Writing: Composing a message using text

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Writing Composing a message using text

• SPC ED 587
• April 3, 2007

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Comprehensive Reading Instruction Program Should
Include Each of These Every Day

• Listening
• Speaking
• Reading
• Writing

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Writing

• holistic and authentic process of communicating
  by construction of meaningful text
• (Sturm Koppenhaver, 2000, p. 75)

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Emergent Writer Writing about going to visit a
doctor.
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Writing with support from a computer program.
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Steps in Process Writing Approach
Basic Steps in the Writing Process Prewriting,
Writing, Revising, Editing, Publishing
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• Plan
• Clarify the
• purpose/audience
• Generate ideas
• Organize info

• Revise
• Review
• Evaluate
• Revise
• correct

• Compose
• Select words
• Spelling
• Syntax
• Grammar

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Skills needed for writing

• Language
• Attention
• Memory
• Higher-order thinking

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Factors Affecting Development of Writing Skills
for Individuals with Moderate or Severe
Disabilities

• Lack of opportunities to develop writing skills
  due to low expectations
• Provision of age inappropriate literacy
  instruction or instruction limited only to
  recognizing sight words
• Underlying language problems, such as limited
  vocabulary or incomplete understanding of grammar
• Limitations in working memory that affect
  planning, organizing, and composing text
• Difficulty with fine motor skills that make
  handwriting laborious and time consuming or, for
  some individuals with physical disabilities,
  impossible
• Limited knowledge of phonics that affects the
  ability to spell words that the writer wishes to
  use in a composition
• Lack of technology and supports that would
  provide access to the writing process
• (Singer Bashir, 2004 Sturm Koppenhaver,
  2000)

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Text Composition Ingredients for Success

• Step 1 Have Expectations
• Step 2 Provide Opportunity
• Step 3 Plan and Implement Effective
  instruction and access and support
• Step 4 Provide More opportunities

• Effective writing instruction includes explicit
  instruction paired with a process writing
  approach

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Suggestions of Writing Tasks for Developing
Writing Skills

• Signing in/out of class
• Journaling
• e.g., Fill-in-the-blank field trip
• Morning Message
• QuickDraw or QuickWrite
• Creating books
• Shared Writing Language Experience Stories
• Email or Snail Mail Pen Pals
• Book reports/Science reports/movie reviews
• Writing Conversations
• Creating Poetry
• Resume/Job search documents/Applications

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Creating Access Removing the Barriers to Writing

• By using Assistive Technology (AT)

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Sample Writing template

• Speaking Dynamically Pro
• Switch Clicker Plus
• Dynavox

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Word Predication

• CO-writer
• Writers at any writing level benefit from
  choosing the appropriate dictionary beginning to
  advanced
• For students beginning to write independently,
  CoWriter gives assistance with difficult or
  content-specific words only when needed
• As a student's writing improves, supports can be
  adjusted or removed, moving the student into
  total independence 

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Word Prediction

• SoothSayer is a software program that can help
  you type faster and more accurately. It works in
  conjunction with other programs such as
  off-the-shelf word processors, web browsers,
  databases, spread sheets, etc.

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Word Processing

• Write OutLoud
• Allows you to reorganize sentences or paragraphs
  structure and enrich meaning by selecting
  different words without losing their original
  work. Talking word processor. Auditory feedback,
  coupled with considerate learning supports,
  inspire students to evaluate the content of their
  writing and implement strategies to improve
  mechanics

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Word Processing

• Speech
• Spell check
• In-large Font

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Boardmaker

• Picture Exchange Communication (PECs)
• Input page from the Manual
• Templates

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Writing Stories

• Using a word bank
• Using a prompt related to wordbank
• Writing with symbols
• Templates
• Graphic
• Organizers

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Inspiration/Kidspirations
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Writing Poetry

• Creative Writing
• Writing from templates

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Frustration Frustration is cleaning the
house. Frustration is making my bed. Frustration
is a blackout and missing TV. Frustration is
feeding my dog. Frustration is homework. But most
of all frustration is running out of ice
cream! Rebecca Granfelt
Chocolate Soft, brown, melting Smooth
It melts in your mouth I pick the last
chocolate Nichola Baggarley
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• At a football game, one thing you can hear is . .
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• Coaches yelling at players and refs
• French fries cooking in grease and hot dogs
  boiling.
• Cheerleaders yelling at the top of their voices
• The band playing for the crowd
• The defensive line hitting the offense (Ouch)
• Spectators rooting the team on for a victory,
• Coach, may I go in for Fred?
• No! Sit down.
• (Earl, age 15)

