session 3 writing · • teach syllables and syllabification • teach spelling rules as...

Special Education Support Service

Session 3

Writing

The Cognitive Foundations of Learning to

Read: A Framework

1 • big picture understanding

2 • good assessment

3 • focused and purposeful interventions

Writing Genres

Spelling

Grammar

Punctuation Vocabulary

Handwriting


Writing

Core Components

Formal Informal

(Teacher)

Student

Self

Assessment


Assessment


Self Assessment

Special Education Support Service, c/o Cork Education Support Centre, The Rectory, Western Road, Cork

Student Self Assessment

Task OK Good My Best

Getting my ideas

together

Writing sentences

How my writing looks

My spellings

Task

Not too

good

Ok

I’m happy

with it

I’m very happy with

it

It’s my best!

Thinking of ideas

Writing sentences

Spellings in my writing

Using paragraphs

Remembering full stops

My thoughts about this piece of writing

One thing I really liked was:

One thing I have improved:

One thing I would like to work on:


Self Assessment

Writing

http://www.education.ox.ac.uk/research/resgroup/cl/ndcs/ http://www.education.ox.ac.uk/ndcs/

Baseline

Data

Focused Instruction

Formative

Assessment


Good Practice for Writing Instruction

Process

Approach

Regular

Writing

Time

Student

Topic

Choice

Reflecting

Meaning

Creating a

Writing

Culture


Writing

A Whole School Approach

"The process of writing is as important

as the product because it is through

consistent practice in using that

process that children learn to write".

English Curriculum, Teacher Guidelines p.76

Movie as stimulus

for writing

Student led story

Recording (audio or visual)

Student and teacher review

and discuss


Use of technology

Writing Genres

Spelling

Grammar

Punctuation Vocabulary

Handwriting


Writing

Core Components

Refer Handout 3:

Workshop

Template

• Teach syllables and syllabification

• Teach spelling rules as appropriate

• Train in appropriate techniques - LSCWC - Fernald Approach - Simultaneous Oral Spelling - Mnemonics - Visual Associative approach

• Teach parents the approach that you are using

• Highlight correct letters and patterns in words

• Before & after spell checks (daily)

Spelling

• Practise spelling - practice makes permanent !

• Personal Dictionary

• Spelling Notebook

• Online Dictionary

Spelling

Banana

The banana is a tropical fruit and

is eaten all over the world. Bananas can be eaten raw, cooked, or used in other foods like cake. The bananas in the picture are on a plate.

http://photographicdictionary.com/groupings/fruit

http://photographicdictionary.com/c/cake

http://photographicdictionary.com/p/plate

http://www.flickr.com/photos/46183897@N00/2427305116/

• Ensure vocabulary is in child’s lexicon

• Teach in a meaningful context

• Picture cards

• Highlight grammatical elements in text

• Expanding sentences

• Combining sentences

• Model correct grammatical format

• Use sentences from children’s own writing

• Pictures and cloze procedure exercises

Grammar

• Teach within a meaningful context

• Model use of punctuation marks

• Explicit teaching

• Use text to find capital letters/full stops/question

marks/speech marks

• Group capital letters according to function (e.g. to

begin a sentence, for a person’s name.)

• Use different colours to teach use of direct speech

marks

• Correct deliberate errors made by the teacher

Punctuation

Metacognition - Proofreading Checklist

Punctuation Y / N

Full Stops

Commas

Question marks

Capital Letters

Start of sentences

People’s names

Place names

Spelling

Spell Checker

Online Dictionary

Ask teacher / friend

Sentences

Does each sentence have a capital letter and a full stop/

Does each sentence make sense? Special Education Support Service

• Key Words List

Pre–teach key words

Subject Words

Word Walls

Question Words

Cloze procedure

Vocabulary

Ensure child has the basic foundational skills

Development of fine motor skills

Teach correct seating position, position of paper,

assisting hand

Letter formation

• magnetic/chalk boards

• sandpaper/plastic letters

• tracing over letters (use greyscale) rather than dots

• Marla/play dough/paint

• Use of verbal cues to support letter formation

• Consider starting with capital letters

• Teach in family patterns

Handwriting

• Environmental supports and adaptations

• Different writing implements

• Unlined paper, strips of paper, squared paper, lined

paper with wide spacing and dark lines

• Tracing over sentences

• Copy words underneath a model

• Copy a model

• Consider keyboard skills

Handwriting


Resources


1 • big picture understanding

2 • good assessment

3 • focused and purposeful interventions

Literacy Link Teachers Seminar

Key Messages

The link teacher for literacy is a facilitator of change for

improvement

A number of key components inform the planning,

teaching and assessment of literacy in the context of

your school.

Who are our students – what do they need?

What resources do we have?

What works well in our school?

What needs to be changed?

Is there something new for us to try?

What does this mean for me in my role?


Role of the Literacy Link Teacher

Considerations

6


Handout 6: Literacy Checklist

Contact Details

Special Education Support Service c/o Cork Education Support Centre

The Rectory, Western Road

Cork

Website: www.sess.ie

Telephone: 021 4254241

Callsave: 1850 200884


session 3 writing · • teach syllables and syllabification • teach spelling rules as...

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