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MATCHING INSTRUCTION TO THE NEEDS OF STRUGGLING WRITERS

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'We got to ride horses go and a rodeo.' 'It is a nice day to go for a walk' ... Involves students working together to plan, draft, and/or revise their compositions. ... – PowerPoint PPT presentation

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Title: MATCHING INSTRUCTION TO THE NEEDS OF STRUGGLING WRITERS


1
  • MATCHING INSTRUCTION TO THE NEEDS OF STRUGGLING
    WRITERS
  • Steve Graham
  • steve.graham_at_vanderbilt.edu

2
  • 1. The writing problems of students with LD are a
    strategic problem.

3
  • 1A. Students with LD are not very thoughtful or
    planful when they write.
  • Spend less than 1 minute planning when revising.
  • They approach writing as if it involves a single
    process content generation.

4
  • Paradoxically, their papers are impoverished in
    terms of content.
  • They remind us of Snoopy in the following comic
    strip

5
  • The impoverished writing of students with LD is
    in part a strategic problem because they have
    difficulty gaining access to the knowledge they
    do have.
  • Can double to triple output by repeatedly
    prompting them to write or say more.

6
  • 1B. Students with LD have difficulty regulating
    or managing the processes involved in writing.
  • I will illustrate this with an example involving
    revising.

7
  • 1. Read Essay and Pick Evaluation Cards.
  • Ignores the obvious point against my ideas.
  • Too few ideas.
  • Part of the essay doesnt belong with the rest.
  • Part of the essay is not in the right order.

8
  • 2. Select a Directive for Each Evaluation Card
    Selected.
  • - Rewrite
  • - Delete
  • - Add
  • - Move
  • 3. Execute Directive
  • 4. Reread Essay and Highlight any Area Still in
    Need of Change.

9
  • 5. Select Evaluation, Directive, and Execute
    Change.
  • This one doesnt sound right.
  • This is not what I intended to say.
  • This is an incomplete idea.
  • This is a weak idea.
  • This part is not clear.
  • The problem is ______.

10
  • Made process of revision easier.
  • Well you have the steps for revising and its
    easier to use than no steps.
  • Gave me a choice of how I wanted to change it or
    make it different.
  • Made papers better.
  • Yes because using these cards helped me make an
    interesting story, and change things, and not
    miss much.

11
  • Tackle the strategic problem head-on by directly
    teaching students with writing problems to use
    more sophisticated strategies for planning and
    revising.
  • Strategies help students regulate their behavior
    by providing a plan for accomplishing the writing
    task.
  • Effect Quality Sizes for Planning 1.14

12
SRSD
  • Self-Regulated Strategy Development
  • Developing in tandem
  • powerful writing strategies
  • and
  • critical strategies for self-regulation of the
    writing process and knowledge about writing

13
Basic Self-Regulation Components
  • Goal-Setting
  • Self-Monitoring (Self-Assessment/Self-Recording)
  • Self-Instructions
  • Self-Reinforcement

14
POW plus TREE 2nd Grade
15
Beginning Rockets 5 Parts
16
  • Develop and Activate Background Knowledge
  • read works in the genre being addressed (stories,
    persuasive essays, etc.), to develop vocabulary
    (For example, what is an opinion,), knowledge
    (what are the parts of a persuasive essay?)
    concepts (how does the writer grab the readers
    interest?), and so on needed for instruction
    continue development through the next two stages
    as needed
  • discuss and explore both writing and
    self-regulation strategies to be learned may
    begin development of self-regulation, introducing
    goal setting and self-monitoring

17
  • Discuss It
  • explore students current writing and
    self-regulation abilities
  • graphing (self-monitoring) may be introduced,
    using prior compositions this may assist with
    goal setting
  • strategy(s) to be learned purpose, benefits, how
    and when it can be used (begin generalization
    support)
  • commitment to learn strategy and act as
    collaborative partner establish role of student
    effort
  • current negative or ineffective self-talk,
    attitudes or beliefs may be addressed in positive
    ways

18
  • Model It
  • teacher modeling and collaborative modeling of
    writing and self-regulation strategies, resulting
    in appropriate model compositions
  • analyze and discuss strategy and models
    performance make changes as needed
  • can model self-assessment and self-recording
    through graphing of performance
  • continue student development of self-regulation
    strategies across tasks and situations discuss
    use (continue generalization support)
  • Memorize It
  • typically begun in earlier stages, require and
    confirm memorization of strategies, mnemonics),
    and self-instructions as appropriate
  • continue to confirm and support memorization in
    following stages, as needed