Example of a sound poem
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Jesus poem.
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Poetry Templates

• Autobiography Poem 1st line Your first name
  only2nd line 3-4 traits or qualities that
  describe you (use adjectives and separate them
  with commas)3rd line Brother/Sister/Sibling/Fath
  er/Mother/ of _______ 4th line Lover of ______
  (three ideas, groups, people, objects, causes,
  etc.) 5th line Who feels _____ (2-3
  emotions)6th line Who needs _____ (2-3
  items)7th line Who gives _____ (2-3 items)8th
  line Who fears _____ (2-3 items) 9th line Who
  wears ______ (2-3 items) 10th line Who lives
  _____(describe briefly where)
• 11th line Your last name only Optional Add
  the line "Who would like to see _______" after
  the 9th line or have it replace the 9th line.
• Adaptation
• Students fill in the blanks (only)
• Give choices to students by using pictures

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Poem Templates

• Diamond Poem
• 1st line an one word noun2nd line 2
  adjectives that describe the noun3rd line 3
  verbs that the noun does (actions)4th line 4
  things (nouns) that the top noun and the bottom
  noun has5th line 3 verbs that the bottom noun
  does (actions)6th line 2 adjectives that the
  describes the bottom noun7th line a one word
  noun that is opposite the top noun By centering
  each line, the poem develops into the shape of
  diamond. Adaptation
• Give choices to students by using pictures

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Skills needed for Handwriting

• Fine motor skills
• Visual acuity
• Spatial ordering and sequential ordering
• Visual memory
• Kinesthetic memory

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Misunderstood Minds
http//www.pbs.org/wgbh/misunderstoodminds/writing
basics.html
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General Guidelines

• Direct handwriting instruction should not be more
  than 10-15 min per day but should have
  opportunities to practice throughout the day
• Teach handwriting AND keyboarding students need
  both.
• Teach handwriting systematically and in a
  functional manner verbal and visual feedback and
  teacher modeling are helpful
• Proper positioning and materials are critical
• Seating
• Slant board
• Adapted or large size implements or grips
• Appropriate paper

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Free Handwriting Worksheet Maker
http//www.handwritingworksheets.com/
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http//www.abledata.com/abledata.cfm?pageid19327
sectionid19327top14653 This link also has many
other resources related to handwriting and text
composition.
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Letters

• Magnetic Letters
• Tracing

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Writing the words

• http//www.writingwizard.longcountdown.com/multi-w
  ord_handwriting_worksheet_maker.html

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Writing the words

• Format
• Fonts ABC Print, ABC Sign, etc.
• Color Grey
• Style outline
• Horse
• A
• Yellow
• See
• Ball

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Week 13 4/10 Classroom organization and management of reading instruction Guest Speaker Janet Vigil Chapter 2 Creating a Rich Literacy Learning Environment (Brinkerhoff Keefe) Chapter 10 Organizing Literacy Instruction (Keefe) Fossett et al. (2003) Technology Activity 1
Week 14 4/17 Considerations for students from culturally or linguistically diverse backgrounds Demonstrate Power Point Books Rohena et al. (2002) Ruiz et al. (2002) Poetry Assignment Demonstrate PwrPoint Book in-class
Week 15 4/24 Strategies to enhance student motivation and interest Literacy across the lifespan Chapter 11 Literacy for Life (Copeland) Ryndak et al. (1999) Pershey Gilbert (2002)
Week 16 5/1 Wrap-up of course Technology Activity 2 Summary of Progress
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Poetry Assignment Due on April 17

• With one or more of your students, create a poem.
  Poem must be the students creation, but you can
  provide support. You must also write a brief
  description (1 -2 paragraphs) of how you worked
  with the student to compose the poem
• Use the Sturm Koppenhaver article for ideas. .
  . Remember that poetry does NOT necessarily rhyme.

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Power Point Book Due on April 17

• Scan in pictures, either from a published book or
  student-created pictures OR use digital photos.
  Have your text for each page typed in. Record the
  narrative (or have your students do this).
• Present your books in class. Have a copy of the
  slides printed out to turn in (just use handout
  view to print the slides, if you like).