Wring: Composing A Message Using Text - UNM

11/1/09Comprehensive Reading InstructionProgram Should Include Each ofThese Every Day: Listening Speaking ReadingWri ng: Composing amessage using textSPC ED 587November 4/11, 2009Writing “holistic and authentic process ofcommunicating by construction of meaningfultext” (Sturm & Koppenhaver, 2000, p. 75) “involves construc ng meanings by choosingand arranging symbols and understanding howthese meanings change as a result of audience,context, and purpose (van Kraayenoord, Moni, Joblin, Koppenhaver, WritingUsing Picture Books to TeachWriSng Example Lesson: CreaSng a meaningful piece of text usingshared wri ngNothing Ever Happens on 90th Street – by RoniSchoYer& Elkins, 2004 p. 36).1

11/1/09Emergent Writer (Stage 2): WriSng about goingto visit a doctor.Skills needed for writing Language Attention Memory Higher-order thinkingWri ng with support from a computer program.Factors Affec ng Development of Wri ng Skills forIndividuals with Moderate or Severe Disabili es: Lack of opportuniSes to develop wriSng skills due to low expectaSons Provision of age inappropriate literacy instrucSon or instrucSon limited only torecognizing sight words Underlying language problems, such as limited vocabulary or incompleteunderstanding of grammar– e. g., Kay‐Raining Bird et al., 2008 LimitaSons in working memory that affect planning, organizing, and composing text Difficulty with fine motor skills that make handwriSng laborious and Smeconsuming or, for some individuals with physical disabiliSes, impossible Limited knowledge of phonics that affects the ability to spell words that the writerwishes to use in a composiSon Lack of technology and supports that would provide access to the wriSng process(Singer & Bashir, 2004; Sturm & Koppenhaver, 2000)2

11/1/09Text Composition: Ingredients forSuccessStep 1: Have ExpectationsRevisingStep 2: Provide OpportunitySteps in ProcessWriting ApproachStep 3: Plan and ImplementEffective instruction andaccess and supportStep 4: Provide MoreopportunitiesComposingEffecSve wriSng instrucSon includes explicit instrucSon paired with aprocess wriSng approachPlan Clarify thepurpose/audience Generate ideas Organize infoSteps in theWriSng ProcessBasic Steps in the WriSng Process:PrewriSng, WriSng, Revising, EdiSng, PublishingSelf‐regulated Strategy Development (SRSD)(Graham, Harris,MacArthur, & Schwartz, 1991, adapted by Delano, 2007)Adapted SRSD with student with Asperger syndromeRevise Review &Evaluate Revise &correctPlanningCompose Select words Spelling Syntax Grammar Interviewed abouttopics of interest;picture wriSng promptsselected Taught to brainstormacSon words using SRSDstrategy Taught to brainstormdescribing words usingSRSD strategy Wrote story usingbrainstorming words(researcher modeledand then V. dictatedsentences) Taught to find places inthe story where “beYerwords could beused” (p. 253)Example of wriSng process used with student with disability3

11/1/09M. Delano, (2007). Focuson AuBsm & OtherDevelopmental DisabiliBes;22, 252‐258.SRSDSteps in teaching SRSD strategies1. Discuss strategy and give araSonale for its use2. Model how to use thestrategy using self‐instrucSon3. Student learns steps of thestrategy4. Student pracSces using thestrategy using self‐instrucSon5. Student uses the strategyindependentlySuggestions of Writing Tasks forDeveloping Writing Skills Signing in/out of class Journaling*– e.g., Fill-in-the-blank; field trip Morning MessageQuickDraw or QuickWriteCreating booksShared Writing & Language ExperienceStories4

11/1/09More Suggestions of Writing Tasks forDeveloping Writing Skills Email or “Snail Mail” Pen Pals**Book reports/Science reports/movie reviewsWriting ConversationsCreating PoetryResume/Job search documents/ApplicationsWriting with Parents: (Barillias, 2000)– Advice– I Am poemsEl consejo que ie doy a Felipe es que estudie mucho. Que elija buenosamigos. Que siempre piense primero en lo que va a hacer.Que tengauna meta en la vida. Que ahorre dinero. Que no se meta enproblemas. Que no ande de vago. Que no se crea de las muchachas yque no se case hasta que tenga una protesion.The advice I give to Felipe is to study a lot. Pick good friends.Think before taking ac on. Have a goal in life. Save money.Sfay out of trouble. Don't wander around. Don't trust girls anddon't get married un l you have a profession.Example from Barillas, 2000)WriSng Poetry CreaSve WriSng WriSng from templatesFrustrationFrustration is cleaning the house.Frustration is making my bed.Frustration is a blackout and missing TV.Frustration is feeding my dog.Frustration is homework.But most of all frustration is running out of ice cream!Rebecca GranfeltChocolateSoft, brown, meltingSmoothIt melts in your mouthI pick the last chocolate.Nichola Baggarley5

