Specialized instruction in Written Expression: The challenges of Learning to Write

1. Specialized instruction in Written Expression: The challenges of Learning to Write Robert W. Frantum-AllenWriting PDU April 16, 2013

2. Objectives • Written Composition • Flowers and Hays Model • Genre Writing • Editing/Revision

3. Flower and Hays Model

5. Genre Writing • Solid research states that 90% of what students are asked to write in the thirteen years they attend school is expository in nature. Doesn’t it make sense to match your writing instruction to that statistic?

7. Think About Terminology Giving Information: Expository Telling a Story: Narrative INTRODUCTION Lead Topic Sentence Thesis Statement Key/Star Ideas Transitions Elaborations Restatement Summarization Encourage/Challenge BEGINNING Setting Character Development Plot Events Conflict Problem Climax Solution BODY MIDDLE CONCLUSION END

8. Two Kinds of Writing Information Story River Otters Ollie and Orpha Near the pond on the Henderson’s farm lived a family of otters. Ollie and Orpha were the youngest members of the den. One day, Mother Otter told Ollie and Orpha not to go near the water. They were surprised. Usually they were allowed to spend the day playing. Mother explained that friends were visiting, and it was important to Mother that everything stayed neat and tidy. “Don’t get dirty,” she commanded. Of course we won’t , said Orpha as she looked at Ollie, who just smiled. After that, Orpha and Ollie went outside as Mother Otter cleaned the den. Orpha…. River otters are fascinating animals. There are many things that make them special. First, they love water. They like rivers, ponds and lakes. Their fur keeps them warm in cold water. Also otters are great swimmers. They dive, float, and glide through the water. This is easy for them because they have big back feet. Next, otters love to play. Some of their favorite games are hide-and-seek and sliding down hills. They usually live in a den with other otters, so they always have someone to play with. Otters are amazing creatures.

9. Think About Colors Expository Narrative INTRODUCTION BEGINNING BODY MIDDLE CONCLUSION END

10. Expository

11. Traffic Light Organization GO! Write a topic sentence. SLOW DOWN! Give a reason, detail, or fact. Include a transition. STOP! Explain. Give an example. GO BACK! Remind the reader of your topic.

12. Colors In Action Enjoying the Music Yesterday we had the best assembly ever. We listened to a band. First, we liked the way the music filled the room. We really liked the way the music got loud and fast. Another part we liked was learning the names of the instruments. We learned that the drums keep the beat. My friends and I hope we will get to hear the band again soon.

13. Color-Coding & Informal Outlines Title = The Topic T =  Reason, Detail or Fact The Explanation or Example  C = The Conclusion

14. Color-Coding & Informal Outlines

15. Colors In Action Enjoying the Music Yesterday we had the best assembly ever. We listened to a band. First, we liked the way the music filled the room. We really liked the way the music got loud and fast. Another part we liked was learning the names of the instruments. We learned that the drums keep the beat. My friends and I hope we will get to hear the band again soon.

16. Color-Coding & Informal Outlines Title = Enjoying Music T = band assembly  music ─ filled room ─loud and fast  instruments • ─ learned names • ─drums keep beat C = another band assembly

17. Color-Coding & Informal Outlines Title = Enjoying Music T = orchestra performance  music ─ filled auditorium ─ quiet ─loud  sounds  instruments • ─ name • ─percussion • marching • drums • triangles C = a great time

18. Informal Outlines T = A Great Summer ─ learning  Fishing • since five • ─ no help • set up rod • caught trout • cleaned trout  New Friend • ─ big house • at corner • ─ birthday • same day • ─ time together • all day Tool 4-7a Spiral 156 • ─ activities • games • fishing C = a great time

19. A Great Summer Great ideas and strong organization I always enjoy my summer vacations, but two things made this summer extra special. First of all, I learned to fish. I’ve been fishing since I was five, but it took me four years to learn how to do it right. Without help from my father or grandfather, I set up my own rod and caught four trout. I even cleaned them, so we could fry them at camp for dinner. The second reason it was so wonderful was my friend, Kayla. Kayla, and her family moved into the big house on the corner. Her birthday is the same as mine, so our families had a party together. We both like to play games on the computer, swim and read. Yes, I even taught Kayla to fish. What a great summer.

