Transcript Focus on Writing! - LaSalle County Regional Office of Education

“Using Early Writing to Evidence
Phonemic Awareness, Sight
Words and Phonics Skills”
Regional Office of Education #35
Friday. October 9, 2009
8:30 a.m. – 12:30 p.m.
Michael Heggerty, Ed.D. Presenter
www.literacyresourcesinc.com
[email protected]
Please note:

Participants are informed that all documents,
including but not limited to handouts, slides, articles
and other paper and electronic media used by Dr.
Michael Heggerty in the course of conducting this
inservice are owned exclusively by Literacy
Resources, Inc. and that no reproduction (other than
for classroom use with elementary students) or
other such use of documents and materials is
authorized without the explicit written consent of Dr.
Michael Heggerty. Requests can be made to:
[email protected]
Today’s Agenda


Review phonemic awareness skills
focusing on which ones are
evidenced in early writing
Review sight vocabulary and talk
about how it can be evidenced in
early writing
Today’s Agenda:


Discuss phonics skills and how we
evidence these skills in early writing
Discuss structural analysis and how
these skills will be evidenced in
early writing
Today’s Agenda:


Discuss the need to increase writing
so that we can see more evidence
of the mastery of their early reading
skills
Discuss the correlation of readingwriting and their similarities to
cognition
Phonemic Awareness Skills
Phonemic Awareness Skills
(easiest to most difficult)
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Increasing Language Awareness
Rhyming
Identifying Onsets
Blending
Identifying Final and Medial Phonemes
Segmenting
Substituting Phonemes
Adding Phonemes
Deleting Phonemes
***
Letter Naming
Sight Words:



Brave spelling versus conventional
Once posted, taught or tested =
Brave spelling is not allowed
Sooner the better, as reading and
writing fluency increases
Scope and Sequence:

Letter/sound naming fluency

Sight word fluency

Sight word phrases fluency

Connected text fluency

Writing fluency of conventional sight
words
You need to know


When a word has been posted,
taught or tested so that you can
hold a student accountable for its
mastery and use
I suggest a simple excel
spreadsheet
Week #
Word Wall Words
Quarter
Additional Words
1
2
3
4
5
6
7
8
9
red, blue, yellow, I, see, a
can, at, look, the, my, and
big, it, is, in, little, have
not, you, do, like, to, that
get, what, we, one, two, three
up, but, go, where, here, am
come, down, away, no, will
all, are, find, make, play
went, walk, did, saw, me
yes
an, if
let, had
him, draw
1
1
1
1
1
1
1
1
1
10
11
12
13
14
15
16
17
18
19
how, many, on, why, they
does, into, he, this, water
by, eat, sing, stop, them
help, now, said, so, who
for, some, good, too, want
jump, more, sleep, time, with
bring, carry, hold, our, us
came, know, out, she, there
again, please, read, say, word
after, as, call, laugh, something
learn, write
cut, run
thing, may
fast, says
today, tell
last, then
must, his
got, its
try, ran
just, take
2
2
2
2
2
2
2
2
2
2
20
21
22
23
24
25
26
27
28
every, made, mother, of, was
father, going, has, thank, very
be, friend, pretty, soon, your
four, funny, long, watch, were
about, any, ask, kind, over
buy, only, or, right, think
don't, from, hear, live, when
around, her, new, old, show
been, first, found, start, together
gave, favorite
told, use
girl, another
day, I'm
didn't, fun
isn't, nice
best, night
can't, next
hard, teacher
3
3
3
3
3
3
3
3
3
29
30
31
32
33
34
35
36
37/38
animals, even, heard, most, their
because, better, give, people, put
much, shall, these, wish, work
before, cold, full, off, would
each, once, other, under, which
along, goes, great, idea, pull
almost, knew, thought, took, picture
open, boy, always, move, school
Assessment on all 1st grade sight words
car, oh
color, talk
could, won't
brother, own
sister, never
than, should
children, wasn't
far, house
4
4
4
4
4
4
4
4
1st QTR - 58
Year Total - 58
2nd QTR - 70
Year Total - 128
3rd QTR - 63
Year Total - 191
4th QTR - 56
Year Total - 247
Phonics Scope and Sequence



