Transcript PowerPoint Template

LPLC
Tier 2 Writing Interventions:
Supporting Struggling Students
Cristianne Lane, M.Ed
Lee Pesky Learning Center
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rti
Introductions
Logistics
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Project Sponsor
Idaho Department of Education
Special Education Division
Richard Henderson, Director
[email protected]
SESTA
Gina Hopper, Director
[email protected]
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Training Outline
• Struggling Writers
• Current Research and Recommendations
– Steven Graham and Karen Harris
• An Evidence-based Instructional Model
• Strategies Linked to CCSS
– Two main text structures
– P-O-W and T-R-E-E (Standard #1)
– Color-coded Outlines (Standards #1 and #2)
– W-W-W, What= 2, How= 2 (Standard #3)
• Screening, Assessing and Monitoring
Progress
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Your Materials
• PowerPoint slides (yellow)
• Handouts (white)
• Common Core Writing Standards
(pink)
• Manila folder for activities
• Highlighters and markers
• Screening, assessing, progress
monitoring handouts (this afternoon)
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Handouts, page 2
What do we know about our
struggling students?
What makes writing challenging?
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Challenges
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Strategies
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Steve Graham and Karen Harris
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Research and
Recommendations
The Educator Article, pages 3-5
Table Discussions
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Recommendations
• Strategy instruction has a high evidence
base
• Teach the writing process
– The planning step is often shortchanged
– Revising and editing are challenging
• Time needs to be allocated to writing
instruction
• Writing experiences should be purposeful
and offer variety
• Research supports the Self-Regulated
Strategy Development Model
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Prompts are Important!
Who is the audience?
What is the purpose?
Considerations:
Content areas topics/standards
Spelling patterns
Student interests
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Who is the Audience?
Write a business letter to someone (a business,
reading buddy, relative, friend, character in a story, a famous
person, an insect, an organ, an alien)
Publish in newsletters (articles, poems, announcements,
book reviews, compliments)
Write for another class, or classmate
Write to the principal
Write to persuade someone
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R= role of the writer (what is the
writer’s point of view/voice)
A= audience
F= format
T= topic or subject
S= strong verb (persuade, analyze,
create, predict, compare, defend, evaluate,
etc.)
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Prompt Resources
• Smarter Balanced Assessment
Consortium sample items
• Eduplace.com (prompts and samples)
• ReadWriteThink.org
• TheTeachersCorner.net
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The SRSD Model of Instruction, pg. 6
•
•
•
•
•
•
Develop background knowledge
Discuss the strategy
Model the strategy
Have students memorize it
Support it
Give students opportunities for
independent practice
CCSS Writing Training
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Training Outline
• Struggling Writers
• Current Research and Recommendations
– Steven Graham and Karen Harris
• An Evidence-based Instructional Model (SRSD)
• Strategies linked to CCSS
– Two main text structures
– P-O-W and T-R-E-E (Standard #1)
– Color-coded Outlines (Standards #1 and #2)
– W-W-W, What= 2, How= 2 (Standard #3)
• Screening, Assessing and Monitoring Progress
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Strategy Instruction
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Two Major Text Structures
Informational
(Expository)
Opinion
Informative
Explanatory
Research
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Story
(Narrative)
Story
Personal Narrative
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Informational
Expository
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(pg. 7)
Story
Narrative
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Standard #1: 3rd-5th
Write an opinion piece on topics or texts,
supporting a point of view with reasons.
– Introduce topic and state opinion
– Create an organization structure
– Provide reasons (3rd) and facts supporting
the opinion
– Use linking words and phrases
– Provide a conclusion
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Smarter Balanced Assessment
Consortium
Sample Item for 3rd Grade, pg. 9
Sample Item for 9th Grade, pg. 12
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P-O-W!
by Graham and Harris
• Pick my idea
• Organize my notes (T-R-E-E)
• Write and say more
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When you introduce a strategy...
remember the SRSD Model
•
•
•
•
•
•
Build background
Discuss
Model
Memorize
Support
Independent Practice
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T-R-E-E:
Paragraph Version
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Topic
Reasons
End it
Examine
See handouts, pg. 13
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T-R-E-E:
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Topic
Reasons
Explain your reasons
End it
See handouts, pg. 14
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Essay Version
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Topic Sentence Starters, pg. 16
In my opinion,
I think…
I believe…
Personally,
Although,
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Linking Words
Progression: from basic...to more sophisticated...to
embedded/implied
First,
To begin,
My initial
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Second,
In addition,
Next,
Moreover,
Furthermore,
Third,
Also,
Finally,
Not only
Another
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Concluding Statements
All in all,
Overall,
In conclusion,
To sum up,
On the whole,
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Scaffolding Ideas: page 17
Paragraph
Sentence
Word
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It is all about scaffolding!
