Strategies in Written Language

1. Strategies in Written Language Jennifer Neset SPED 572 March 27, 2008

2. Three Fundamental Processes of Writing Planning and Organization Writing Revising Planning what to write and how to organize it 2.Translating that into writing 3. Revising Planning what to write and how to organize it 2.Translating that into writing 3. Revising

3. Five Areas of Difficulty Content generation Creating and organizing structure Formulation of goals and higher-level plans Quick and efficient execution of the mechanics of writing Revising text and reformulating goals Due to the complexity of the writing process, the majority of American students need to improve their writing. Due to the complexity of the writing process, the majority of American students need to improve their writing.

4. Areas of Differences Difficulty expressing their ideas Warped conception of good writing Unproductive strategies for their limited vocabularies More mechanical errors Require more practice to achieve mastery There are 5 areas in which students with LD differ from their peers. 2. They focus on mechanics rather than clarification and organization Unable to find or spell a word they�ll substitute another Students with LD do not see writing as purposeful or a way to communicate or control the world around themThere are 5 areas in which students with LD differ from their peers. 2. They focus on mechanics rather than clarification and organization Unable to find or spell a word they�ll substitute another Students with LD do not see writing as purposeful or a way to communicate or control the world around them

5. Three Processes of Writing Planning/Organization Writing Revising Now we�ll take another look at the three elements in regards to our students w/LD Planning: Our students jump right into writing/Write down relevant information with no regard to organization, goals, or audience Organization: unaware of patterns or structures in text Writing: lose their ideas or plans because their handwriting does not keep up with their thought process Revising: focus their efforts on mechanical errorsNow we�ll take another look at the three elements in regards to our students w/LD Planning: Our students jump right into writing/Write down relevant information with no regard to organization, goals, or audience Organization: unaware of patterns or structures in text Writing: lose their ideas or plans because their handwriting does not keep up with their thought process Revising: focus their efforts on mechanical errors

6. Prerequisite Skills Handwriting Spelling If students do not have these basic skills, they will not be able to attend to higher-level skills like planning and organizingIf students do not have these basic skills, they will not be able to attend to higher-level skills like planning and organizing

7. Instruction in Writing Requires frequent reworking of the text Multiple opportunities to practice Scaffolded writing activities Actively involve students in writing process

8. Teaching Narrative Text WWW, What=2 How=2 Think of a story Free the mind Write down the story part reminder Write down story part ideas for each part Put together all ideas Story Map Graphic Organizer The first strategy is WWW, What=2, How=2 was explained in Chapter 7. Think of a story. Consider the audience. Free your mind of distractions and focus on the story Start to plan and organize using WWW, What=2, How=2 Who is the main character? Who else is in the story? When does the story take place? Where does the story take place? What does the main character do? What happens when they try to do it? How does the story end? How does the main character feel? Put in the ideas/content for the story. Use good parts and make sense Story Map: Template. It gives prompts for the ideas to include, how to organize them, and when the writing is complete. The first strategy is WWW, What=2, How=2 was explained in Chapter 7. Think of a story. Consider the audience. Free your mind of distractions and focus on the story Start to plan and organize using WWW, What=2, How=2 Who is the main character? Who else is in the story? When does the story take place? Where does the story take place? What does the main character do? What happens when they try to do it? How does the story end? How does the main character feel? Put in the ideas/content for the story. Use good parts and make sense Story Map: Template. It gives prompts for the ideas to include, how to organize them, and when the writing is complete.

9. Expository Text POW + TREE Strategy P Pick my idea O Organize my notes using TREE T Topic Sentence Tell what you believe R Reasons 3 or more E Examples Why do I believe this? Will my readers believe it? E Ending Wrap it up right! W Write and say more. W=Check for completeness and add moreW=Check for completeness and add more

