interventions for struggling writers new summer 2014

Download Interventions for struggling Writers New Summer 2014

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Ideas for handwriting, planning and assessing for interventions, progress monitoring writing, idea development, organization, SRSD, conventions, writing process, sentence frames

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  • 1. Welcome. Please label your tabs Red: Documents Clear: RtI Blue: Assessment Orange: Handwriting Yellow: Conventions Green: Process Pink: Progress Monitoring Resources

2. Writing Interventions: Strategiesfor Struggling Students 3. AgendaWe will: Determine the expectations for student writing Review effective writing instructional practices Offer suggestions for possible writing interventionsand Progress Monitoring 4. What does studentwriting look like inyour school? What writingstruggles do yourstudents face? What components ofwriting do you findmost difficult toteach? 5. How theBrainLearnsTo Write 6. Writing is a complex process.attention Fine motor memoryVisualprocessingLanguageHigher orderthinking 7. Minimum Brain Requirements Properly functioning central nervous system Intact receptive and expressive language skills Emotional stability Understanding of organization Understanding of writing rules Visual Spatial Awareness Simultaneous processing 8. Why Difficulties? Environmental Causes Repeated practice of invented spelling Neurological Causes Dysgraphia 9. DysgraphiaDyslexicDysgraphiaMotorDysgraphiaSpatialDysgraphia 10. Skills ofaProficientWriter 11. Struggling Writers Are not thoughtful or planful when theywrite Spend less than 1 minute planning Approach as a single process---contentgeneration But writing lacks content Have difficulty accessing the knowledgethey have 12. Three Modes of WritingLocated in Standards 1-3Standards 4-10How students should do thework of Standards1-3Where is it in KCAS? 13. Where is it addressed in the Standards? 14. Learn more about the standardsNouns:KnowVerbs:DoAdjectivesAdverbs:How, To whatdegreeAinsworth, Mctighe and WigginsOn their own 15. Writing RtI 16. Essential Components of RTI23 17. Writing Requirements?HB 69 Reading and Writing System ofInterventions by Aug. 2013 Universal Screener Core instruction based on KCAS Tiers of Intervention(Scientifically Based) Progress MonitoringK-3 Program Review Student Access to highlyeffective curriculum andinstruction Formative Assessment todevelop and enhanceinstructional strategies Research Based InstructionalStrategies 18. Writing RtI 19. Universal Screeners 20. Possible Data Sources KPREP Results On-demand Extended Response/Constructed Response MAP Core Content Assessments (CCAs) Program Assessments Writing Sprees CBM Group-Administered Probes 21. Universal Screening for Writing Screening for Letter Writing Fluency Screening for Word Writing Fluency Dictation Sentences Hearing and RecordingSounds in Words (Observation Survey) Observation Survey Writing Spree by MarieClay (Writing Fluency) Screening Written Expression Writing Probes CBM Rubrics 22. So, do you have a Universal Screener forWriting? 23. Diagnostic: Time to ask what is the area ofneed?Communicating Ideas Writing Mechanics/PhysicalProduction Idea Development Organization Voice Word Choice Handwriting Grammar Punctuation Spelling Sentence Structure 24. Lets Look at some Writing! 25. Lets Think about the Process Look at your red flag student writing sample. What are her strengths and weaknesses? 26. Look at the standards progression. What has thestudent mastered? What skills are not mastered? How far are they from grade level? Significantlybelow? Do I need more information? Handwriting assessment Word writing assessment ( 3 minute spree) Dictation Sentences for Hearing and RecordingSounds in Words Does the student need Intervention? 27. The Areas of Need May beMulti Layered 28. Lets Fill Our Toolbox 29. Clapping Game 30. Formative AssessmentMonitoring Throughout the Writing Process1. What do we want students to know?2. How will we know if they know it?3. What will we do if they dont?4. Where will students go next? 31. 1. What do we want students to know? The GoalWrite a paragraph about baseball.2. How will we know if they know it? Success Criteria First sentence tells the most important thing you want your audience toknow.(main idea) 3 sentences each tell something your audience needs to know to understand yourmain idea. (3 details) Final sentence tells the audience what you want them to think when they are donereading.3. What will we do if they dont? Catch and ReleaseMini lessons, Specific Feedback, Revisions, Editing4. Where will students go next? PurposeWriting an essay. 32. Area of Need:Handwriting 33. Handwriting Screeners 34. Activities to Facilitate Writing Handwriting Difficulties Must be remediated EARLY! Handwriting must be explicitly practiced to make motor program(engram) automatic. Practice involves following numbered arrow cues for forming eachletter so letter production becomes automatized and uniform. It is difficult to remediate awkward hand position, even if attended toearly. 