Mat
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Sam
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Do you like winter?
Reason
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Do you like winter?
fun
Reason
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sno
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Scaffolding
I like __________________________.
Reason:
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I believe ________________________
is the best season.
Reason #1
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Reason #2
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I believe ___________________________
____________________________________.
I think this because_____________________
____________________________________.
Also, ________________________________
____________________________________.
All in all, _____________________________
____________________________________.
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Debrief
• Do you have a research-based tier 2
strategy for teaching standard #1?
• Would the T-R-E-E strategy help your
struggling students?
• How would you scaffold for your
students?
• What are implications for tier 1
instruction?
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Standard #2: 3rd-5th
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
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1.
2.
3.
4.
5.
Introduce topic
Develop topic with facts/details/definitions, etc.
Link ideas
Use content specific, precise vocabulary
Write conclusion
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Color-coded Strategy
Step Up to Writing, Maureen Auman
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Color-code everything...and link to
READING experiences!
Examples:
• Class discussions
• Reading informational text
• Graphic organizers
• Writing
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Tier 2 Writing
Current Research and Recommendations
Strategy instruction
Purposeful writing experiences
SRSD
Strategies
POW and TREE
Color-coding
Wrap-Up (go back and remind your reader...)
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Color-coded Outlines: K-1
Topic
Reason, detail or fact
Reason, detail or fact
Reason, detail or fact
Conclusion
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Color-coded Outlines
Topic
Reason, detail or fact
STOP and explain
Reason, detail or fact
STOP and explain
Conclusion
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Modeling the Outline
Please turn to Chapter 5 in your
whale book. Why are whales in
trouble?
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Add the linking words:
First
To begin
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Second
Next
Also
Then
Furthermore
Third
Finally
Last
In addition
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Carter, 5th grade (before)
The Thunderbird crash was scary. He
almost hit a control tower. They used to
have eight thunderbirds, now they have
only five. He ejected at the last second.
It burst into flames. It blew up lots of
dirt. It was terrifying. My heart was
pounding.
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Carter “After” page 18
Mountain Home better than Boise
First,
Smells better
Less cars
Also,
Better fishing
Legacy Park
Next,
Better shooting
Illegal to shoot in Boise
Conclusion
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High School Student Example
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Scaffolding: Framed Paragraphs
We learned many facts about whales.
First ______________________________
Second ___________________________
Third ______________________________.
I know a lot about whales.
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Wrapping Text
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We learned many facts about whales. First,
__________________________. Second,
___________________________________
_____________. Third, _______________
______________________________. I
know a lot about whales.
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Sophisticated Example
Martin Luther King is a revered American hero
for many reasons. To begin, __________________
_________________________________________.
In addition, _______________________________
______________________________. Furthermore,
_________________________________________
_________________________________________.
Clearly, Martin Luther King embodies __________
________________________________________.
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When you have too many
reds, you have an essay...
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Insects
Benefits
Drawbacks
Conclusion
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Thesis Statement, plus “yellows”
We coexist on this planet with millions of
insects. There advantages and
disadvantages to this relationship from the
human perspective.
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Primary Style: K and 1st
Bear Facts
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Me Posters
My name is ____________________.
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I know many facts about bears.
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Transition Cards: Primary
First
Second
Third
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VIDEO
First graders writing a paragraph
about turkeys. Watch the
scaffolding techniques.
High ELL population
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The Topic Sentence is Critical
I know many things about Martin
Luther King. First, he played baseball
when he was young. Second, his wife’s
name was Coretta. Third, he was shot.
Clearly, I know things about Martin
Luther King.
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Topic Sentence Types: 3 Examples
1. Number statements
2. Questions
3. Contrast statements
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Number Topic Sentences
Dr. Martin Luther King made
several contributions to the
Civil Rights Movement.
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Question Topic Sentences
Did you know that Dr. Martin
Luther King was an important
leader in the Civil Rights
Movement?
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Contrast Topic Sentences
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Although I never paid much
attention to Martin Luther King
Day, now I appreciate why we
celebrate his life.
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Contrast Statement Starters
Although…
Despite…
I used to believe…
Some people…
Even though…
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Your Turn
1. Number sentences
2. Questions
3. Contrast statements
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Debrief
• Do you have a research-based tier 2
strategy for teaching standard #2?
