the pen is mightier than the sword - lifelong literacy · rather than teach this alongside the...
TRANSCRIPT
© Lyn Stone 2020
1
THE PEN IS MIGHTI ER THAN
THE SWORD
ONLINE WORKSHOP HANDBOOK
Lyn Stone
2020
© Lyn Stone 2020
2
Table of Contents
The Simple View of Writing ...............................................................................................4
GRAMMAR AND SYNTAX .....................................................................................................6
The three broad categories. ...................................................................................................... 6
SECTION 3: THE SURVIVAL LIST .......................................................................................7
SECTION 4: PRACTICAL IDEAS FOR WRITING............................................................ 10
Handwriting: muscle memory............................................................................................... 10
The Multiplier Effect ................................................................................................................. 11
The 21 Day Writing Challenge ............................................................................................... 12
The Sentence is Everything .................................................................................................... 13
The four sentence types: ......................................................................................................... 14
Subordinating conjunctions ................................................................................................... 15
Workshop reflection ......................................................................................................... 16
Stay in touch! ...................................................................................................................... 17
© Lyn Stone 2020 www.lifelongliteracy.com 3
Welcome!
This handout contains some worksheets and information that you might find useful. We have many great things to cover and we are going to be very interactive, with lots of scope for questions, answers and discussion!
After our first Zoom meeting, a pdf of the slides from that meeting will be available to you on my website. It is password protected. Your password is PENSWORD20.
I’ve also included QR codes that will take you to links for further reading/viewing. Just set your phone to camera mode and point at the code. Try it with the ones below and get connected!
Do have fun and enjoy the course!
Lyn Stone, Director, Lifelong Literacy
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© Lyn Stone 2020 www.lifelongliteracy.com 4
The Simple View of Writing
Just as in the Simple View of Reading, the Simple View of Writing states that there are two critical, separate aspects of fluent writing. They are:
TRANSCRIPTION
and
IDEATION
Transcription definition
“The process and physical acts of representing sounds to written symbols, including spelling and handwriting skills” (McCutchen, 2000)
Transcription examples
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Ideation definition:
“The generation and organization of ideas” (Juel et al. 1986)
Ideation examples:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
© Lyn Stone 2020 www.lifelongliteracy.com 5
With acknowledgement to Scarborough, 2001
© Lyn Stone 2020 www.lifelongliteracy.com 6
GRAMMAR AND SYNTAX
The three broad categories.
When we communicate:
• We talk about things and what they do, are or have. They are:
______________________________________________________
• We describe those things. They are:
______________________________________________________
• We connect those things to other things. They are:
______________________________________________________
Fill in this diagram with the six main parts of speech
Universals
Modifiers/describers
Connectors
© Lyn Stone 2020 www.lifelongliteracy.com 7
THE SURVIVAL LIST
Definition: A growing list of words students need to learn as a priority in order to ensure two things:
1. Fluent, automatic, age-appropriate writing 2. The development of an efficient orthographic mapping system
There are plenty of lists readily available, such as the Dolch or Fry lists, but they contain a mixture of simple and complex patterns. For instance, in the Dolch list, the word big (a simple 1:1 CVC pattern) is
right there with away (a two-syllable word containing a digraph) and said (an unusual pronunciation of the digraph <ai>, which only really occurs in this word and in some accents in the word again, but which
follows the grammatical/etymological pattern of lay and pay).
The amount of times I see children being given homework requiring them to learn this mishmash of random patterns astonishes me. This is whole word learning and not viable for many children.
As a solution, I have extracted words that don’t have a simple code structure and have placed them in families containing similar
patterns. I use a simple marking system that I teach to my students so that they become aware of the words’ structure and they practise the words in various ways.
When teaching irregular words for maximum orthographic mapping, ask three simple questions in this order:
1. Does the word have a pattern that can be found in other words? 2. Does the word belong in a close family?
3. Once phonology, morphology and etymology are studied, is there a quick trick that might be beneficial for memory?
© Lyn Stone 2020 www.lifelongliteracy.com 8
Word Pattern Family 1. was The W-Effect: when <w>
precedes <a>, the <a> often makes an /o/ sound (see illustration)
wash, wand, want, wander, wasp
2. to Belongs to a small family where the letter <o> makes an /oo/ sound
do, who, lose, shoe, move, prove, canoe
3. there <ere> making an ‘air’ sound, but also put into the same family as ‘here’. These words contain the same pattern and are connected in meaning.
here, where
4. said <ay> to <aid> in the past tense
lay, pay
5. once Builds up from the spelling of one, with the insertion of <c>, like the <c> in twice.
one, twice
6. they <ey> making an /ay/ sound grey (non-US), obey, prey, convey, survey
7. have Final Silent E stopping the word from ending with an Illegal Letter
give, live, serve, five etc.
