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Constructive Writing: The Development of an EvidenceBased Writing Curriculum at The Gow School

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Title: Constructive Writing: The Development of an EvidenceBased Writing Curriculum at The Gow School


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Constructive Writing The Development of an
Evidence-Based Writing Curriculum at The Gow
School
  • Mari Jo Renick Clayback, Ph.D.A. Jay Wright, IV,
    M.S. Ed.M. Bradley Rogers, Jr., M.A.
  • Constructive Writing is Intellectual Property of
    The Gow School

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Mission Statement
  • The primary mission is the education of young
    men, grades 7-12, using a college preparatory
    curriculum with emphasis on the remediation of
    dyslexia through Reconstructive Language in an
    independent, not-for-profit boarding school.

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Gow Fast Facts
  • Founded 1926
  • Pure 4/1 Student/Teacher Ratio
  • All School Laptop Program
  • Reconstructive Language is Anchored in
    Orton-Gillingham Philosophy
  • Teacher Training is Affiliated through IMSLEC
  • Member of NAIS and NYSAIS
  • Strong Supporter of IDA
  • 148 Boys From 26 States and 20 Nations
  • Grades 7-12 in a Research Driven College
    Preparatory Curriculum
  • 100 College Placement
  • Average Tenure for Faculty is 12 Years
  • 70 of Faculty Hold Advanced Degrees

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Constructive Writing
  • Initiative Goals
  • To create a research-based writing remediation
    program that complements Reconstructive Language
  • To integrate advanced technology
  • To expand Gow faculty training

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Constructive WritingVision Statement
  • To meld empirically-based methods of writing
    instruction with state-of-the-art technology so
    as to allow our students maximum opportunity to
    access, construct, organize, and communicate
    their ideas across a variety of literary genres.

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Strategic Planning
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Curriculum Components Identified from Strategic
Planning
  • Multisensory Language Instruction
  • Conventions, Rules, Structure
  • Social Aspects
  • Motivation Affect
  • Dyslexia the Processing Demands of Writing
  • Writing Strategies
  • Reading-Writing Connection
  • Technology

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Methods Standards ofMultisensory Language
Instruction
  • Simultaneous visual, auditory, kinesthetic,
    tactile (VAKT) presentation of material
  • Structured, explicit, cumulative
  • Follows a diagnostic individualized teaching
    plan
  • Synthetic (parts to whole) analytical (whole to
    parts)
  • Authentic purpose and benefits are clarified
    for students
  • Goal Meet IMSLEC Standards

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Conventions, Rules Structure
  • Grammar
  • Sentence, paragraph, essay structure
  • Various genres (e.g. descriptive,
  • narrative, persuasive, creative)

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Social Aspect
  • The classroom as a writing community
  • Collaborative writing
  • Scaffolding of skills

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Affective Motivational Aspect
  • Writing that is relevant authentic
  • Knowing oneself as a learner
  • as a writer
  • Learning strengths weaknesses
  • Which tools and strategies work best for him
  • Self-advocacy
  • College preparation

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Constructive Writing Components
Dyslexia the Processing Demands of Writing
  • Common weaknesses that may interfere in written
    expression
  • Transcription Skills
  • (e.g. handwriting, keyboarding, spelling)
  • Dual-Task Interference
  • (e.g., sentence construction and word finding)
  • Working Memory Processing Speed
  • Constraints

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Writing Strategies
  • Good writing is strategic.
  • (Graham Harris, 2005)
  • Planning Goal Setting
  • Monitoring
  • Evaluating
  • Revising
  • Extensive research ? LD students do not
  • effectively use writing strategies

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Reading-Writing Connection
  • Reading Comprehension Writing
  • Mutual support with Reconstructive
  • Language

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Technology School-Wide Laptop Program
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Implementation Plan
  • Leadership Supervisory Team
  • Curriculum Development
  • Teacher Training
  • Implementation
  • Program Evaluation

