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Ready-to-Use Strategies for Improving Students’ Writing Skills

Ready-to-Use Strategies for Improving Students’ Writing Skills. 9 th Annual Title Programs Conference Atlanta, Georgia June 15, 2011. Making Education Work for All Georgians. Rationale. Written expression is part of high stakes state and national assessments.

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Ready-to-Use Strategies for Improving Students’ Writing Skills

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  1. Ready-to-Use Strategies for Improving Students’ Writing Skills 9th Annual Title Programs Conference Atlanta, Georgia June 15, 2011

  2. Making Education Work for All Georgians

  3. Rationale Written expression is part of high stakes state and national assessments. Third, 5th, 8th, and 11th graders must pass a writing proficiency test. Literacy, including writing, is a major focus of the CCGPS.

  4. The [Teaching of] Writing Process Building written expression skills in an on-going process that involves: • Preteaching vocabulary • Sequencing instruction • Providing structured writing tasks • Scaffolding instruction

  5. Writing, NOT HANDWRITING! Take the pencil out of the process: • Make use of manipulatives • Allow word processors • Consider voice to written text • Use a scribe

  6. Preteach Vocabulary • Start with the concrete • Match words with pictures • Model actions • Organize vocabulary into synonym groups • Fast, quick, speedy, rapid, swift, brisk, sudden

  7. Preteach Vocabulary • Teacher selects 3-5 academic vocabulary words from a reading selection. • Students use a Vocabulary Knowledge Rating Chart* to self-assess their familiarity with the words. • Teacher facilitates as students engage in accountable, structured responses. *Used with permission of Kate Kinsella, Ed.D

  8. What is Academic Vocabulary? determine, decide, resolve, conclude, establish, find out significant, important, underlying, core, major, primary conclude, infer, imply, interpret, assume, deduce, construe

  9. Vocabulary Knowledge RatingDiscussion Questions* Important academic vocabulary used as part of the instruction!!! Questions to Prompt Partner Interactions: • Do you know what __ means? • Are you familiar with the word __? Questions to Prompt Group Interactions: • Who knows what __ means? • Who is familiar with the word __? *Used with permission of Kate Kinsella, Ed.D

  10. Teaching Academic Vocabulary Kate Kinsella, Ed.D San Francisco State University, Center for Teacher Efficacy katek@sfsu.edu 707.473.9030 *Videos and other materials used with permission of Kate Kinsella, Ed.D

  11. Why Preteach Vocabulary? By the time the children were 3 years old, parents in less economically favored circumstances had said fewer different words in their cumulative monthly vocabularies than the children in the most economically advantaged families in the same period of time. Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.

  12. Why Preteach Vocabulary Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.

  13. Teaching Academic Vocabulary

  14. Beginning with Structured Writing • First, work out sentence(s) aloud with the student. • Next, write out sentence(s) for the student. • Finally, have student copy sentence(s)[using a word processor].

  15. Moving from Speaking to Writing Vocabulary Notebook, Example 1 Vocabulary Notebook, Example 2 Vocabulary Notebook, Example 3

  16. Sentence Starters

  17. Vocabulary Routines

  18. Scaffold the Writing Tasks • Graphic organizers • Picture writing • Framed paragraphs • Models • Formula writing

  19. Focus on Interests Let me tell you about Sam.

  20. Teach Writing “Tricks” • How to beat the writing test • Analyzing prompts • Planning ahead

  21. WRITE, not right • ALWAYS separate drafting and revising from editing. • Use the multiple draft approach.

  22. Practice Strategies to Increase Fluency & Decrease Fatigue • Fluency drills • All pens are not equal • Eliminating the internal editor • Automaticity

  23. Overcome Obstacles/Barriers Let me tell you about Kate.

  24. Utilize consistent strategies, processes, and organizers across the curriculum and throughout the school.

  25. Don’t Give Up or Give In • Be persistent (firm but gentle) • Begin with what’s doable • Develop writing routines

  26. Contact Information Cynde Snider, PhD, NBCT Division for Special Education Services and Supports Georgia Department of Education csnider@doe.k12.ga.us 404-657-9971

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