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Tier 2 Writing Interventions: Supporting Struggling Students. Cristianne Lane, M.Ed Lee Pesky Learning Center. Introductions Logistics. r t i. Project Sponsor. Idaho Department of Education Special Education Division Richard Henderson, Director [email protected] SESTA

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Tier 2 writing interventions supporting struggling students

Tier 2 Writing Interventions: Supporting Struggling Students

Cristianne Lane, M.Ed

Lee Pesky Learning Center


Introductions logistics

Introductions StudentsLogistics

r t i


Project sponsor
Project Sponsor Students

Idaho Department of Education Special Education Division

Richard Henderson, Director

[email protected]

SESTA

Gina Hopper, Director

[email protected]


Training outline
Training Outline Students

  • Struggling Writers

  • Current Research and Recommendations

    • Steven Graham and Karen Harris

  • An Evidence-based Instructional Model

  • Strategies Linked to CCSS

    • Two main text structures

    • P-O-W and T-R-E-E (Standard #1)

    • Color-coded Outlines (Standards #1 and #2)

    • W-W-W, What= 2, How= 2 (Standard #3)

  • Screening, Assessing and Monitoring Progress


Your materials
Your Materials Students

  • PowerPoint slides (yellow)

  • Handouts (white)

  • Common Core Writing Standards (pink)

  • Manila folder for activities

  • Highlighters and markers

  • Screening, assessing, progress monitoring handouts (this afternoon)


Handouts page 2
Handouts, page 2 Students

What do we know about our struggling students?

What makes writing challenging?



Research and Recommendations Students

The Educator Article, pages 3-5

Table Discussions


Recommendations
Recommendations Students

  • Strategy instruction has a high evidence base

  • Teach the writing process

    • The planning step is often short- changed

    • Revising and editing are challenging

  • Time needs to be allocated to writing instruction

  • Writing experiences should be purposeful and offer variety

  • Research supports the Self-Regulated Strategy Development Model


Prompts are important
Prompts are Important! Students

Who is the audience?

What is the purpose?

Considerations:

Content areas topics/standards

Spelling patterns

Student interests


Who is the Audience? Students

Write a business letter to someone (a business, reading buddy, relative, friend, character in a story, a famous person, an insect, an organ, an alien)

Publish in newsletters (articles, poems, announcements, book reviews, compliments)

Write for another class, or classmate

Write to the principal

Write to persuade someone


R Students= role of the writer (what is the writer’s point of view/voice)

A= audience

F= format

T= topic or subject

S= strong verb (persuade, analyze, create, predict, compare, defend, evaluate, etc.)


Prompt resources
Prompt StudentsResources

  • Smarter Balanced Assessment Consortium sample items

  • Eduplace.com (prompts and samples)

  • ReadWriteThink.org

  • TheTeachersCorner.net


The srsd model of instruction pg 6
The SRSD Model of Instruction, pg. Students6

  • Develop background knowledge

  • Discuss the strategy

  • Model the strategy

  • Have students memorize it

  • Support it

  • Give students opportunities for independent practice


Training outline1
Training Outline Students

  • Struggling Writers

  • Current Research and Recommendations

    • Steven Graham and Karen Harris

  • An Evidence-based Instructional Model (SRSD)

  • Strategies linked to CCSS

    • Two main text structures

    • P-O-W and T-R-E-E (Standard #1)

    • Color-coded Outlines (Standards #1 and #2)

    • W-W-W, What= 2, How= 2 (Standard #3)

  • Screening, Assessing and Monitoring Progress



Two major text structures
Two Major Text Structures Students

Informational Story

(Expository) (Narrative)

Opinion Story

Informative Personal Narrative

Explanatory

Research


Informational Students(pg. 7) Story

Expository Narrative


Standard 1 3 rd 5 th
Standard #1: 3 Studentsrd-5th

Write an opinion piece on topics or texts, supporting a point of view with reasons.

  • Introduce topic and state opinion

  • Create an organization structure

  • Provide reasons (3rd) and facts supporting the opinion

  • Use linking words and phrases

  • Provide a conclusion


Smarter balanced assessment consortium
Smarter Balanced Assessment Consortium Students

Sample Item for 3rd Grade, pg. 9

Sample Item for 9thGrade, pg. 12


P o w by graham and harris
P-O-W! Studentsby Graham and Harris

  • Pick my idea

  • Organize my notes (T-R-E-E)

  • Write and say more


When you introduce a strategy r emember the srsd model
When you introduce a strategy... Studentsremember the SRSD Model

  • Build background

  • Discuss

  • Model

  • Memorize

  • Support

  • Independent Practice


T r e e paragraph version
T-R-E-E: StudentsParagraph Version

Topic

Reasons

End it

Examine

See handouts, pg. 13


T r e e essay version
T-R-E-E: StudentsEssay Version

Topic

Reasons

Explain your reasons

End it

See handouts, pg. 14


Topic sentence starters pg 16
Topic Sentence Starters, pg. 16 Students

In my opinion,

I think…

I believe…

Personally,

Although,


Linking words progression from basic to more sophisticated to embedded implied
Linking StudentsWordsProgression: from basic...to more sophisticated...to embedded/implied

First, Second, Third,

To begin, In addition, Also,

My initial Next, Finally,

Moreover, Not only

Furthermore, Another


Concluding statements
Concluding Statements Students

All in all,

Overall,

In conclusion,

To sum up,

On the whole,


Scaffolding ideas page 17
Scaffolding Ideas: page 17 Students

Paragraph

Sentence

Word


Mat sam
Mat Sam Students

It is all about scaffolding!


