Week 10 and 11

Writing: Elementary Education

Pen Pal Assignment & Final Exam are posted in Elearning Content.
Due Today:
Reading Response Week #11
Due Next Week:
Reading Response Week #12
Article of the Week:
This Week: Check Elearning
Next Week: Check Elearning
Reminder!
Update your Writer’s Website
Add PowerPoint Presentations
and other required components
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Pen Pal Assignment and
Lesson Plans:
Information, Instructions, and
Rubric are in Elearning.
Due:
Week 14
Submit in Dropbox
Final Exam:
Website Link, Teaching Philosophy,
Multimedia Presentation
Information, Instructions, and
Rubrics are in Elearning.
Due:
April 26, 2023 @ Midnight - Dropbox
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 Objectives & Goals: Composition (L.17), Motivation and Engagement (L.5), Spelling (L.9),
Morphology (L.11), Syntax (L.12),Vocabulary (L.14), and Handwriting (L.15)

Activities • Assessing Writing

• Take Notes in Website • Special Needs Instructions
• Exemplar Writing • Did you notice? Classroom
• Reading Rockets Management Techniques
Assessment
Lessons • Participation:
• Reading-Writing Connection Formative Assessment submitted in
Review Week 10 PowerPoint the Discussion Board throughout this
Presentation presentation of Week 10
• Book Whisperer TREY
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Students will select, craft, and assess instructional
methods that develop written composition abilities in a
variety of motivating and engaging contexts, including
writing across the disciplines. Students will explore the
following instructional practices: setting writing goals,
offering/receiving/incorporating feedback, engaging the
writing process and strategies, and studying models and
non-models of writing for a variety of purposes and
audiences.

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Students will practice techniques to
encourage and assess literacy motivation and
engagement, selecting/using research-
supported instructional practices to develop
meaningful interactions with individuals and
information, combined with experiences.

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Students will develop strategies to use
diagnostic and formative assessments to
develop spelling instruction that emphasizes
spelling as a connection between individual
and groups of phonemes (letter sounds) and
graphemes (letter symbols) and morphemes
(meaning units) that, among other things,
allows readers to translate thoughts into
written words (encoding).

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Students will select and use research-
supported instructional techniques to teach
and assess syntax as a set of principles that
govern phrase and sentence structure, which
varies across languages and dialect (word
order and meaning, grammar, parts of speech,
word order, varying complexity of phrases
and sentence, etc).

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Students will discuss and implement
strategies to teach and assess vocabulary,
including understanding of multiple meanings
across contexts, figurative language, and
morphological structures of words.

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Students will discuss and implement
strategies to teach and assess vocabulary,
including understanding of multiple meanings
across contexts, figurative language, and
morphological structures of words.

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Lesson Planning Model
Found in Elearning Content
We will review the components of the
Lesson Plan I am sharing in the WebEx
Class.
• Next week when I am back, we will add
on to this lesson plan. The model will sta
posted in Elearning for you to use when
making your Lesson Plan Unit. Please
read the instructions for thisTREY
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 Lesson
Planning

Check out the Lesson Plan Model in

Elearning to guide you when creating the
Pen Pal Unit Lesson Plan Assignment. TREY
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Participation Points
Post in Discussion Board – Kagan #1
Pick out a Kagan Strategy from the
Content Area of Elearning
• Name the Kagan Structure you chose
and write a short paragraph about how
you would use this strategy to teach
writing. Then, reply to one or more of
your colleagues’ post. TREY
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The Book Whisperer
Donalyn Miller believes that teachers
and school administrators are
obligated to create powerful reading
classrooms. Donalyn Miller believes
that students are more than test
takers. Donalyn Miller believes that
all students are readers, that
students must lead sustained reading
lives well past their school years.
Hers is an important voice that
carries the message that reading is
fundamental every day in her
classroom.
Ross D. Myers, Ph.D.
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Data is used to assess instruction to maximize learning
• What writing skills and knowledge do my students need to acquire?
• What skills and knowledge do they have right now?
• How do I help move my students forward to where they need to go?
Learning to write is complex
• Coordination of writing skills, writing knowledge, attention, memory,
language skills, motivation, cognitive processes (planning, idea
generation, reviewing)
• Draw accurate inferences and adjust instruction in ways that promote
student learning
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Formative assessment implemented to increase writing quality
• Clarifying criteria for success
• Eliciting samples of students’ performance
• Providing students with feedback that moves them forward
• Engaging students as peer support
• Helping students take ownership of their learning
Examples of Criteria – the standards of performance against
which student performance is judged
• Clarifying expectations
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Criteria Cont.
• Show exemplary work published text
• Examples of student writing
Use Rubrics – page 336-337
• Summarizes the different criteria and what distinguishes
different levels of performance for each criterion
• Use student friendly language
• Simple checklist