19
  • Support It Guided Practice
  • teachers and students use task and
    self-regulation strategies collaboratively to
    achieve success
  • challenging initial goals established
    collaboratively criterion levels increased
    gradually until final goals met
  • prompts, guidance, and collaboration faded
    individually
  • self-regulation components not yet introduced may
    begin
  • discuss plans for maintenance, continue support
    of generalization
  • Independent Performance
  • students able to use task and self-regulation
    strategies independently teachers monitor and
    support as necessary
  • fading of overt self-regulation may begin
  • plans for maintenance and generalization continue
    to be discussed and implemented

20
Please dont P.E.E.in the classroom!
  • Post
  • Explain
  • Expect
  • It just wont make a meaningful difference for
    most students. Real improvement requires all six
    stages of instruction. There is no magic in the
    mnemonics!

21
  • 2. The writing problems of students with LD are a
    skills problem.

22
  • 2A. Text Transcription Processes such as
    Handwriting, Spelling, and typing, as they
    interfere with the writing of students.
  • Teaching ES .80

23
Reminder
  • Reader Effect
  • Poor handwriting/spelling the reader cant get
    the message
  • Handwriting/spelling errors result in lower
    grades

24
Reminder
  • Writer Effect
  • - Poor handwriting/spelling interferes with
    other writing processes
  • - Students who have difficulty with
    handwriting/spelling avoid writing, leading to
    arrested writing development

25
ADVANTAGES FOR DICTATION
  • 350 increase in length
  • 300 reduction in grammatical errors
  • 878 increase in composing speed
  • Better Overall Writing Quality

26
SPELLING PROGRAM
  • Second grade students provided 20 minutes of
    extra spelling instruction a day
  • Each unit involves 6 lessons and we taught 10
    units
  • In every unit we contrasted specific spelling
    patterns

27
Day 1 of a unit
  • Word Sorting
  • Word Hunt

28
Word Sort
  • 2 or 3 spelling patterns contrasted.
  • Teacher puts a word for one pattern on the board
    and next to it the word for another pattern
  • The teacher also has 13 to 16 cards that have
    words that fit the pattern

29
Word Sort
  • mad made
  • Teacher has word cards that fit these two English
    spelling patterns.
  • With several cards, the teacher models how she
    would decide where each card goes (using sound
    and letter patterns)

30
Word Sort
  • Then students help the teachers place the card
    until they can come up with the rules for each
    spelling patterns
  • Next students generate as many words as they can
    that fit each patterns
  • A question mark category is added for words that
    do not fit the patterns

31
Word Sort
  • mad made ?

32
Word Hunt
  • Students are encouraged to look for other words
    that fit these patterns (in their reading and
    writing).
  • At the start of the next lesson, these are placed
    on a chart on the wall.

33
Day 2 Day 5
  • Word Hunt (3 minutes)
  • Phonics Warm-up (2 minutes)
  • Word Study (8 minutes)
  • Graph Busters
  • Word Building (7 minutes)

34
Word Hunt
  • Words that fit the patterns in the Word Sort are
    placed on the wall chart
  • Students are encouraged to collect more words
    before the next lesson

35
Phonics Warm-up - Peers
  • Show card with picture of an item on it (house).
  • Peer says letter that sound at start, middle, or
    end makes (the letter is on the back of card).
  • Peer gives feedback as needed.

36
Word Study
  • Students study at least 8 words that fit the
    spelling patters studied for that unit.
  • All 8 words are words that the child cannot spell
    correctly

37
Word Study
  • At the start, they use a self-study technique to
    the study the words

38
Word Study Graph Busters
  • Graph Busters
  • Say word and study letters.
  • Close eyes and say the letters.
  • Study letters again.
  • Write word 3 times without looking.
  • Check spelling and correct any misspellings.
  • Graph number of correct practices for all words

39
Word Study - Games
  • If the child believes he knows how to spell his
    words well (after 1 or 2 days of using Graph
    Busters) He may continue to study by playing a
    game with a peer

40
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42
Word Building
  • With word building, students build real words
    using the spelling patterns that they are
    learning in the unit
  • Peers do this together

43
Word Building
  • b
  • l ad
  • h
  • m
  • --------
  • m
  • d ade
  • f
  • b

44
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45
Day 6
  • Word Hunt
  • Phonics Warm-up
  • Test
  • Unit Graphing

46
Handwriting Program
  • The handwriting program included 9 units
  • In each unit, 3 letters were taught (2 letters in
    one unit)
  • The letters in each unit were similar in how they
    were formed

