Instructional... · Web viewWriting Instructional Strategies STRATEGY MATERIAL PURPOSE /...

1

Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION /FURTHER READ

WRITING PROCESS

POWER

Helps students to :

Plan

Organize

Write

Edit

Revise

Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony,H. M., & Stevens, D. D. (1991).American Educational Research Journal, 23, 337-372.Learning Toolbox. Steppingstone Technology Grant. James Madison University, MSC 1903,Harrisonburg, VA 22807.

http://coe.jmu.edu/LearningToolbox/printer/power.pdf

DEFENDS(Argumentative)

Helps students to:

Write a composition defending a position

Provide reasons to back up position

Ellis, E., & Lenz, K. (1987). A Component Analysis of Effective Learning Strategies for LD Students. Learning Disabilities Focus, 2, 94-107.Alley, G.R. (1988). Effects of Generalization Instruction on the Written LanguagePerformance of Adolescents with Learning Disabilities in the Mainstream Classroom.Reading, Writing, and Learning Disabilities, 4, 291-309.

http://cehs.unl.edu/csi/Pdfs/defends.pdf



http://fcrr.org/PDFS/POWER_8.pdf

http://fcrr.org/PDFS/DEFENDS_23.pdf

2



WRITING PROCESSWriting Instructional Strategies


PLANNING

POW

Helps students to:

Pick ideas (i.e., decide what to write about)

Organize their notes (i.e., brainstorm and organize possible writing ideas into a writing plan)

Write and say more (i.e., continue to modify the plan while writing)

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.16)

This link provides a power point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials and links to Peabody/ Vanderbilt interactive tutorials are provided.https://earlychildhoodeducation.usu.edu/files/uploads/UTah_State_SRSD.pptx.pdf

https://earlychildhoodeducation.usu.edu/files/uploads/UTah_State_SRSD.pptx.pdf



http://fcrr.org/PDFS/POW_1.pdf

3



WRITING PROCESS

STOP(Argumentative)

Helps students to:

Suspend judgment

Take sides

Organize ideas

Plan to adjust as they write.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.26)This link provides a power point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials and links to Peabody/ Vanderbilt interactive tutorials are provided.https://earlychildhoodeducation.usu.edu/files/uploads/UTah_State_SRSD.pptx.pdf

PLAN

Helps students to:

Pay attention to the prompt

List main ideas

Add supporting information

Number major points

This link provides a power point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials and links to Peabody/Vanderbilt interactive tutorials are provided.

https://earlychildhoodeducation.usu.edu/files/uploads/






http://fcrr.org/PDFS/STOP_3.pdf

4



WRITING PROCESSUTah_State_SRSD.pptx.pdf

BODY

Helps students to:

Brainstorm/generate ideas for their paper

Review their ideas and place a number by what will go first, second, third, and so on

Decide which are main ideas and which are supporting ideas

Create an outline that shows the order of the main ideas and the supporting details for each main idea


http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

RAFT

Helps students to understand:

Their role as writers

Their audience

The varied formats for writing

Their topics

By using this strategy, teachers encourage students to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences. Students learn to respond to a writing prompt that requires them to think

Mitchell, D. (1996). Writing to learn across the curriculum and the English teacher. English Journal, 85, 93-97.

Santa, C., & Havens, L. (1995). Creating independence through student-owned strategies: Project CRISS. Dubuque, IA: Kendall Hunt

http://www.adlit.org/


http://fcrr.org/PDFS/PLAN_6.pdf

http://fcrr.org/PDFS/BODY.pdf

5



WRITING PROCESSabout various perspectives (Santa & Havens, 1995)

strategies/19783/

PLEASE

Helps students to:

Plan and write compositions

Generate and organize ideas in simple paragraph form

Welch, M., & Jensen, J.B. (1990).

http://cehs.unl.edu/csi/Pdfs/please.pdf



http://fcrr.org/PDFS/RAFT_22.pdf

http://fcrr.org/PDFS/PLEASE_24.pdf

6



WRITING PROCESS

SCORE(Research

paper)

Helps students to:

Select a subject

Create categories

Obtain resources

Read and take notes

Evenly organize information

By using this strategy, students learn a concrete, sequential structure to develop a topical research paper.