Know which skills you teach week
by week so that you can hold
students accountable
Correlate with phonemic awareness
skills if possible
Cumulative week by week
(I suggest an excel spreadsheet)
Phonics
Week
1
2
3
4
5
6
7
8
9*
10
11
12
13
14
15
16
17
18*
19
20
21
22
23
24
25
26
27
28*
29
30
31
32
33
34
35
36
37/38*
Days
5
4
5
5
4.5
5
4
5
4.5
5
5
5
4
5
5
5
5
5
4.5
4
5
5
5
4
4
4
5
5
5
5
3.5
5
5
5
4.5
5
5
Phonics Skill
b, m, p
d, g, s
n, f, l, z
b, r, h, x
c, w, j, q
k, v, y
short a
short i
short o
short u
short e
Digraphs
L blends
R blends (two letter blends)
R blends (three letter blends)
S blends (two letter blends)
S Blends (three letter blends)
Review of blends and digraphs
Long/short vowels; silent e
Long/short vowels; vowel stands alone
Long/short vowels; adjacent vowels
5 vowel patterns review
Review
ar / or / ir / er / ur
au / aw
ou / ow
oi / oy
oo / oo
- ing
Adding endings: -ing, -er, -ed, -s, -es
many jobs of “Y”
chunking
chunking
syllables
syllables
Review
Review
Structural Analysis

Compound Word

Prefixes / Suffixes

Multi-syllabic Words
Structural Analysis



World of proficient readers
Tell us when student are becoming
more sophisticated in understanding
word structure
Multisyllabic words should begin in
Kindergarten
Reading Skills Come Together in
Writing
Why Focus on Writing?
What?
Why?
How?
Research about why we need to teach
Writing:
“Adolescents entering the adult
world in the 21st century will
read and write more than at any
other time in human history.
They will need advanced levels
of literacy to perform their jobs,
run their households, act as
citizens, and conduct their
personal lives.”
-- Richard Vacca, Educator, Author
“The Information Age places higherorder literacy demands on all of
us…these demands include
synthesizing and evaluation
information from multiple sources.
American schools need to enhance the
ability of children to search and sort
through information, to synthesize and
analyze the information they
encounter.” (2001)
-- Richard Allington,
IRA Past-President, Author
“Writing aids in cognitive
development to such an extent
that the upper reaches of
Bloom’s taxonomy could not be
reached without the use of
some form of writing.”
-- Kurht and Farris
Quick write:
Write the six levels of Bloom’s
taxonomy
“Writing is how students
connect the dots in their
knowledge.”
--National Commission on Writing, 2003
Remember…………
“Children should spend less
time completing workbooks and
skill sheets…there is little
evidence that these activities
are related to reading
achievement.”
Becoming a Nation of Readers: The Report of the
Commission on Reading. 1985. Richard C.
Anderson, Elfrieda H. Hilbert, Judith A. Scott, and
Ian A.G. Wilkinson
Rather than workbooks….
“Children should spend
more time writing. As well
as being valuable in its own
right, writing promotes
ability in reading.”
Becoming a Nation of Readers: The Report
of the Commission on Reading. 1985.
Richard C. Anderson, Elfrieda H. Hilbert,
Judith A. Scott, and Ian A.G. Wilkinson
From 2006 Results Now, “If education is going to
enter an era of unprecedented effectiveness”…
“Writing has be to carefully taught because it is
not a natural act. We often assign writing
instead of teaching it. Very few students
receive careful, explicit instruction on how to
improve a single element or feature of good
writing – for instance, how to craft arresting
introductory paragraphs, how to write more
effective sentences, or how to effectively
select and integrate quotes or supporting
evidence. Most are never given multiple
carefully sequenced opportunities to practice
these individual elements, to receive feedback,
and to study good examples that make these
elements clear.”
-- M. Schmoker, 2006
Turn and Talk


Share with someone when you
recall learning to write.
Is there a teacher who comes to
mind as the one who taught you
HOW to write?
Challenges to Teaching Writing:
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Lack of Training
Common Philosophy
Knowing the Genres
Choosing Topics
How Much Writing to Do
Writing Block Structure
Teacher Modeling / Guided Practice /
Independent Practice
Evaluation of Writing / Alignment
with State Rubrics
Illinois State Goal #3




Students will write to communicate
for a variety of purposes
Conventions – IAF
Composition and organization
Genres are defined in the state
standard
Features of Writing:
•
•
•
•
•
Focus
Support (E/P) or Elaboration (N)
Organization
Conventions
Integration
Get to know the ISBE Writing Rubrics