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Eliciting Samples of Students’ Performance
• Opportunities to draw inferences regarding process towards learning
goals and draw inferences toward learning goals
• Part of gradual-release model instruction
Use Questioning During Teacher-Led Instruction
• Evaluative questioning
• Response strategies (cards, thumbs up and down, etc.)
Use a Pretest Prior to Initiating Subsequent Instruction
• Writing assessment to judge progress
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(Pretest Cont.)
• Use prompts without bias
• Use computer with text-to-speech, videos to make writing prompts that
don’t require reading
• Team level teachers rate work… lack of teacher time
Use Brief Writes and Prompts during Guided Practice
• Opportunities to practice a focused writing skill (writing a body
paragraph, starting a character description, trying out different leads,
elaborating with detains and evidence, or writing the conclusion to an
essay)
• Increasing practice and decreasing grading time(automated essay
evaluation)
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Use Exit Tickets
• Opportunity to hear from all students by written form
Use a Posttest
• Summative assessments used to evaluate whether students/class met
the learning goals and mastered content
• Students must practice, teacher must adjust instruction from pretest
• If not, it should become a Formative Assessment

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Participation Points
Post in Discussion Board – Kagan #2
Pick out a Kagan Strategy from the
Content Area of Elearning
• Name the Kagan Structure you chose
and write a short paragraph about how
you would use this strategy to teach
writing. Then, reply to one or more of
your colleagues’ post. TREY
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Providing Students with Feedback that Moves Them Forward
• Feedback, information about one’s performance or understanding that
is provided by a teacher, peer, computer program, or oneself, is
recommended
• Teachers lack time, but the manner (statement or question) in which it is
delivered, and the timing (immediate vs. delayed) is important
• Focus (lower-level skills or higher-level skills)
Vary the Manner in Which Feedback is Provided
• How feedback is communicated: direct feedback to explicitly tell
students
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Manner cont.
• Facilitative feedback, using queries or informatives, to guide students to
develop their understanding of what to do to improve, and praise when
teachers express approval
• The above should be used in different ways (see pages 345-347)
Vary the Focus of the Feedback Across Lower and Higher Level Writing
Skills
• Focus refers to the object of feedback message, teachers usually focus
on low-level writing skills
• High-level effect has greatest effect
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Provide Feedback that Focuses on Writing Strategies
• Comes directly after observing exit tickets
• Strategy – a goal-directed routine designed for use with complex tasks
Increase the Frequency and Immediacies of Feedback
• Use samples of knowledge/performance and provid feedback in an
ongoing manner throughout the sequence of instruction
• Immediate feedback difficult for teachers due to time constraints
Engaging Students as Peer Support
• Peer review – students reading, reviewing, evaluating, and providing
feedback on one another is generally effective
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Engaging Students cont.
• Benefits the author and reviewer
• To implement effective peer review, and prepare students for peer review,
teach student how to give immediate feedback, using different grouping
strategies
Prepare Students for Peer Review Using Think-Aloud Modeling
and Guided Practice (Table 14.3, page 350)
• Model how to demonstrate the process of reading and evaluating a text
and comparing its features to the criteria for success summarized in the
developed rubric
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Prepare students cont.
• Initiate guided practice where students practice
reviewing, evaluating, and offering feedback (written
by unknown level peers)
• I do, you help to You do, I help
Highlight the Qualities of Effective Feedback
• Important aspects of giving good peer feedback (giving
an actionable amount of feedback, focusing on higher-
level writing concerns, use specific praise, consider
whether feedback is localized or provided by a
summary comment)
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Feedback Amount: more is not necessarily better
• Cutback feedback to a manageable amount
Use Specific Praise
• Identifies exactly what the student did well and how that affected
reader
• In addition to identifying problems and offering solutions
• Two Stars, and a Wish
Position Feedback so it can be Seen and Used
• Rubrics, margin comments, conferences
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Use Mixed-Ability and Homogeneous Peer Review Groupings
• Mixed-ability or homogeneous groups varied for best results
Helping Students Take Ownership of Their Learning
• Students become self-directed and self-regulated learners
• Self-regulated refers to one’s ability to direct and coordinate one’s
thoughts, emotions, actions toward the pursuit of a goal
• Use interventions that explicitly teach and promote self-regulation skills
Help Students Set Individual Goals
• Review of the activities in this chapter (page 354, figure 14.3)
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Teach Students to Self-Evaluate
• Self-evaluation is a skill that needs to be taught and practiced
• Use same instruction as teaching peer review
• Can apply to their own writing skills
• Identify their own writing
Provide Opportunities for Students to Self-Evaluate and Revise
Their Writing
• Must understand the criteria for success
• This is the student-level equivalent of the teacher using data to adjust
instruction, graph progress
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Individual Goals cont.
• Students should have opportunities to diagnose problems in their own
writing, prescribe solutions, and enact those solutions during revision
Conclusion
• Discuss work ethic and classroom management as a means to develop a
positive writing community