• Would the color-coding strategy help
your struggling students?
• How would you scaffold for your
students?
• What are the implications for tier 1
instruction?
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Standard #3: 3rd-5th
Write narratives to develop real or imagined
experiences or events using effective
technique, descriptive details, and clear
event sequences.
- Establish the situation
- Use dialogue and descriptions of
actions/thought/feelings to show
response of characters
- Use temporal words to signal event order
- Provide sense of closure
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Strategies for Narrative
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• W-W-W, What= 2, How=2
– Who, When, Where
– What do the characters want?
– What happens?
– How does it end?
– How does the main character feel?
• Story Maps
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Remember The SRSD Model
•
•
•
•
•
•
Develop background knowledge
Discuss the strategy
Model the strategy
Have students memorize it
Support it
Give students opportunities for
independent practice
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Spaced Out Clip: YouTube
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Personal Narratives
• Read good personal narrative to build
background and discuss strategy
– Patricia Pollacco
– Chicken Soup for the Soul
• Model the strategy (tell your story)
• Help children memorize W-W-W
• Support it (break it into parts)
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Patricia Polacco
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Scaffolding Ideas
•
•
•
•
Story maps (B-M-E)
Write new endings
“Write alouds”
Plan together and release (students write
the ending)
• Write from picture prompts
• Develop cartoon characters to write about
• Buddy writing
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Kindergarten/First Grade
Develop a book of characters:
Sam the Clam
Pam the Clam
Fred the Frog
Ted the Tadpole
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Standard #4
Produce clear and coherent writing in
which the development and organization
are appropriate to the task, purpose, and
audience.
Am I going to use a T-R-E-E or
W-W-W for this prompt?
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Opinion..................
Information............
Story.......................
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W-W-W, What= 2,
How=2
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How will these strategies help our
struggling students?
CCSS Writing Training
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Training Outline
• Current Research and Recommendations
– Steven Graham and Karen Harris
• Struggling Writers
• Evidence-based Instructional Model
• Strategies linked to CCSS
–
–
–
–
Two Main Text Structures
P-O-W and T-R-E-E (Standard #1)
Color-coded Outlines (Standard #1 and #2)
W-W-W, What= 2, How= 2 (Standard #3)
• Screening and Assessing
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Assessment
• Screening
- Collecting baseline data
• Progress Monitoring
- Rubrics
- CBM probes
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What is the Purpose of Screening?
• Informs your entire instructional
system
• Indicates who needs more support
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Screening: Two Options
1. Writing samples scored against the
standard or a rubric
(6th grade student samples)
--------------------------------------------------2. Written Expression CBM’s
(example: AIMSweb)
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Using the Standard as a Basic Checklist
Write narratives to develop real or imagined
experiences or events using effective
technique, descriptive details, and clear event
sequences.
- Establish the situation
- Use dialogue and descriptions of
actions/thought/feelings to show
response of characters
- Use temporal words to signal event order
- Provide sense of closure
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Smarter Balanced Assessment
Rubrics
1. The 2-point or 3-point generic rubric
2. The 4-point rubrics specific to grade
levels and tasks
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Kindergarten Prompt: January
“Write about the picture.”
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One kindergarten student wrote:
ISDABDWD
BS
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Written Expression CBM’s
Source: Intervention Central
What are 4 methods?
Everyone please read page 8
Partner #1: pages 9-11
Partner #2: pages 12-14
Exchange information
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Four CBM Written Expression Options:
1) Total words written (TWW)
2) Words spelled correctly
3) Correct word sequences
4) Number of correct word sequences
minus the number of incorrect word
sequences
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Decisions:
What can you take care of
in Tier 1...and which students
may need additional support?
What is your entry criteria for
Tier 2?
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Monitoring Student Progress
1. Writing samples scored against the
standard or a rubric
2. Written Expression CBM’s
Decision: What is your exit criteria?
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Part 2: This Spring Next Steps
Please be prepared to discuss any screening and
progress monitoring decisions you made.
If you try any of the strategies, please be prepared
to discuss successes and challenges...or share any
research-based strategies you use related to
standards #1-#3.
In the spring, we will continue through the
standards and talk about exciting topics like revising
and editing!
Cristianne, are you adding a student work sample?
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Wrap-Up
In your table groups, what are
three “take aways” from today?
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Improving the lives of people who learn differently through
prevention, evaluation, treatment, and research.
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