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Chapter 11

Chapter 11. Written Literacy Requires Students to Think By: Natalie Poe Natasha R. Williams. Most recent NAEP writing scores show that out of the 88% of all 8th graders and 82% of all 12th graders tested at the basic level of assessment.

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Chapter 11

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  1. Chapter 11 Written Literacy Requires Students to Think By: Natalie Poe Natasha R. Williams

  2. Most recent NAEP writing scores show that out of the 88% of all 8th graders and 82% of all 12th graders tested at the basic level of assessment. • Only 1/3 of 8th graders and ¼ of 12th graders are scoring at or above proficiency level. Prevalence

  3. Not much time spent on writing in classrooms • Students are not given writing for homework- 11% of 8th graders report being never being asked to write a research paper and 14 – 16% reported only being asked once. • Too much time spent on standardized test preparation • Focus on high stakes testing is shifting attention away from broad programs such as writing instruction • Students with learning and behavior disorders especially have a hard time learning to write in a classroom that focus only on basic skills. • Information Processing Problems – Affects the ability to develop or use higher order linguistic and phonological knowledge related to reading Causes

  4. Strong connection between reading and writing. • Must understand and be aware that words can be broken down into phonemes. • Children who have trouble understanding phonemes are more likely to have trouble with writing. Phonological Awareness Issues

  5. Brains must pull together, coordinate, store, and then retrieve millions of bits of coded data rapidly and in an organized fashion. • Temporal processing deficits may explain why some children do not develop phonological awareness. • Writing is closely related to those who have well developed oral language. • Exceptionality – It is a complex process, especially for our exceptional students with learning and behavior disorders. Higher Order Linguistic Knowledge Difficulties

  6. students who may have more difficulty with writing are students who may have: • Psychological Processing Disorders • Neurological Problems • Autism • Intellectual Disorders • Sensory Issues • Emotional Impairment • Language Problems that these students may have are defined as Language delayed and language disorders. Higher Order Linguistic Knowledge Difficulties

  7. Knowledge difficulties • Skill difficulties • Motivation difficulties Characteristics

  8. Generally a combination of standardized and curriculum based instruments • Can be difficult since written language is such a complex process • 4 Principles for written Language Assessments should be: • 1. Collect data over time from different contexts and sources to increase validity • 2. Choose assessments that measure outcomes you want to measure • 3. Be age appropriate • 4. Assessments need to reflect classroom instruction to be valid measures of performance Written Language Assessment

  9. Use LEARNS Strategy Instructional Assessment

  10. Test of Written Expression (TOWE) • Test of Early Written Language (TEWL) • Test of Written Language (TOWL-3) • Wide Range Achievement Test (WRAT-4) • Woodcock –Johnson Tests of Achievement III • Writing Process Test (WPT) • Useful screening device Standardized Tests

  11. Help Identify Strengths and Weaknesses • Monitor progress • Guide instruction Informal Tests of Written Expression

  12. Use Blooms for Informal Assessment • Knowledge level – write a paragraph identifying main characters of a book • Comprehension level – write a report describing relevant events from a field trip to the United Nations • Application level – write a report rewriting the story using the literary convention discussed in the lesson • Analysis level – write a mock newspaper editorial comparing and contrasting Abraham Lincoln to a current president • Synthesis level – write a journal entry in which the teacher evaluates the effectiveness of strategies used to study for the last test • Evaluating – create a poem using vocabulary words from a story Informal Tests of Written Expression

  13. Self-Regulated Strategy Development Model (SRSD) - • Can teach spelling, reading, math, and writing. • Best know for writing however. • Teaches combinations of mnemonic strategies to remind students of the steps in the writing process, prompting them to plan and reflect while composing. Research Based Methods of Writing Instruction

  14. 1. Class works together to develop and activate background knowledge • 2. Class discusses the strategy, including benefits and expectations • 3. Teacher models the strategy • 4. Students memorize the strategy • 5. Teacher and students practice using the strategy collaboratively. Teacher provides corrective feedback to promote self regulation. • 6. Students use the strategy independently while teacher monitors and provides supportive feedback as needed Six Stages of SRSD

  15. 1. Goal setting • 2. Self-instruction (talking aloud) • 3. Self-monitoring • 4. Self-reinforcement • The fact that this method teaches self regulation separately is what sets it apart from other methods. • Large body of research shows effectiveness of SRSD. • PLAN and WRITE learning strategies can be taught effectively through the six stages of SRSD. 4 Strategies of SRSD that promote Self Regulation

  16. Sought to improve academic and social outcomes of middle and high school students with learning disabilities. • Framework provides increasing support to students at each of five levels. • 30 different learning strategies in SIM Strategic Instruction Model (SIM)

  17. A strategy is a plan that specifies the sequence of actions needed to solve a given problem effectively. • Writing Strategies: • POWER – Plan, Organize, Write, Edit, and Revise • EmPOWER and mPLAN– Revised, adding explicit step-by-step conversational prompts Teaching Learning Strategies

  18. 1. Secure a commitment to using the strategies • 2. Determine where students are having difficulty • 3. Select the learning strategy most appropriate • 4. Provide a rationale • 5. Describe the strategy and model how to use it • 6. Provide opportunities for guided practice • 7. Independent practice with teacher monitoring • 8. Teach for generalization 8 Step Process for Teaching Strategies

  19. 1. Make a connection with student’s background knowledge and personal experience with literary lessons. • 2. Foster use of students’ primary language in literacy lessons. • 3. Create opportunities for students to meaningfully apply their developing skills 5 Principles for Teaching Bilingual Students How to Write

  20. 4. Foster increased levels of interaction. 5. Engage students through dialogue. These principles include elements of Optimal Learning Environment (OLE) Program and Early Literacy Project (ELP). 5 Principles for Teaching Bilingual Students How to Write

  21. What’s most important is NOT having an abundance of writing strategies but knowing when and how to use them. Most Important

  22. Evers, R. B., & Spencer, S. S. (2011). Planning Effective Instruction for Students with Learning and Behavior Problems. Boston, MA: Pearson. Reference

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