Strategies in Written Language

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Strategies in Written Language

• Jennifer Neset
• SPED 572
• March 27, 2008

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Three Fundamental Processes of Writing

• Planning and Organization
• Writing
• Revising

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Five Areas of Difficulty

• Content generation
• Creating and organizing structure
• Formulation of goals and higher-level plans
• Quick and efficient execution of the mechanics of
  writing
• Revising text and reformulating goals

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Areas of Differences

• Difficulty expressing their ideas
• Warped conception of good writing
• Unproductive strategies for their limited
  vocabularies

• More mechanical errors
• Require more practice to achieve mastery

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Three Processes of Writing

• Planning/Organization
• Writing
• Revising

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Prerequisite Skills

• Handwriting
• Spelling

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Instruction in Writing

• Requires frequent reworking of the text
• Multiple opportunities to practice
• Scaffolded writing activities
• Actively involve students in writing process

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Teaching Narrative Text

• WWW, What2 How2
• Think of a story
• Free the mind
• Write down the story part reminder
• Write down story part ideas for each part
• Put together all ideas

• Story Map
• Graphic Organizer

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Expository Text

• POW TREE Strategy
• P Pick my idea
• O Organize my notes using TREE
• T Topic Sentence Tell what you believe
• R Reasons 3 or more
• E Examples Why do I believe this?
• Will my readers believe it?
• E Ending Wrap it up right!
• W Write and say more.

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Expository Text (cont.)

• POWER Strategy
• P Planning
• O Organizing
• W Writing
• E Editing
• R Revising

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Revising Strategies

• COPS Strategy
• Capitalization
• Overall Appearance
• Punctuation
• Spelling

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Revising Strategies (cont.)

• SCAN Strategy
• Step 1 Read your essay
• Step 2 Find the sentence that tells what you
  believe-Is it clear?
• Step 3 Add two or more reasons why you can
  believe it.
• Step 4 SCAN each sentence
• Does it make sense?
• Is it connected to my belief?
• Can I add more?
• Note errors
• Step 5 Make your changes on the computer
  and/or hard copy.

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Implementation

• Stage 1 Develop and Activate Background
  Knowledge
• Stage 2 Discuss the Strategy
• Stage 3 Model the Strategy
• Stage 4 Memorize the Strategy
• Stage 5 Support the Strategy
• Stage 6 Independent Performance

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• Reid, R. Lienemann, T. O. (2006). Strategies in
  written language. In Strategy instruction for
  students with learning disabilities (pp.125-146).
  New York, NY The Guildord Press.