Do you like winter
Do you like winter? Students

Reason


Do you like winter1
Do you like winter? Students

fun

Reason

sno


Scaffolding
Scaffolding Students

I like __________________________.

Reason:



I Studentsbelieve ___________________________

____________________________________.

I think this because_____________________

____________________________________.

Also, ________________________________

____________________________________.

All in all, _____________________________

____________________________________.


Debrief
Debrief Students

  • Do you have a research-based tier 2 strategy for teaching standard #1?

  • Would the T-R-E-E strategy help your struggling students?

  • How would you scaffold for your students?

  • What are implications for tier 1 instruction?


Standard 2 3 rd 5 th
Standard #2: 3 Studentsrd-5th

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  • Introduce topic

  • Develop topic with facts/details/definitions, etc.

  • Link ideas

  • Use content specific, precise vocabulary

  • Write conclusion


Color coded strategy step up to writing maureen auman
Color-coded Strategy StudentsStep Up to Writing, Maureen Auman


Color code everything and link to reading experiences
Color-code everything...and link to READING experiences! Students

Examples:

  • Class discussions

  • Reading informational text

  • Graphic organizers

  • Writing


Tier 2 writing
Tier 2 Writing Students

Current Research and Recommendations

Strategy instruction

Purposeful writing experiences

SRSD

Strategies

POW and TREE

Color-coding

Wrap-Up (go back and remind your reader...)


Color coded o utlines k 1
Color-coded StudentsOutlines: K-1

Topic

Reason, detail or fact

Reason, detail or fact

Reason, detail or fact

Conclusion


Color coded o utlines
Color-coded StudentsOutlines

Topic

Reason, detail or fact

STOP and explain

Reason, detail or fact

STOP and explain

Conclusion


Modeling the outline
Modeling the Outline Students

Please turn to Chapter 5 in your whale book. Why are whales in trouble?


Add the linking w ords
Add the linking Studentswords:

First Second Third

To begin Next Finally

Also Last

Then In addition Furthermore


Carter 5 th grade before
Carter, 5 Studentsth grade (before)

The Thunderbird crash was scary. He almost hit a control tower. They used to have eight thunderbirds, now they have only five. He ejected at the last second. It burst into flames. It blew up lots of dirt. It was terrifying. My heart was pounding.


Carter after page 18
Carter “After” page 18 Students

Mountain Home better than Boise

Smells better

First,

Less cars

Better fishing

Also,

Legacy Park

Better shooting

Next,

Illegal to shoot in Boise

Conclusion


High s chool s tudent example
High StudentsSchool StudentExample


Scaffolding framed paragraphs
Scaffolding: Framed Paragraphs Students

We learned many facts about whales.

First ______________________________

Second ___________________________

Third ______________________________.

I know a lot about whales.


Wrapping text
Wrapping Text Students

We learned many facts about whales. First, __________________________. Second,

___________________________________

_____________. Third, _______________

______________________________. I know a lot about whales.


Sophisticated example
Sophisticated StudentsExample

Martin Luther King is a revered American hero for many reasons. To begin, __________________

_________________________________________.

In addition, _______________________________

______________________________. Furthermore, _________________________________________

_________________________________________.

Clearly, Martin Luther King embodies __________

________________________________________.



Benefits Students

Insects

Drawbacks

Conclusion


Thesis statement plus yellows
Thesis Statement, plus “yellows” Students

We coexist on this planet with millions of insects. There advantages and disadvantages to this relationship from the human perspective.


Primary style k and 1st
Primary Style: K and 1st Students

Bear Facts


Me posters
Me StudentsPosters

My name is ____________________.



Transition cards primary
Transition Cards: Primary Students

First

Second

Third


Video
VIDEO Students

First graders writing a paragraph about turkeys. Watch the scaffolding techniques.

High ELL population


The topic sentence is critical
The Topic Sentence is Critical Students

I know many things about Martin Luther King. First, he played baseball when he was young. Second, his wife’s name was Coretta. Third, he was shot. Clearly, I know things about Martin Luther King.


Topic sentence types 3 examples
Topic Sentence StudentsTypes: 3 Examples

  • 1. Number statements

  • Questions

  • Contrast statements


Number topic sentences
Number StudentsTopic Sentences

Dr. Martin Luther King made several contributions to the Civil Rights Movement.


Question topic sentences
Question Topic Sentences Students

Did you know that Dr. Martin Luther King was an important leader in the Civil Rights Movement?