10. Expository Text (cont.) POWER Strategy P Planning O Organizing W Writing E Editing R Revising POWER organizes/planning all the steps in the writing process. P=Focus on the audience, the purpose of the writing, and the background knowledge necessary O=Use a pattern guide/thinking sheet ex. 8.1, 8.2, 8.3 W=Take the info. From the pattern guide and write a first draft E=Self-evaluation & Peer editing Student reads and evaluates. Stars what is best ? If something is unclear Write 2 questions to ask the peer editor Peer Editing, Student reads to peer. Peer editor summarizes then evaluates Brainstorm together ways to improve the paper R=Decide on changes using feedback from the editing phase Teacher modeling how to make changes should occur Also, teacher-student conference to address mechanics The strategy is wrapped up with students writing the final draft There is a sample checklist on 136 for all the steps of the processPOWER organizes/planning all the steps in the writing process. P=Focus on the audience, the purpose of the writing, and the background knowledge necessary O=Use a pattern guide/thinking sheet ex. 8.1, 8.2, 8.3 W=Take the info. From the pattern guide and write a first draft E=Self-evaluation & Peer editing Student reads and evaluates. Stars what is best ? If something is unclear Write 2 questions to ask the peer editor Peer Editing, Student reads to peer. Peer editor summarizes then evaluates Brainstorm together ways to improve the paper R=Decide on changes using feedback from the editing phase Teacher modeling how to make changes should occur Also, teacher-student conference to address mechanics The strategy is wrapped up with students writing the final draft There is a sample checklist on 136 for all the steps of the process

11. Revising Strategies COPS Strategy Capitalization Overall Appearance Punctuation Spelling COPS strategy guides students in revising their writing. Students ask themselves: C=Have I capitalized the first word and proper names O=How is the overall appearance (check handwriting and overall neatness) P=Have I put in commas and end punctuation S=Have I spelled all the words right/make note of questionable words that may need to be checkedCOPS strategy guides students in revising their writing. Students ask themselves: C=Have I capitalized the first word and proper names O=How is the overall appearance (check handwriting and overall neatness) P=Have I put in commas and end punctuation S=Have I spelled all the words right/make note of questionable words that may need to be checked

12. Revising Strategies (cont.) SCAN Strategy Step 1: Read your essay Step 2: Find the sentence that tells what you believe-Is it clear? Step 3: Add two or more reasons why you can believe it. Step 4: SCAN each sentence Does it make sense? Is it connected to my belief? Can I add more? Note errors Step 5: Make your changes on the computer and/or hard copy. SCAN was developed to be used with a word processor but can be used with a hard copy. It teaches students to examine their writing for clarity, cohesiveness, how to add material, if needed, and correct mechanical errors. Step 2: Reexamine the topic sentence. If it does not reflect their intent, they need to revise it. Step 3: This helps the writer provide enough support Step 4: Each sentence is scanned to make sure it is clear, useful, complete, and error free. Step 5: Make necessary changes.SCAN was developed to be used with a word processor but can be used with a hard copy. It teaches students to examine their writing for clarity, cohesiveness, how to add material, if needed, and correct mechanical errors. Step 2: Reexamine the topic sentence. If it does not reflect their intent, they need to revise it. Step 3: This helps the writer provide enough support Step 4: Each sentence is scanned to make sure it is clear, useful, complete, and error free. Step 5: Make necessary changes.

13. Implementation Stage 1 Develop and Activate Background Knowledge Stage 2 Discuss the Strategy Stage 3 Model the Strategy Stage 4 Memorize the Strategy Stage 5 Support the Strategy Stage 6 Independent Performance The book gives an example of each stage using a different writing strategy for each stage. Stage 1: Evaluate the student�s background knowledge, attitudes, and beliefs about writing. Stage 2: Initiate the strategy. Stress the importance of the strategy. Sample script pg. 140 Stage 3: Model the strategy using a think-aloud. Stage 4: Memorize the strategy. We want students to be able to focus on the task and not on trying to remember the steps. Stage 5: Support the strategy. This involves the use of scaffolding. This allows the students to gradually take over ownership of the strategy. Stage 6: Independent Performance. The teacher�s job is to monitor the student�s independent use of the strategy and see if they are generalizing it appropriately Use of a portfolio provides evidence of improvementThe book gives an example of each stage using a different writing strategy for each stage. Stage 1: Evaluate the student�s background knowledge, attitudes, and beliefs about writing. Stage 2: Initiate the strategy. Stress the importance of the strategy. Sample script pg. 140 Stage 3: Model the strategy using a think-aloud. Stage 4: Memorize the strategy. We want students to be able to focus on the task and not on trying to remember the steps. Stage 5: Support the strategy. This involves the use of scaffolding. This allows the students to gradually take over ownership of the strategy. Stage 6: Independent Performance. The teacher�s job is to monitor the student�s independent use of the strategy and see if they are generalizing it appropriately Use of a portfolio provides evidence of improvement

14. Reid, R. & Lienemann, T. O. (2006). Strategies in written language. In Strategy instruction for students with learning disabilities (pp.125-146). New York, NY: The Guildord Press.