47
Handwriting Program
  • The letters taught first were the easiest to
    learn and the most frequent in English words
  • Each unit had 3 lessons, and each lesson followed
    the following patterns

48
Handwriting Program
  • Letter Knowledge (2 Minutes)
  • Letter Practice (7 minutes)
  • Letter Fluency (4 minutes)
  • Letter Fun (2 minutes)

49
1. Letter Knowledge
  • We wanted to be sure that students knew the
    letter names of the alphabet and could associate
    those names with the letter forms
  • We used 4 activities to promote

50
Letter Practice Day 1
  • We used traditional procedures to teach letter
    formation.
  • We started by modeling how to form each letter
    using the cards on the next page, and asked
    students to help us decide how the letters were
    the same and different

51
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53
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54
Letter Fluency Day 1
  • To increase their handwriting fluency, we had
    students copy a short sentences containing
    letters from this and the earlier unit as quickly
    and neatly as possible (3 minutes).
  • Day 1 set the baseline for their writing speed
    and they graphed number of letters written,

55
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57
Letter Fun
  • At the end of each lesson, we showed students how
    they could do something fun with each letter.
    They could do the fun activity or practice
    writing their letters.
  • Some examples are presented next

58
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61
  • 2B. The effects of skill difficulties are not
    limited just to Handwriting and Spelling.

62
Difficulty Detecting and Diagnosing Problems
  • he loved farm work
  • Because reader will not understand why he loves
    farm work.
  • he liked farm work
  • Another student detected 3 sentences central to
    understanding the story because people wont
    understand that part.

63
Difficulty Executing Intended Change
  • We got to ride horses go to rodeo.
  • does not sound right change wording
  • We got to ride horses go and a rodeo.
  • It is a nice day to go for a walk
  • not what intended to say want to make clear
    there were things around walker.
  • to day like like go day sky is blue and grass is
    green

64
  • 2C. Struggling writers must also become fluent
    and facile in terms of writing sentences

65
B. Teach Sentence Construction
  • Example Sentence Combining which involves
    teaching students to construct more complex and
    sophisticated sentences through exercises where
    two or more basic sentences are combined into a
    single sentence.
  • N 5
  • ES .50

66
Sentence Combining, Cont.
  • Rewrite short, kernel sentences using
  • Placement of adjectives or adverbs
  • Inserting phrases
  • Using connectors (e.g., but, because, so)
  • Example
  • The noodle was soft.
  • The noodle was on my plate.

67
Sentence Combining, cont.
  • And finally
  • The snake was lying in the grass.
  • The snake was a cobra.
  • The mouse ran by.
  • The mouse was tiny.
  • It ran quickly.
  • The cobras mouth opened.
  • It opened menacingly.
  • The cobra struck.
  • The cobra was deadly.

68
Sentence Combining, cont.
  • Try this one
  • The noodles were long.
  • The noodles were skinny.
  • The noodles fell on the floor.
  • The noodles cracked into pieces.
  • The dinner was ruined.

69
How do we teach sentence combining?
  • 1. Show how to do it, and establish why it is
    important (TEACH
  • 2. Provide students with assistance until they
    can apply the skill correctly and
    independently (GUIDED PRACTICE)
  • 3. Ask students to apply the skill when they
    write (APPLY)

70
Other Sentence Construction Procedures
  • Sentence Expansion
  • Rewrite Bill and Mary like food - so that the
    sentence tells more about Bill and Mary and the
    type of food they like.

71
Other Sentence Construction Procedures
  • Sentence Frames
  • The dog ___________.
  • Ask student to complete the sentence by telling
    what happened

72
Also
  • Explicitly teach students strategies for
    constructing paragraphs (strong positive impact
    on schematic structure of paragraphs).
  • Example Strategy (1) show the type of paragraph
    (describe, show sequence, compare and contrast,
    and cause and effect) they will write in the
    first sentence (2) list details they plan to
    use (3) order the details (4) .write the
    details in complete sentences and (5) cap of the
    paragraph with a concluding, passing, or summary
    sentence.

73
  • 3. The writing problems of students with LD are a
    knowledge problem.

74
  • 3A. Students with LD conceptualization of writing
    over-emphasizes form.

75
What is good writing?
  • Good Writers
  • Drafting it, revising it, and editing it.
  • Students with LD
  • Spelling every word right.
  • Write as neat as you can.