11/1/09At a football game, one thing you can hearis . . .Coaches yelling at players and refsFrench fries cooking in grease and hot dogsboiling.Cheerleaders yelling at the top of theirvoicesThe band playing for the crowdThe defensive line hitting the offense(Ouch)Spectators rooting the team on for avictory,“Coach, may I go in for Fred?”“No! Sit down.”Yo soylam impaSentand grouchy.I understand that not everythingYo soy Iimpacientey enoj6n.in life is about happiness.wonder whythere isn't peaceMe preguntoque no puede haber paz en laI Serra.say that we should all beon porearth.treated as equals.listen tothe goodand ignoreOigo loI buenoe ignorolomaloI dream of one day becoming abadVeo muchathediscriminacionen el mundo.millionaireIseealotofdiscriminaSoninDeseo quetheen elmundo haya paz y tranquilidad.I hope discriminaSon will endworldone day.Soy impacienteI wish foryenojon.peace and harmony inthe worldI am impaSent and grouchylamserimpaSentgrouchy.Pretendoalguien enandel futuro.I will tryporto be someone in mySiento tristezafuture. los que no Senen Casa donde virirMe preocupoporforquethosemi familiaseathatfelizI feel sadpeoplehomelessLloro por laaremuertede un ser queridoworry aboutmy family, thatYo soy Iimpacienteyenojonthey be happyI cry over the death of a lovedone.no todo el mundo es felicidad.EnSendo quelamtodosimpaSentandDigo quedebemossergrouchy.tratados igual.Sueno ser millonario.Espero que la discriminacion se termine.Yo soy impaciente y enoj6n.(Earl, age 15)Example of a sound poemPoetry Templates Autobiography Poem1st line: Your first name only2nd line: 3‐4 traits or qualiSes that describe you (useadjecSves and separate them with commas)3rd line: Brother/Sister/Sibling/Father/Mother/ of4th line: Lover of (three ideas, groups, people,objects, causes, etc.)5th line: Who feels (2‐3 emoSons)6th line: Who needs (2‐3 items)7th line: Who gives (2‐3 items)8th line: Who fears (2‐3 items)9th line: Who wears (2‐3 items)10th line: Who lives (describe briefly where)11th line: Your last name only*OpSonal: Add the line "Who would like to see "arer the 9th line or have it replace the 9th line. AdaptaSons: Students fill in the blanks (only) Give choices to students by using pictures or objectsPoem Templates Diamond Poem:1st line: an one word noun2nd line: 2 adjecSves that describe the noun3rd line: 3 verbs that the noun does (acSons)4th line: 4 things (nouns) that the top noun and the boYom nounhave5th line: 3 verbs that the boYom noun does (acSons)6th line: 2 adjecSves that the describe the boYom noun7th line: a one word noun that is opposite the top noun*By centering each line, the poem develops into the shape ofdiamond.Adapta on: Give choices to students by using pictures or objects Brainstorm items in each category first and then allow student to select6

11/1/09Example of a Diamond PoemCATSBlack and furryMewling, hissing, and purring.Teeth, whiskers, fur, tails.Panting, howling, wagging.Bouncy and friendly.DOGSSkills needed for Handwriting Fine motor skills Visual acuity Spatial ordering and sequential ordering Visual memory Kinesthetic memoryGeneral Guidelines Direct handwriSng instrucSon should not be more than10‐15 min per day – but should have opportuni es toprac ce throughout the day Teach handwriSng AND keyboarding – students needboth. Teach handwriSng systemaScally and in a funcSonalmanner: verbal and visual feedback and teacher modelingare helpful Proper posiSoning and materials are criScal––––SeaSngSlant boardAdapted or large size implements or gripsAppropriate paperMisunderstood itingbasics.html7

11/1/09Free HandwriSng Worksheet Maker:hYp://www.handwriSngworksheets.com/LeYers MagneSc LeYers TracingWriSng the words rd handwriSng worksheet maker.htmlWriSng the words Format– Fonts ABC Print, ABC Sign, etc.– Color Grey– Style outlineHorseAYellowSeeBall8

11/1/09Coming Up: 11/11 Rueda (2005) Ruiz et al. (2002) Guest Speakers: Stephanie Nieto &Jessica McCord 11/18 C & K text Chapters, 9, 0 & 11 Ryndak et al. (1999) Pershey et al. (2002) Examine Literacy across the lifespan POETRY COLLABORATION DuePoetry Assignment:Due on November 18 With one or more of your students,create a poem. Poem must be thestudent’s creation, but you can providesupport. You must also write a briefdescription (1 -2 paragraphs) of howyou worked with the student tocompose the poemPower Point/Adapted BookDue 12/9/09 PwrPoint Book: Scan in pictures, either from apublished book or student‐created pictures ORuse digital photos. Have your text for eachpage typed in. Record the narraSve (or haveyour students do this).OR Create an adapted book using addiSons,changes to text, etc. Present your books in class.9

11/1/09 4 M. Delano, (2007). Focus on Ausm & Other Developmental Disabilies; 22, 252‐258. SRSD Steps in teaching SRSD strategies 1. Discuss strategy and give a