Korinek, L., & Bulls, J.A. (1996, Summer). SCORE A: A student research paperwriting strategy. Teaching Exceptional Children,60-63.

http://cehs.unl.edu/csi/Pdfs/scorea.pdf



http://fcrr.org/PDFS/SCORE_27.pdf

7



DRAFTING

TREE(Opinion)

Helps students to develop:

• Topic – Write a topic sentence expressing an opinion.

• Reason – Give at least 3 reasons to support the topic sentence.

• Explanation – Explain your reasons.

• Ending – Formulate a statement to summarize the topic sentence.



http://kc.vanderbilt.edu/casl/powtree.html

WWWWhat=2How=2

(Narrative)

Helps students to identify the parts of a good story:

W- who

W- when

W-where

W- What do the characters do?

W- What happens then?

H-How does the story end?

H-How does the main character (and other characters) feel?

National Center on Accelerating Student Learning, U.S. Department of Education’s Office of Special Education Programs (OSEP), Teachers College of Columbia University and Vanderbilt University.

http://kc.vanderbilt.edu/casl/srsd.html






http://fcrr.org/PDFS/TREE_2.pdf

http://fcrr.org/PDFS/WWW_WHAT_2_HOW_2_29.pdf

8



DRAFTING

WRITE

Helps students to:

Work from plan to develop thesis

Remember writing goals

Include transition words

Try to use different kinds of sentences

use Exciting words

This link provides a power point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials and links to Peabody/Vanderbilt interactive tutorials are provided.


SSSSENTENCE

GENERATION

Helps students to:

Say Sentences orally

Select the best sentence

Structure sentences using transition words

By using this strategy, students learn to select a sentence, paragraph, or text excerpt and imitate the author’s form. They learn to try out sentences orally before writing them on paper. They learn to try multiple sentences and choose the best one. They learn to use transition words to develop different sentence structures and to practice writing good topic sentences.






http://fcrr.org/PDFS/WRITE_7.pdf

http://fcrr.org/PDFS/SSS.pdf

9



DRAFTING

SENTENCE EXPANDING

Helps students to: elaborate describe increase sentence structure varietyTo implement the activity:1. Introduce a short sentence.2. Model how to add to the sentence using different parts of speech, demonstrate appropriate capitalization and punctuation as the sentence is expanded.3. Have students provide suggestions for different parts of speech (e.g., subjects and predicates) to add to the short sentences.4. Have students work independently or in pairs to expand a sentence.5. Encourage students to share their expanded sentences in small groups, providing feedback to their peers.



SENTENCE COMBINING

Helps students to: write complex yet concise sentences express important points and ideas express ideas in an interesting wayTo implement the activity:1. Choose sentences for combining.2. Model how to combine the sentences using several examples; with older students, introduce moving, deleting, and adding words or parts.3. Have students rate the quality of the new sentence, provide alternatives to the new sentence, and discuss which sentences sound better and why.4. Encourage students to work in pairs to combine sentences, creating several new possibilities and rating the quality of their new sentences.



http://fcrr.org/PDFS/Sentence_Expanding_16.pdf

http://fcrr.org/PDFS/Sentence_Combining_17.pdf

10



DRAFTING

SENTENCE FRAMING

Helps student to develop sentence writing skills.

To implement the activity:1. Develop a sentence frame for students to use.2. Model the use of the sentence frame.3. Have students use the sentence frame to construct their own sentences.4. Have students share their sentences with peers and discuss their word choices.5. Slowly fade the use of the sentence frame during instruction until students can write sentences independently.



SPACE(Narrative)

Helps students to make a writing plan by considering:

Setting Purpose Action Conclusion Emotions

This strategy is the second step of a three-step writing strategy. It is designed to help students make a writing plan and think about the details that should be included in stories. Models, demonstrations, and guided practice should be

Harris, K.R., & Graham, S. (1992). Helping young writers master the craft: Strategy instruction and self-regulation in the writing process. Cambridge, MA: Brookline Books, pg. 76.

http://cehs.unl.edu/csi/Pdfs/space.pdf



http://fcrr.org/PDFS/Sentence_Framing_15.pdf

http://fcrr.org/PDFS/SPACE_28.pdf

11



DRAFTING

included when teaching student this strategy.



REVISING & EDITING

DARE(Argumentative)

Helps students to: Develop the thesis.

Add ideas to support the thesis.

Reject arguments on the other side.

