Title: Constructive Writing: The Development of an EvidenceBased Writing Curriculum at The Gow School
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2Constructive 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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4Mission 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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6Gow 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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8Constructive Writing
- 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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10Constructive 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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12Strategic Planning
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14Curriculum 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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16Methods 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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18Conventions, Rules Structure
- Grammar
- Sentence, paragraph, essay structure
- Various genres (e.g. descriptive,
- narrative, persuasive, creative)
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20Social Aspect
- The classroom as a writing community
-
- Collaborative writing
- Scaffolding of skills
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22Affective 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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24Constructive 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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26Writing 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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28Reading-Writing Connection
- Reading Comprehension Writing
-
- Mutual support with Reconstructive
- Language
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30Technology School-Wide Laptop Program
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39Implementation Plan
- Leadership Supervisory Team
- Curriculum Development
- Teacher Training
- Implementation
- Program Evaluation
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41Implementation Plan
- Leadership Supervisory Team
- Curriculum Development
- Teacher Training
- Implementation
- Program Evaluation
42Implementing Constructive Writing
- A. Jay Wright IV
- English Chair, The Gow School
- ajwright_at_gow.org
43Constructive Writing
Initiative Goals
- To create a research-based writing remediation
program that complements Reconstructive Language - To integrate advanced technology
- To expand Gow faculty training
44Naming
- Tap into childrens desire to name their
world - My Granddaughter Abigail
- Bosley
- Shoes
- Fish
- Grampa
45Naming 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
46Nouns name
- Nouns name people, places, things, ideas,
emotions, and feelings. - Common/Proper
- Concrete/Abstract
- Collective
47love
education
Seattle
dancer
love
education
Seattle
dancer
air
athlete
love
herd
air
athlete
love
herd
Seattle
herd
air
Seattle
education
herd
air
education
48Naming begins the writing process
- Name the world
- Name the subject
- Name the topic
- Name the thesis
49Action words
- What do nouns do?
- Julian is a basketball player.
- Julian dribbles.
- Julian runs.
- Julian jumps.
- Julian dunks.
50Two words basic sentence pattern 1
- One can write a sentence in two words.
- Noun action.
- Try it.
51Presentation Rebellion
- Jay challenged.
- Audience scoffed.
- Writers balked.
- Jay chuckled.
- Observer ejaculated.
- Neighbor agreed.
- Unification jelled.
- Audience rebelled.
- Pens flew.
- Slide changed.
52Add details
- Julian is strong.
- Julian lifts 500 pounds.
- Julian lifts 500 pounds every day.
53The 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!
54Rebellious 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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56Basic 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.
57Developing sentence variety
- Non-active verbs
- Adjectives
- Answering questions
- Series sentences
- Signal words
58Putting sentences together
- Writing process
- Description
- Narration
- The academic paragraph
- Journal writing
- The formal essay
59Peer Evaluation
- Reading aloud
- Peer revision and editing
60Components 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
61Implementing Constructive Writing
- THANK YOU FOR YOUR ATTENTION
- A. Jay Wright IV
- English Chair, The Gow School
- ajwright_at_gow.org