20. Getting Started - Writing from a Prompt topic Your history teacher has requested that the entire class share some ideas for two field trips for the semester. The first trip will be at the beginning of the semester and the second will be at the end of the semester. Both field trips must be no more than an hour away from school. Write a letter to your teacher explaining your ideas for the field trips. expository verb what you will write about

21. One Example Denver Mint Armed guards Ride on a bus Our Field trip First with toilets Money samples Molly Brown House First with electricity Fireplace for burning money

22. Good ideas but no organization Dear Teacher, This is about my field trips. Let’s go to the Denver Mint. We can ride the bus. I heard they give out free samples. Ha ha. And then there’s the Molly Brown House. She was unsinkable, you know. Rumor has it she burned money in her fireplace. Her house had electricity. Her house had indoor plumbing. Oh yeah, I forgot to mention the Mint has armed guards. Thanks for reading my letter on field trips. Didja like it? The End

23. Informal Outlines T = Two Field Trips ─ one of three places -San Francisco -Philadelphia Denver Mint • ─ robotics • ─ armed guards Molly Brown House • ─ eccentric woman • burned money ─ first with electricity ─ first with plumbing C = pair of historical places

24. Good ideas and great organization! To Whom It May Concern, Although there are many places worthy of recommending for two field trips, I’d like to suggest visiting The Denver Mint and the Molly Brown House. The Denver Mint is one of only three places in our country where money is made. The others are San Francisco and Philadelphia. It’s a place to witness robotics in action, as that’s how the money is made nowadays. There’s heavily armed guards watching every step you take. Here’s a word to the wise: don’t grab a free sample! You might find yourself in trouble! Another place I’d recommend is the Molly Brown House. She was quite eccentric. Rumor has it she used to burn money in her fireplace! Her house was the first in Denver to have electricity installed. It was also the first to have indoor plumbing. The original toilet is still there. For an extra $1 you can pee in it, just like Molly used to. Just kidding. Obviously, this pair of historical locations should be highly considered when thinking about two possible places. Sincerely,

25. Narrative

27. The Quick Sketch and Notes Method Steps 2 and 3 6-5

28. Interesting Beginnings • Stress the where- the setting where the story narrative will take place (click) • Stress the when- the time, the day, the week and so on • Using a strong action verb to grab the reader’s attention • Introducing a major or minor character (or characters) in the story/narrative. • Make an interesting comment-a comment that makes the reader wonder or draws the reading into the story/narrative. • Presenting a short dialogue between characters .

29. Interesting Beginnings Step 4 The farmer who lived far out on County Road 9 ... I dropped all the books and then looked up at the librarian. Beneath our front porch … “What’s the problem ?” his little brother asked. It was July when… What do you think? Should I just give up? 6-5

30. Interesting Beginnings Step 4 One day I found a strange box beneath our front porch … The rock star had overcome great adversities in her life… He had recently immigrated to the United States… She never seemed to fit in any where she went… 6-5

31. Step 5 Story Transitions Often start paragraphs, but are not needed at every paragraph. Help writers develop a story. Are used to indicate a change of time or place and show the sequence of events . Can be called “connectors’ or signal words. Are different from transitions for expository transitions. Can be found in lots of stories.

32. Memorable Endings • Note a feeling • Remember a character • Think about the story • Get to the point

33. Step 6 Memorable Endings Back at the park, Hector realized he should not have taken such a big risk. From then on the mouse stayed on his side of the castle kitchen. The rain kept pouring, but everyone grabbed a seat inside the barn, the picnic was still a success. Peter was angry. He was foiled again.

34. Personal Narrative • Requires students to share an event from their own life. • To be successful, students must be familiar with strategies for writing introductions and conclusions PLUS the story structure (beginning, middle, end)

35. A Personal Narrative Combines… Giving Information: Expository Telling a Story: Narrative INTRODUCTION Lead Topic Sentence Thesis Statement Key/Star Ideas Transitions Elaborations Restatement Summarization Encourage/Challenge BEGINNING Setting Character Development Plot Events Conflict Problem Climax Solution BODY MIDDLE CONCLUSION END Spiral pg 299 Spiral pg 293 Spiral pg 136

36. Personal Narrative Structure Introduction Beginning Middle End Conclusion

37. Edit and Revision

39. Reading How many of you have students who cannot read what they just wrote? Think about the emergent writers who are tell stories through pictures? Revision and Editing: The child must be able to read what they just wrote.

40. Perspective Are your students capable to seeing things from another's perspective? Revision and Editing: A child must be able to look at their writings from the perspective of the reader.

41. Rules Do your students know the rules of written language? Revision and Editing: Writers must know the rules of writing.

42. Using the Writing Conference • Research- Ask questions, Confirm, Tell them what they have done so far • Decide- Think to yourself; Decide how to teach the concept • Teach • Link- Link to what a writer does

43. Bring it all together

44. Context Processor Meaning Processor Phonological Processor Orthographic Processor Why Writing is so difficult! Planning Translating Writing Processing Model Part 3 (final) Memory Processes short term memory long term memory Processing Speed Transcribing Writing working memory Phonics Holy Crap! Reviewing Grapho-motor Processor Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader Automatic Pilot