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Focus (score 1-6)
Support or Elaboration (score 1-6)
Organization (score 1-6)
Conventions (score 1-3)
Integration (score 1-6 x 2)
Six + 1 Traits
•
•
•
•
•
•
•
Organization
Ideas
Sentence fluency
Word Choice
Conventions
Voice
Presentation
Steps to Writing
* One sentence on a topic
* Multiple sentences on a topic
Focus sentence(s)
Wrap-Up sentence(s)
* Complete paragraph
Adding one specific support or
elaboration to each detail or sentence
Adding more than one support or
elaboration to each detail or sentence
* Paragraphing main support ideas
Adding support sentences to the focus
Adding support sentences to the wrap-up
* Multiple paragraphs
* = Benchmarks tasks
Be sure to remember to tell them why?
Functional Purpose:
To communicate for a specific purpose:
Lists
Notes
Letters
Emails
School
Work
Genres:
Narrative:
To recount and reflect upon a significant experience
To report and record reactions to an observed event
To tell a story: beginning, middle, end
Expository:
To explain
To interpret
To describe something based upon background experiences or information provided in
the prompt
Persuasive:
To take a position and develop one side of an argument
To convince or persuade in a specific direction
Descriptive:
To create with words a certain setting or mood
To use words that call upon the use of our sense to complete the written text
Creative:
To express real or fantasized thoughts and feelings, usually in a story format
Narrative Genre: Key Features
•
•
•
•
•
Student experienced it or witnessed
it
Reactions and feelings MUST be
present
CANNOT preview
Transitional (prepositional) phrases
Must have closing
Expository Genre: Key Features
•
•
•
•
To describe, inform, explain in a
factual manner
Focus must make the subject clear
Must have closing
Can use “I, me, or my” but the
challenge is to not go “off-mode”
(switch genres)
Persuasive Genre: Key Features
•
•
•
•
Position must be taken and kept
Reason – Why – Examples
Must maintain the position
throughout (Argumentative
persuasive is not allowed until
Grade 11)
Must have closing
How Much Writing?



The more they write, the more we
learn about them!
The more they write, the more they
are using higher level thinking
skills.
Remember, the goal of writing is to
communicate. The are lots of
levels of communication!
Exit Criteria
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

Kdg. – At least three independently
written sentences focused on a
topic with no interpretation
1st – An independently written
cohesive paragraph on a topic
2nd – 5th – Multiple paragraph essay
written in writing period of 45- 55
minutes
Number of Student Writing Products



Product is any student written piece
that shows you are working toward
your grade level’s Exit Criteria
Some flexibility with 8 out of 12
weeks or 6 out of 9 weeks
Final copies: when and why?
Questions on Products?
Reading and Writing:

Just like independent reading needs
to have a purpose for students to
be most effective, so does writing.
Types of Writing in Our Classrooms:

Journal or free writing

Extended response in reading

Problem solving in math

Focused Writing instruction in the
defined State genres
Gradual Release of Responsibility in
Reading
Focused Writing instruction in the
defined State genres
Types of Writing
Messages ( Morning / Closing)
Teacher Modeled Writing
Interactive Writing
Guided Writing
Independent Writing
Teacher Dependent
Student Independent
Daily Writing Lesson Design
1.
Establish a daily mini-lesson:
Integrated into their writing and
allows for accountability for
students (what you expect to see
in their writing)
2.
Writing activity instruction:
Focus on an element of writing, a
piece of the process or the
completion of a product
Most of us were never taught how to
teach writing to others

Five Day Writing Plan
Topic Selection for Focused Writing
Instruction



Science and Social Science topics
are best sources
Reading topics on occasion (prior
knowledge and connections)
Grades 3 and 5 must give some
state-type prompts and teach
students how to fake it if they don’t
know
Questions
Example: Expository on Spiders
Example: Narrative on a Field Trip
Five Day Plan Review:
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Day 1: Access prior knowledge
Day 2: A feature of their writing
which needs work
Day 3: Teacher modeling
Day 4: Student independent written
piece
Day 5: Conference
Other types of writing on days 1
and 3?
Five Day Plan and Writers’ Workshop

Control of genre

Control of topic

Control of “I don’t know what to write.”

Control of teacher sanity

Control of when to give time to publishing
Great Resources for the Teacher:
o
o
o
Craft Lessons – Fletcher & Portalupi
Revisers’ Toolbox - Lane
Improving Writing K-8 – Lenski &
Johns
Common Approach to Teaching Writing


Teacher talk
Organizer that worked for all levels
of writers

Non-linguistic representations

Use of consistent rubric
Organizers

Why do we use them?

How do we know they are working?

How much time do they require?

Do most proficient writers take time to
use them?

Must be able to be for used with lower
and higher level writers
Organizer
Details or internal paragraphs
Editing / Revisions


Editing:
Who is doing the work?
How much editing?
Brave spelling
Revisions:
Why to perfect copy?
3 – P’s: Published, Public-reading = Perfect
Remember the IAF % for conventions!
Turn and Talk
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
In break out sessions, plan to work
on specific questions prepared for
your discussion.
Be prepared to share
Rubrics

Evaluation of writing needs to be
common practice and evidence
inter-rater reliability.
Questions
Thanks for being here!
Best wishes for great successes!

[email protected]

www.literacyresourcesinc.com