76
What do good writers do?
  • Good Writers
  • They read it over and see if they have everything
    they want.
  • Think of very creative ideas.
  • Students with LD
  • They use whatever paper the teacher tells them.
  • They get plenty of sleep.

77
How do you make your paper better?
  • Good Writers
  • Make the ending real exciting.
  • Put my sentences in different order.
  • Students with LD
  • Make sure I have my date and name on there.
  • Write it bigger so that it takes up more space.

78
  • This emphasis on form is one reason why students
    with LD use a thesaurus approach to revising.
  • 60 of revisions involved mechanics of writing or
    minor word changes.
  • Students viewed revising as proofreading.
    Revising is
  • Making it neater
  • Spelling words correctly

79
  • 3B. Students with LD knowledge about writing
    its genre, devices, and conventions - is quite
    limited.
  • When describing parts of a story
  • I would tell him main character.
  • A subject, predicate, and main idea.
  • Not only are they less knowledgeable about
    writing, but their knowledge is not related to
    their writing performance.

80
Study of Models
  • Involves students examining examples of one or
    more specific types of text and attempting to
    emulate the patterns or forms in these examples
    in their own writing.
  • N 6
  • ES .25

81
Pre-Writing Activities
  • Involves students engaging in activities (such as
    using a semantic web or brainstorming ideas)
    designed to help them generate or organize ideas
    for their composition.
  • N 5
  • ES .32

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83
Inquiry
  • Involves engaging students in activities that
    help them develop ideas and content for a
    particular writing task by analyzing immediate
    and concrete data (e.g., comparing and
    contrasting cases or collecting and evaluating
    evidence).
  • N 5
  • ES .32

84
  • Example of Inquiry
  • Goal Describe the action of people
  • Analyze Data observe one or more peers during
    specific activities
  • Specific Strategies Ask the people observed why
    they did what they did
  • Apply Write a story based on insights

85
  • 4. The writing problems of students with LD are a
    motivation problem.

86
  • 4A. Students with LD show little persistence when
    writing.
  • 6 minutes writing an essay.
  • 1 minute when composing an essay.
  • Began with a yes or no followed by 1 or 2
    briefly stated reasons, abruptly ending without
    an ending or a resolution.

87
  • 4B. Students with LD are more confident about
    their writing capabilities than is warranted.
  • Just as confident as their better writing peers
    about their abilities to
  • Get and organize ideas
  • Transcribe ideas into sentences
  • Sustain the writing effort
  • Correct mistakes
  • I am the best they is in English.

88
  • 4C. Students with LD are less positive about
    writing than their better writing peers.
  • Students generally have a positive attitude
    towards writing in the 1st grade, but somewhere
    between 1st and 3rd grade this starts to
    deteriorate for poor writers.

89
3. Peers Working Together
  • Involves students working together to plan,
    draft, and/or revise their compositions.
  • N 7
  • ES .75

90
From The Study of Exceptional Writing Teachers
  • Be enthusiastic about writing and create a
    positive environment, where students are
    constantly encouraged to try hard, believe that
    the skills and strategies they are learning will
    permit them to write well, and attribute success
    to effort and the tactics they are learning.

91
  • Set high expectations for their students,
    encouraging them to surpass their previous
    efforts or accomplishments.

92
  • 5. The writing problems of students are a
    Teaching Problem.

93
  • 5A. Teachers often use approaches to writing
    instruction that simply are not powerful enough
    to overcome their difficulties.
  • Process Approach to writing as typically applied
    may not be very effective for struggling writers.
  • It can be enhanced by incorporating more explicit
    teaching.

94
Other Effective Techniques Setting Product Goals
  • Involves assigning students specific goals for
    the written product they are to complete.
  • N 5
  • ES .70

95
Word Processing
  • Involves having students use word processing and
    related software to write.
  • N 18
  • ES .55

96
  • Reinforce positive aspects of students writing
    (small positive impact). This involves providing
    social praise, tangible reinforcers, or both, as
    a means of increasing specific writing behaviors.

97
Students monitor performance (small positive
impact).
  • For example, students might be asked to count how
    many words they generate each time they write or
    determine if specific genre traits or elements
    (e.g., story parts such as setting, plot, action,
    resolution, and so forth) are included in their
    papers.

98
  • 5B. Too many teachers fail to make appropriate
    accommodations or adaptations for students with
    LD.
  • 40 of primary grade teachers make no or only 1
    or 2 adaptations for their weaker writers.
  • Some of the adaptations teachers make are of
    questionable value.
  • Limit use of the computer for writing.
  • Less willing to allow poor writers to complete
    assignments at own pace.
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