heads to indicate no.)

7. No? Oh! Does anyone have platform shoes? No? Look here. We have. (Preservice teachers put their shoes on the desks so that the high school students can see that they are ALL wearing platform shoes.) (Giggling and chatter)

8. Eliciting of Opinions About Platform Shoes The following slides relate part of the discussion about whether or not platform shoes are a good fad. Several high school students (black font) as well as preservice teachers (red font) share their opinions.

9. One platform shoe weighs 1 lb 3 oz. Is that good? (pause) Do you have an opinion? Never good. I think it is never good. Bad for your foot, right? Yes. Might fall. Yes.

10. Good idea. Strong shoes. Is it necessary to be strong? For basketball. You are higher. Do the college students have opinions also? I like platform shoes. They make me taller. I’m short.

11. I like the shoes because they make me taller. I can see over everything.

12. Part of a High School Student’s 1st Draft: His Opinion of the Rubik’s Cube “…It kept me busy because sometimes at night there was nothing on the TV. So the rubik’s cube kept me thinking and be busy. But I never made it and I still don’t have one. So in my own opinion, I think this fad is still wonderful.”

13. Revision Conference: Content The following slides relate part of the ITV Conference between one preservice teacher (red font) and the high school writer (black font) of the opinion on the Rubik’s Cube.

14. In your last paragraph… You say, “But I never made it.” I never had one. I’m wondering, do you mean physically made it? Or finished it? Which do you mean? I mean never finished it, a perfect cube. Stayed confused.

15. OK. You need to write that. Make it more clear to the reader. OK? OK. But good job.

16. High School Student’s 1st Draft of a Letter to the School Board Stating an Opinion “…I have a job, scorekeeper for basketball. Those games are after 6 PM. I have to work. I did it, I can deal with it. Also, I am editor in-chief for…”

17. Revision Conference: Language The following slides give part of a discussion between the preservice teachers (red font) and the high school writer (black font) regarding the use of language for specific audiences.

18. Umm, Yeah, I think with the sentence “I can deal with it.” It’s a good idea what you’re trying to say. But maybe you could use “I’m responsible. I can handle…” you know school and a job. Maybe instead of “I can deal” use stronger language.

19. Another word maybe “I can manage my time.” Better, stronger language and more formal. Questions? No. It’s a good thought what you are trying to say.

20. You just need to use stronger a little bit stronger language. But the idea is good. We understand. It’s a good idea. It’s important for law makers to know that you are responsible and can have a job and school.

21. Pre-service Teachers Learn to Teach Following a prewriting discussion of language appropriate for convincing parents that a student needs a Wyndtell, the high school teacher (orange font) gives the preservice teachers ideas about how she will follow-up on what they presented. The college professor responds (red font).

22. Really. The one suggestion that I would make with the words like “necessary”, “imperative”… Sometimes it’s hard to know which verbs people tend to use with those words. That’s one thing that I know tomorrow I will probably back up and work on that. Same thing with things like “rest easy”.

23. I would use the word “can”. “Can rest easy.” Maybe I’m going to add a few more things like that to show which verbs match with those phrases that they learned today. So you are going to add English and context. Yes.

24. OK. That’s important for us. OK, Do you understand? Do my students understand? Thank you.