35. Handwriting Interventions Verbal Directions, consistent pathway Models with arrows Sorting Magnetic letters Multisensory Input (sand, screens, large motor movement, etc.) Raised line paper, Wikki Stiks Grippers for pencils Handwriting Without Tears OT/PT Graham Handwriting Exercises p. 16 36. Lets Look at some Writing! 37. Progress Monitoring 38. Area of Need: Word Production/Spelling 39. Elkonin Boxes 40. Finger Spelling 41. Red Words 42. Area of Need: Grammar, Punctuation,Sentence Structure 43. Sentence Combininga Research-Based Practice Constructing more complex and sophisticated sentencesthrough exercises where two or more short, kernelsentences are combined into a single sentence using: Placement of adjectives or adverbs Inserting phrases Using connectors (e.g., but, because, so)Example:The noodle was soft.The noodle was on my plate 44. Sentence Combining The car stopped. The car ran out of gas.The car stopped because it ran out of gas. My mom can run fast. My dad can run fast. 45. Bare Bones 46. Lets Look at some Writing! 47. Progress Monitoring 48. Area of Need: Written Expression 49. Talk Through the Topic 50. Props for Paragraphs 51. The Claw 52. Cloze or StoryFrames 53. Sentence Frames Providing students with the beginning of an academicresponse is a very effective tool for increasing the quality andquantity of student participation. Sentence starters serve toboth focus attention on critical content as well as providestudents with the language support needed to engage inacademic discussions. Kevin Feldman & Kate Kinsella 54. Paragraph Frame for Opinion Writing I like ______________ because ______________. The firstreason I like ____________ is because ____________. Thesecond reason I like ____________ is because______________. In conclusion, I feel that________________ is the best due to the fact_____________. 55. Self-Regulated Strategy Development (SRSD) SRSD is an approach for helping students learn specific strategies for planning,drafting, and revising text. It is characterized by explicit teaching, individualized instruction, and criterion-basedversus time-based learning. Children are treated as active collaborators inthe learning process. Instruction takes place in six stages: Develop Background Knowledge. Describe It Model It Support It Independent Use Sources: De La Paz & Graham, 2002; Harris & Graham, 1996 56. P-O-W!by Graham and HarrisPick my ideaOrganize my notes (T-R-E-E)Write and say more 57. T-R-E-E: Paragraph VersionTell (what you believe)Reasons (At least 3)End it (Wrap it up)Examine (Do I have allthe parts?Are my reasonsstrong?) 58. T-R-E-E: Essay VersionTopic (Tell what you believe)ReasonsExplain your reasonsEnd it 59. POWER(Englert, Raphael, & Anderson, 1991) POWER: Plan, Organize, Write, Edit, and Revise Comprehensive procedure to explicitly teach thestages of the writing process Based on cognitive strategy instruction Four phases: text analysis, modeling the writingprocess, guided student practice in composition,and independent writing Uses Think Sheets and Pattern Guides 60. Progress Monitoring 61. Lets Look at some Writing! 62. Intervention Plan and Progress Monitoring 63. Decide on an Intervention Plan If need is determined, the team decides if the student will beconsidered in need of Tier 2 or Tier 2/3 layers of support in additionto what is being provided by classroom teacher during Tier 1. Tier IITargeted Small Group Intervention in the Classroom (Should be done within thecontext of Writers Workshop) 3 days per week20-30 minutes Somewhat Below Grade Level Tier IIIIntensive Individualized Intervention in/out of the Classroom 5 days per week30-45 minutes Significantly Below Grade Level 64. Intervention Plan The team chooses appropriate interventions for the student basedupon the area of focus from research- based options available Outline the logistics for how the Writing intervention will be provided. Name the InterventionistWHO WILL PROVIDE THE INTERVENTION? Name the LocationWHERE WILL THE INTERVENTION BE PROVIDED? Determine the ScheduleWHAT ARE THE DAYS & TIMES FOR THE INTERVENTION? 65. Establishing a Goal Establish the goal for the 6-weekround of intervention based upon thebaseline (starting point) for thestudent and the on grade levelexpectations for the student. 66. Goal Examples Physical Production/Handwriting % letters formed correctly % legible % copied correctly Mechanics & Conventions/Grammar % words spelled correctly % correct punctuation % grammatically correct Writing Content % points earned from writing rubric % of complete sentences Writing Production/Revision % points earned from writing rubric % of complete sentences 67. What might be Kates goal? 68. What is a possible goal for Kate? By March 2014, Kate will use the writing process to develop a written response toa teacher prompt with a score of 3 or higher based on writing rubric in 2 of 3opportunities. By May 2014, Kate will include a clear lead and an ending that draws conclusions in2 of 3 opportunities. By October 2014, Ka

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