Contrast topic sentences
Contrast Topic Sentences Students

Although I never paid much attention to Martin Luther King Day, now I appreciate why we celebrate his life.


Contrast statement starters
Contrast Statement Starters Students

Although…

Despite…

I used to believe…

Some people…

Even though…


Your turn
Your StudentsTurn

  • 1. Number sentences

  • Questions

  • 3. Contrast statements


Debrief1
Debrief Students

  • Do you have a research-based tier 2 strategy for teaching standard #2?

  • Would the color-coding strategy help your struggling students?

  • How would you scaffold for your students?

  • What are the implications for tier 1 instruction?


Standard 3 3 rd 5th
Standard #3: 3 Studentsrd-5th

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

- Establish the situation

- Use dialogue and descriptions of actions/thought/feelings to show response of characters

  • Use temporal wordsto signal event order

  • Provide sense of closure


Strategies for narrative
Strategies for Narrative Students

  • W-W-W, What= 2, How=2

    • Who, When, Where

    • What do the characters want?

    • What happens?

    • How does it end?

    • How does the main character feel?

  • Story Maps


R emember the srsd model
R Studentsemember The SRSD Model

  • Develop background knowledge

  • Discuss the strategy

  • Model the strategy

  • Have students memorize it

  • Support it

  • Give students opportunities for independent practice



Personal narratives
Personal Narratives Students

  • Read good personal narrative to build background and discuss strategy

    • Patricia Pollacco

    • Chicken Soup for the Soul

  • Model the strategy (tell your story)

  • Help children memorize W-W-W

  • Support it (break it into parts)


Patricia polacco
Patricia StudentsPolacco


Scaffolding ideas
Scaffolding StudentsIdeas

  • Story maps (B-M-E)

  • Write new endings

  • “Write alouds”

  • Plan together and release (students write the ending)

  • Write from picture prompts

  • Develop cartoon characters to write about

  • Buddy writing


Kindergarten first grade
Kindergarten/First Grade Students

Develop a book of characters:

Sam the Clam

Pam the Clam

Fred the Frog

Ted the Tadpole


Standard 4
Standard #4 Students

Produce clear and coherent writing in which the development and organization are appropriate to the task, purpose, and audience.

Am I going to use a T-R-E-E or W-W-W for this prompt?


Opinion.................. Students

Information............

Story....................... W-W-W, What= 2,

How=2



Training outline2
Training Outline Students

  • Current Research and Recommendations

    • Steven Graham and Karen Harris

  • Struggling Writers

  • Evidence-based Instructional Model

  • Strategies linked to CCSS

    • Two Main Text Structures

    • P-O-W and T-R-E-E (Standard #1)

    • Color-coded Outlines (Standard #1 and #2)

    • W-W-W, What= 2, How= 2 (Standard #3)

  • Screening and Assessing


Assessment
Assessment Students

  • Screening

    - Collecting baseline data

  • Progress Monitoring

    • Rubrics

    • CBM probes


What is the purpose of screening
What is the Purpose of Screening? Students

  • Informs your entire instructional system

  • Indicates who needs more support


Screening two options
Screening: Two Options Students

  • Writing samples scored against the standard or a rubric

    (6th grade student samples)

    ---------------------------------------------------

    2. Written Expression CBM’s

    (example: AIMSweb)


Using the standard as a basic c hecklist
Using the Standard as a Basic StudentsChecklist

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

- Establish the situation

- Use dialogue and descriptions of actions/thought/feelings to show response of characters

  • Use temporal words to signal event order

  • Provide sense of closure


Smarter balanced assessment rubrics
Smarter Balanced Assessment Rubrics Students

  • The 2-point or 3-point generic rubric

    2. The 4-point rubrics specific to grade

    levels and tasks


Kindergarten prompt january
Kindergarten Prompt: January Students

“Write about the picture.”


One kindergarten student wrote
One kindergarten student wrote: Students

ISDABDWD

BS P


Written expression cbm s
Written Expression CBM’s Students

Source: Intervention Central

What are 4 methods?

Everyone please read page 8

Partner #1: pages 9-11

Partner #2: pages 12-14

Exchange information


Four cbm written expression options
Four CBM Written Expression Options: Students

1) Total words written (TWW)

2) Words spelled correctly

3) Correct word sequences

4) Number of correct word sequences

minus the number of incorrect word

sequences


Decisions
Decisions: Students

What can you take care of

in Tier 1...and which students may need additional support?

What is your entry criteria for Tier 2?


Monitoring student progress
Monitoring Student Progress Students

  • Writing samples scored against the standard or a rubric

  • Written Expression CBM’s

    Decision: What is your exit criteria?


Part 2 this spring next steps
Part 2: This StudentsSpring Next Steps

Please be prepared to discuss any screening and progress monitoring decisions you made.

If you try any of the strategies, please be prepared to discuss successes and challenges...or share any research-based strategies you use related to standards #1-#3.

In the spring, we will continue through the standards and talk about exciting topics like revising and editing!

Cristianne, are you adding a student work sample?


Wrap up
Wrap-Up Students

In your table groups, what are three “take aways” from today?


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