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Transcript of Interactive Writing
Think of the hardest student you have ever had to teach writing to. Now, imagine that particular student and multiply it by ten and on top of that, throw in the fact that each student has a learning disability. That is my classroom and reality each and every day. Fortunately, I have found a strategy that works with students with learning disabilities and can be adapted to all students. Interactive writing lowers the frustration and overwhelming level of writing in students and gives them a chance to write sentences or paragraph(s) with the support of their peers.
Think about the most challenging student you have ever had to teach writing to. What were the challenges? What made the student so challenging to you? In your journal, describe the student and explain any solutions or strategies you used with the student to help them progress in writing.
Assumptions & Theories
Writing is a low priority when it comes to teaching students with moderate disabilities.
It is too hard to teach students with moderate disabilities how to write.
Reading and Math take priority over writing.
"Students receiving special services spend only about 20 minutes a day writing" (Graham and Harris).
60% of any writing being taught involves only writing numbers during math, handwriting and spelling practice, and worksheets (Graham and Harris).
There is "inadequate or incomplete writing instruction" for children with special needs (Graham and Harris).
"A cooperative event in which teacher and children jointly compose and write text." (Swartz, Klein, and Shook)
"Used to demonstrate concepts about print, develop strategies, and learn how words work." (Swartz, Klein, and Shook)
It gives students a "unique opportunity" to see the relationship between reading and writing (Swartz, Klein, and Shook)
The goal is to get "children's thoughts on paper, discussing the topic and the process of writing, dealing with the conventions of print, and working on grammar, spelling, punctuation, letter formation, phonics, and voice." (Swartz, Klein, and Shook)
Interactive Writing: Demonstration
Each member at your table will get a different colored marker.
Brain storm on the separate sheet of chart paper first.
The group will share one chart paper to write on.
Each member can only write one word at a time.
Table talk is encouraged!
Sneak Peak Into My Classroom
I have 8 students that stay with me all day in my special day class (SDC).
I have 17 students that receive RSP services from me anywhere from 5% to 45% of their day.
Within my SDC group, I have the following students:
1 student with Autism
1 student with genetic disorder (Q22 syndrome)
3 students with intellectual disabilities and that are English Learners (EL)
2 students that are EL with multiple processing disabilities
1 student with learning disabilities
Writing with a Disabilitiy
We will split into 3 groups. Each group will be assigned a disability. Instructions will be given on a card. Read the card to yourself and wait for further instructions. You will have 5 minutes to write and do this activity.
Reflection & Discussion
Referring back to your quick write earlier, reflect on your difficult student again. Knowing how it may feel to write with a disability, does your opinion of the challenge of teaching writing to your student change? Why or why not?
Prezi presentation by: Cecilia Vu
Interactive Writing: Demonstration
Prompt: Who is your favorite cartoon character? Explain why it is your favorite.
Reflection: Pair Share
Pair Share with a partner(s) about how can you use this strategy for your students in your classroom? Will the process benefit your students?
By 10/10/13 when given 10 words, Angel will determine reasonable spelling using pre-phonetic knowledge, letter sounds, and knowledge of letter names with 80% accuracy in 3 consecutive trials as measured by student work samples. (Kinder writing goal)
By 10/02/2013, when given a verbal or visual cue, Aaron will speak/write in complete sentences with 80% accuracy in 2 of 3 trials as measured by teacher-charted observations/student work samples. (1st grade writing goal)
Common Core: Kinder Grade Standards - Production and Distribution of Writing
CCSS.ELA-Literacy.W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
CCSS.ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Common Core: 1st Grade Standards - Production and Distribution of Writing
CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
CCSS.ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Can be used for any primary grade for any topic.
Can be used for whole group instruction or in small groups.
A good strategy to focus on reading and writing connection.
For older students, instead of doing one word at a time, the students can do one sentence at a time or one paragraph at a time.
Graham, S. & Harris R. K. (2002) "The Road Less Traveled: Prevention and Intervention in Written Language." In Butler, G. K. & Silliman, R. E. (Eds.) "Speaking, Reading, and Writing in Children with Language Learning Disabilities." (199-217). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Swartz, L. S., Klein, F. A. & Shook E. R. (2001) "Interactive Writing & Interactive Editing." Carlsbad, Clifornia: Dominie Press, Inc.