End with a strong conclusion.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012.

This link provides a power point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials and links to Peabody/ Vanderbilt interactive tutorials are provided.https://earlychildhoodeducation.usu.edu/files/uploads/UTah_State_SRSD.pptx.pdf




http://fcrr.org/PDFS/DARE_5.pdf

12



REVISING & EDITING

CHECKLIST FOR

WRITING SELF-CHECK

Helps students to:• Self-evaluate

- Are the ideas clear?- Is there a clear beginning, middle, and end?- Does the writing connect with the reader?- Are sentence types varied?

Self-monitor writing- Did I meet the goals I developed for my

writing? If not, what changes should I make to meet my goals?

- Did I correctly use strategies that were appropriate for this task? If not, what should I change?



COPS

Helps students to edit through answering questions:

• Did I Capitalize the first word in sentences and proper names?

• How is the Overall appearance of my paper?

• Did I use commas and end-of-sentence punctuation?

• Did I Spell each word correctly?

The Error Monitoring Strategy, The University of Kansas Center for Research on Learning,http://www.kucrl.org/sim/strategies/error.shtml



http://fcrr.org/PDFS/Checklist_for_Writing_Self.pdf

http://fcrr.org/PDFS/COPS_Checklist_14.pdf

13



REVISING & EDITING

WRITER

Helps students to edit using the steps:

Write on every other line

Read the paper for meaning

Interrogate yourself using COPS

Take the paper to someone to proofread again

Execute a final copy

Reread your paper a final time

Schumaker, J.B., Nolan, S.M., & Deshler, D.D. (1985). The error monitoring strategy. In Ellis, E.S., & Lenz, B.K. (1987). A component analysis of effective learning strategies for LD students. Learning Disabilities Focus, 2, 94-107.

http://cehs.unl.edu/csi/Pdfs/writer.pdf

PEEREDITING

Helps students to peer edit by:

Placing a question mark (?) by anything they do not understand in their writing partner’s paper.

Placing a carat (^) anywhere it would be useful to have the author include more information.





http://fcrr.org/PDFS/WRITER_31.pdf

http://fcrr.org/PDFS/Peer_Editing_13.pdf

14



STRENGTHEN WRITING (SHARING WITH PEERS)

AUTHOR’S CHAIR

Helps students provide appropriate verbal feedback to peers about their writing.

To implement the activity:During the “Author’s Chair” activity, one student, sitting in a special chair, reads his or her work to peers as they sit on the rug. The teacher then models (using suggested “Author’s Chair”) and facilitates giving kind verbal comments.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.38) (p.16)


http://fcrr.org/PDFS/Authors-Chair_11.pdf

15



ADDITIONAL RESOURCES

Improving Writing

Performance: A Strategy for

Writing Persuasive

Essays

Modules from IRIS website

This professional development module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays.

http://iris.peabody.vanderbilt.edu/module/pow/

Writing Process Adolescent Literacy website

Adolescent Literacy.org is a resource for parents and educators, grades 4-12. Learn how to model a range of prewriting techniques and introduce several mnemonics to help students organize their writing.”A chart that lists the Planning Mnemonics, what they stand for, what type of writing and credits for RAFT, STOP, DARE, STOP, LIST, W4H2.

http://www.adlit.org/article/36070/%20-%20mnemonics/

Writing Next: Effective

Strategies to Improve

Writing of Adolescents in Middle & High Schools

Center on Instruction website

This synopsis provides the findings reported in “Writing Next”; it identifies 11 instructional strategies, listed in decreasing order of effect size. This resource can facilitate the strengthening of writing instruction for implementation of the College & Career Ready Standards.

http://www.centeroninstruction.org/synopsis-of-writing-next-effective-strategies-to-improve-writing-of-adolescents-in-middle--high-schools







16



ADDITIONAL RESOURCES

Cognitive Strategy

Instruction:

Writing

University of Nebraska-Lincoln Cognitive Strategy

Instruction website

The Cognitive Strategy Instruction website contains a variety of writing strategies for spelling, written composition, and proofreading.

http://cehs.unl.edu/csi/writing.shtml

Instructional... · Web viewWriting Instructional Strategies STRATEGY MATERIAL PURPOSE /...

Documents

Transcript of Instructional... · Web viewWriting Instructional Strategies STRATEGY MATERIAL PURPOSE /...