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 Rocket Reader Link

Student Instruction
Rocket Readers
vWriting samples from real kids
vAdvice about instruction based
The information in this on samples
website is useful in many vGuidance on writing
assessment
ways. Take a few moments vClassroom strategies
to view the sections vWriting resources
vVideo about writing
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Participation Points
Post in Discussion Board – Kagan #3
Pick out a Kagan Strategy from the
Content Area of Elearning
• Name the Kagan Structure you chose
and write a short paragraph about how
you would use this strategy to teach
writing. Then, reply to one or more of
your colleagues’ post. TREY
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Students with disabilities tend to experience difficulties with
writing. Writing instruction in our country is not meeting the
needs of students with special needs. Teachers need to know
how to provide effective writing instruction to remediate these
students difficulties as early as possible. There is no universally
agreed-upon method for carrying out RTI (Response to
Intervention).
Common Writing Challenges
• Students with special needs tend to have difficulties acquiring,
deploying, and generalizing the multiple skills and cognitive
process necessary to produce quality work.
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Transcription
• Difficulties with transcription (e.g., handwriting, spelling) often
constrain their abilities to attend to the content meaning and
organization of writing
• Writing is often illegible or incomplete and is scored lower
• Transcription difficulties prevent students from writing (or typing)
quickly enough to record all of their ideas
• Students take excessive amount of time to complete tasks thus
assignments are relatively short
Sentence -Level Skills
• Difficult for students to translate their ideas into words and sentences
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Sentence -Level Skills cont.
• The complexity of sentence construction and limited working memory
space leads to more grammatical errors
Composition Skills
• Students with special needs spend little to no time planning their
writing even when prompted
• They also do not revise, and have difficulty with spelling, syntax, and
grammar
• They have limited knowledge and limited strategies for carrying out the
writing process and less knowledge of genre elements and key words
and statements
• Lack organization and clear connections
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Motivation
• Students with special needs lack motivation for engaging in and
completing writing tasks, lack positive beliefs, and have difficulty
sustaining effort
• Often think they are good writers so they don’t need to plan or revise
Evidence-Based Writing Instruction
• Special Education Students need early and appropriate interventions
that include effective, research-supported (evidence-based) writing
instruction that meet their specific needs
• Teachers need to use tested writing instructions and do not need to
create their own
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Transcription
• Explicit handwriting and spelling instruction can improve
these skills
• Studies show improvements in writing fluency and writing
quality when students have instruction
• Researched based spelling and handwriting strategies are
listed on pages 368-369
Sentence-Level Skills - Upper Elementary
• Mainly strategies of this type are based on Upper Elementary students
and above. Listed on pages 370-371
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Composition Skills
• When Special Education students become fluent in transcription and
sentence sentence construction skills they are better at enacting the
writing skills necessary for composition
• This teacher instruction is found on pages 371-372
Motivation
• Once students become more skilled and experience more writing
successes, they will attribute their efforts to their hard work and that
increases motivation.
• Motivational student instruction strategies are found on page 373.

