Writing: Composing a message using text

1. Writing: Composing a message using text SPC ED 587 April 3, 2007

2. Comprehensive Reading Instruction Program Should Include Each of These Every Day: • Listening • Speaking • Reading • Writing

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

4. Emergent Writer: Writing about going to visit a doctor.

5. Writing with support from a computer program.

6. Steps in Process Writing Approach Basic Steps in the Writing Process: Prewriting, Writing, Revising, Editing, Publishing

7. Plan • Clarify the • purpose/audience • Generate ideas • Organize info • Revise • Review & • Evaluate • Revise & • correct • Compose • Select words • Spelling • Syntax • Grammar

8. Skills needed for writing • Language • Attention • Memory • Higher-order thinking

9. 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)

10. 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

11. 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

12. Creating Access: Removing the Barriers to Writing • By using Assistive Technology (AT)

13. Sample Writing template • Speaking Dynamically Pro • Switch Clicker Plus • Dynavox

21. Word Predication • CO-writer • Writers at any writing level benefit from choosing the appropriate dictionary beginning to advanced • For students beginning to write independently, Co:Writer 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 

22. 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.

23. 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

24. Word Processing • Speech • Spell check • In-large Font

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

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

27. Inspiration/Kidspirations

28. Writing Poetry • Creative Writing • Writing from templates

29. 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

30. At a football game, one thing you can hear is . . . 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

31. Jesus’ poem.

32. Poetry Templates • Autobiography Poem1st 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/Father/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

33. 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

34. Skills needed for Handwriting • Fine motor skills • Visual acuity • Spatial ordering and sequential ordering • Visual memory • Kinesthetic memory

35. Misunderstood Minds http://www.pbs.org/wgbh/misunderstoodminds/writingbasics.html

36. 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

37. Free Handwriting Worksheet Maker: http://www.handwritingworksheets.com/

38. http://www.abledata.com/abledata.cfm?pageid=19327&sectionid=19327&top=14653http://www.abledata.com/abledata.cfm?pageid=19327&sectionid=19327&top=14653 This link also has many other resources related to handwriting and text composition.

39. Letters • Magnetic Letters • Tracing

40. Writing the words • http://www.writingwizard.longcountdown.com/multi-word_handwriting_worksheet_maker.html

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

43. Poetry Assignment: Due on April 17 • With one or more of your students, create a poem. Poem must be the student’s 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.

44. 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).