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Implementation Plan
  • Leadership Supervisory Team
  • Curriculum Development
  • Teacher Training
  • Implementation
  • Program Evaluation

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Implementing Constructive Writing
  • A. Jay Wright IV
  • English Chair, The Gow School
  • ajwright_at_gow.org

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Constructive Writing
Initiative Goals
  • To create a research-based writing remediation
    program that complements Reconstructive Language
  • To integrate advanced technology
  • To expand Gow faculty training

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Naming
  • Tap into childrens desire to name their
    world
  • My Granddaughter Abigail
  • Bosley
  • Shoes
  • Fish
  • Grampa

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Naming ones world
  • Look around the room
  • Walk by the creek
  • Pull objects from a shopping bag
  • Look at photographs and paintings
  • Surf the web

Look around your room Walk by the creek
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Nouns name
  • Nouns name people, places, things, ideas,
    emotions, and feelings.
  • Common/Proper
  • Concrete/Abstract
  • Collective

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love
education
Seattle
dancer
love
education
Seattle
dancer
air
athlete
love
herd
air
athlete
love
herd
Seattle
herd
air
Seattle
education
herd
air
education
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Naming begins the writing process
  • Name the world
  • Name the subject
  • Name the topic
  • Name the thesis

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Action words
  • What do nouns do?
  • Julian is a basketball player.
  • Julian dribbles.
  • Julian runs.
  • Julian jumps.
  • Julian dunks.

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Two words basic sentence pattern 1
  • One can write a sentence in two words.
  • Noun action.
  • Try it.

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Presentation Rebellion
  • Jay challenged.
  • Audience scoffed.
  • Writers balked.
  • Jay chuckled.
  • Observer ejaculated.
  • Neighbor agreed.
  • Unification jelled.
  • Audience rebelled.
  • Pens flew.
  • Slide changed.

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Add details
  • Julian is strong.
  • Julian lifts 500 pounds.
  • Julian lifts 500 pounds every day.

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The Rebellious Details
  • Jay challenged the audience to write two word
    sentences. The audience scoffed at his proposal
    and thought the task took no skill or
    concentration. The writers balked suddenly as
    they ransacked their brains for a topic and
    worried they might be called to share their
    brilliance. Jay chuckled because he had done
    this with his students and had practically been
    drawn and quartered in his brilliantly appointed
    and intellectually stimulating classroom. An
    observer ejaculated that the exercise fell
    beneath his dignity and required so little
    intellectual prowess that he would not complete
    it!

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Rebellious Details Cont.
  • A neighbor agreed and passed the message on to
    her neighbor. Unity jelled as the outrage built
    to a crescendo. The audience rebelled in one
    fell swoop. Pens flew at the diabolical speaker
    who had innocently proposed the exercise as an
    icebreaker and a way to involve the listeners in
    a multi-sensory activity only to realize he had
    enraged his audience and faced imminent peril.
    The slide changed to another picture of Jays
    terminally cute granddaughters and saved him.

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Basic sentence patterns
  • 1Noun action.
  • 1 Extended Noun action details.
  • 2 Noun and noun action details.
  • 3 Noun action and action details.
  • 4 Noun and noun action and action details.
  • 5 Noun action details, and noun action
    details.

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Developing sentence variety
  • Non-active verbs
  • Adjectives
  • Answering questions
  • Series sentences
  • Signal words

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Putting sentences together
  • Writing process
  • Description
  • Narration
  • The academic paragraph
  • Journal writing
  • The formal essay

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Peer Evaluation
  • Reading aloud
  • Peer revision and editing

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Components of Constructive Writing
  • Multisensory Language Instruction
  • Conventions, Rules, Structure
  • Social Aspects
  • Motivation Affect
  • Dyslexia the Processing Demands of Writing
  • Writing Strategies
  • Reading-Writing Connection
  • Technology

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Implementing Constructive Writing
  • THANK YOU FOR YOUR ATTENTION
  • A. Jay Wright IV
  • English Chair, The Gow School
  • ajwright_at_gow.org
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