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Writing Instruction and the CCSS
• CCSS lacks guidance in how to instruct students with special needs
• Potential to improve standards, but now the CCSS does not provide
guidance for using many of the evidence-based instructional practices
Adaptations for Writing Instruction
• Table 15.1 on page 376 shows there are important accommodations and
adaptations to writing instruction to distinguish between adaptations
for the general classroom environment for transcription and sentence-
level skills and composition
• Students should conduct an initial assessment of instructional
adaptation for writing and examine its effects on student performance
and continue to monitor the effectiveness
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Adaptations cont.
• Students must provide direct instruction adaptation before they can
use it effectively on their own.
Writing Assessment and RTI
• Assessment and progress monitoring guide teachers in their selection
of appropriate evidence-based writing instruction to meet the needs of
students with special needs. Also, teachers need help to determine
which students need further interventions and support.
Tier 1
• Tier 1 (general education classroom) teachers begin with universal
screening measures to identify students who are struggling writers and
who may be at risk for later writing difficulties
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Tier 1 cont.
• Students who do not meet predetermined cutoffs on these assessments
are considered at-risk or struggling writers and teachers monitor these
students’ writing progress more frequently to document their response
to evidence-based writing instruction or supports
• Teachers plan for differentiating their writing instruction based on
students’ needs
Tier 2
• These students receive more intensive and personalized instruction
designated to meet their specific learning needs and areas of weakness
in a small group setting. A literacy specialist who is trained to provide
evidence-based tutoring and instruction will remediate the students’
specific weaknesses.
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Tier 3
• At Tier 3, a multidisciplinary team uses all the writing assessment data
and writing samples collected by the teacher and specialists to support a
referral for special education services for students who did not respond
to Tier 2 instructions. Writing instruction is provided by a special
education teacher who is trained in delivering evidence-based writing
instruction for students with special needs.
• Teacher will deliver targeted writing instruction in both individual and
small-group instruction
• An IEP (individualized education program) is created for the student
adjusting writing instruction and adaptations to support student growth.
These decisions are determined by examining the assessment data.
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 When I teach this course, I model positive strategies
that you can use in your elementary classroom.
Students Teach
Every class we have a student teach
the lesson with the Article of the
Week. Children often learn more
effectively from other students.
Have students present often. It
gives them confidence and cements
their learning as well.
Show Concern
I try to see beyond the pictures of
faces on a computer screen to treat
my student with respect and
kindness. Learn about your
students and have conversations
with them about their lives. If
someone is absent, send an email
home to check up on them. Be kind.
Engagement
We are learning about Kagan
Strategies and Cooperative
Learning. Use these techniques and
others to motivate and engage
your student. It is the teacher’s job
to do everything possible to
support your students’ learning.
Instructions Clear and Detailed
I try to make learning for this course
easier by providing instruction guides
and informational slides. Always go
over directions with your students.
Don’t take for granted that they
already know something. Encourage
asking questions. Be patient when
you have to repeat, but remind
students to actively listen.
Groups
I hope that you enjoy working
together with your colleagues and
supporting each other in learning.
Children enjoy socialization and
teaching students to interact in a
positive way is beneficial to them
and to society. It is also great
community building.
Community Building
I am struggling with this right
now… I feel that I haven’t yet found
a way to entice students to turn on
their cameras and participate. But, I
will keep trying! Make your
classroom fun and a safe
environment for your students.
Teach students to be kind,
respectful, and nurturing with each
other.
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 Participation Points
Go to the Discussion Board for the last
post. Pick one of the School House Rock
videos from Elearning (not Conjunction
Junction) and write how you would use
the video you picked to teach writing.

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