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Writing (Copying is not writing!)

Writing (Copying is not writing!). “This writing business. Pencils and what-not. Over-rated, if you ask me. Silly stuff. Nothing in it.” -- Eeyore. Research Summary.

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Writing (Copying is not writing!)

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  1. Writing (Copying is not writing!)

  2. “This writing business. Pencils and what-not. Over-rated, if you ask me. Silly stuff. Nothing in it.” -- Eeyore

  3. Research Summary • “The Writing Block is vital to children with disabilities…Writing enables children with disabilities to examine how ideas relate to each other.” Erickson & Koppenhaver pg. 86 =

  4. Why Do The Writing Block? • Positive Outcomes • Teaches that printed symbols have meaning and value. • Promotes reading, “speech” and logical thinking • Provides a window to their world. • Assesses and documents student's level of comprehension

  5. Purposes and Goals Purposes • Develop the skill and will of writing. • Provideunique opportunities to improve reading. Desired Outcome • Children are able to compose a message that is clearly understood by the intended audience.

  6. Our Challenge “As you know, you go to war with the army you have, not the army you might want or wish to have at a later time.”– Former Defense Secretary Donald Rumsfeld

  7. “Begin with the end in mind.”Stephen Covey • Meet Your Students Where They’re At! • Do not wait until they have a particular skill. • Figure out where they are in the stages of literacy. • Find their “working pencil”. • Identify the “write stuff”. • Write for Real Reasons. Erickson & Koppenhaver pg. 89-93

  8. Writing for Real Reasons “Writing for real…audiences is vital for young writers with disabilities. When peers in writing groups…connect (with their writing) they create motivating reasons to struggle with the difficulties of spelling, word choice, and grammar.” Erickson & Koppenhaver pg. 93

  9. What does it look like? • Multilevel – a place for accommodating special needs! • Easiest one to differentiate • Chaotic • Less structured • Everyone accessing differently • Purposeful and meaningful

  10. The Research Says… • “Teachers do not lower their expectations for children with disabilities. They do provide more direct instruction in processes and strategies…Teachers also integrate technologies…to help students write more successfully and share that writing…” Erickson & Koppenhaver pg. 102

  11. What does it look like? Mini-lesson 10-15 minutes Writing and Conferencing 15-20 minutes Sharing/Author’s Chair 5-10 minutes

  12. Moving Through the Block • Key Features: • Writing without standards • Writing for real reasons • Daily drafts/regular revisions • Daily feedback • Model/Scaffold • Sentence Combining • Repetition

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