8. love The letter <o> making an /u/ sound
above, some, come, money, monkey, honey, other, mother
9. our This is one of the supremely sticky spelling words. I have had to develop a technique of building up a memory of this word based on the word you, which is quickly learned.
you becomes your becomes our
10. eye Another supremely sticky word that doesn’t bear sounding out.
A rare instance of a lone existence. Just draw this picture and get students to practise saying the letter names.
11. friend That strange <i> in the middle.
12. people Silent <o> in the middle. leopard
13. walk Silent <l> and unusual sound of <a>
talk, chalk, stalk
14. any <a> making an /e/ sound many
15. buy Silent <u> build
16. write Silent <w> wrong, wrist, wrap, wreck
17. could Unusual vowel sound, silent <l>
would, should
18. does Unusual vowel sound, -es third person singular suffix.
goes
19. library Collapsing syllable
20. too Has two homophones (two and to)
Rather than teach this alongside the other two, I separate them out and teach this one to mastery first.
Word Pattern Family
© Lyn Stone 2020 www.lifelongliteracy.com 9
1.
2.
3.
4.
5.
© Lyn Stone 2020 www.lifelongliteracy.com 10
PRACTICAL IDEAS FOR WRITING
Handwriting: muscle memory
“The ability to reproduce a particular movement without
conscious thought, acquired as a result of frequent repetition of that movement.”
OED
1. Tripod grip
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
2. Posture
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
3. Paper angle
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
4. Starting points
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
© Lyn Stone 2020 www.lifelongliteracy.com 11
The Multiplier Effect
• Any apex skill requires practice over time. • Unlike walking and talking, reading and writing require explicit
instruction. • Writing requires the most practice. • Typically developing children enjoy the multiplier effect of
writing practice.
CASE STUDY: Think of a particular student whose writing you would like to see
improve. List the particular aspects of transcription that you wish to focus on:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
List the particular aspects of ideation that you wish to focus on:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
How will you monitor progress?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
© Lyn Stone 2020 www.lifelongliteracy.com 12
The 21 Day Writing Challenge The main function of the 21 Day Writing challenge is to establish and value quality over quantity.
Students are given an exercise book and a Challenge Chart. Each session, they choose an activity from the Chart, they do the activity
and then they record it on the chart.
____________________________’s Writing Chart
Days Copying
Dictation
Composition
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
© Lyn Stone 2020 www.lifelongliteracy.com 13
The Sentence is Everything Key points in The Writing Revolution:
• Too much of a gap between explicit teaching and expectation.
______________________________________________________
______________________________________________________
• Writing needs to be taught through ‘intentional exercises’.
______________________________________________________
______________________________________________________
• For practice to improve skills, there has to be a ‘specific and
focused goal’.
______________________________________________________
______________________________________________________
• Revision is a crucial, yet often neglected stage of writing,
reading and thinking, and the three are indelibly linked.
______________________________________________________
______________________________________________________
• Content knowledge is crucial and writing should be embedded
in all subjects.
______________________________________________________
______________________________________________________
© Lyn Stone 2020 www.lifelongliteracy.com 14
The four sentence types:
1. TYPE ____________________
CONVENTION______________________________________
EXAMPLE__________________________________________
_________________________________________________
2. TYPE ____________________
CONVENTION______________________________________
EXAMPLE__________________________________________
_________________________________________________
3. TYPE ____________________
CONVENTION______________________________________
EXAMPLE__________________________________________
_________________________________________________
4. TYPE ____________________
CONVENTION______________________________________
EXAMPLE__________________________________________
_________________________________________________
© Lyn Stone 2020 www.lifelongliteracy.com 15
Subordinating conjunctions (OR ‘THE SO, BUT, BECAUSE GAME’)
SO IMPLIES ___________________________
BUT IMPLIES ___________________________
BECAUSE IMPLIES ___________________________
1. Write a simple sentence.
2. Choose a subordinating conjunction. 3. Add a dependent clause. 4. Repeat.
Your sentence:
______________________________________________ so
______________________________________________ but
______________________________________________ because
______________________________________________
© Lyn Stone 2020 www.lifelongliteracy.com 16
Workshop reflection
1. What would you like to know more about (feedback form)?
2. What can you do right now to raise the quality of literacy instruction in your world?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
© Lyn Stone 2020 www.lifelongliteracy.com 17
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