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Writing Strategies
for Struggling Students


• Kit Giddings
• Utah Personnel Development Center
Today’s Objectives


  • Why students struggle
  • What students need
  • Strategies that work
Why Do Some
Students Struggle?
“The words are all tangled up
inside my head. I’m confused. I
  get tangled up in writing the
       words and I stop.”
     Fifth-grade girl with learning disabilities.
So, Let’s Talk

• How were you taught to write?
• How is it going with your
 students?
Most of Us Were
Taught to Write…
     • Write
     • Read
     • Speak
     • Listen
Today, Students are
 Taught to Write…
      • Listen
      • Speak
      • Read
      • Write
Writing is Complex

• Background knowledge
• Oral language
• Attention and motivation
• Many skills involved
What Do Students
     Need?
  • Help with ideas
  • Talk first, before writing
  • Make it hands-on
  • Explicit instruction
  • Provide strategies
Create an Experience
   to Write About

    • Read a story or chapter
    • Watch a video clip
    • Go on a field trip
Get ‘em Talking!

   • With you
   • In pairs
   • In groups
Beginning Sentences
 • Start with pictures of nouns
 • Add action verbs
 • Make simple sentences
 • Just begin by talking
 • Give students words
Beginning Sentences,
        cont.
    • Make it concrete
    • Start with pictures of nouns
    • Add action verbs
    • Make simple sentences
Teaching Sentences
• A sentence is a complete thought that starts with
  a capital letter and ends with a period. It also
  makes sense.
• A statement sentence tells about something.
• A question sentence needs an answer. It starts
  with a capital letter and ends with a question
  mark.
Sequence for Teaching
       Sentences
• A word that names a person, place, or thing
  is called a noun.
• A word that tells about an action
  is called a verb.
• A small word called an article may be placed
  before a noun to make a longer sentence (the, a,
  an, some, etc.)
Sentence Sequence

• A word that describes a noun
  is called an adjective.
• A word that tells how an action is done
  is called an adverb.
• A word that may be used to take the place of a
  noun is called a pronoun.
Teaching Sentences,
         cont.
• Teach two part sentences
• Teach three part sentences
• Expand sentences and sentence
 variety
• Work on word choice
• Combine sentences
• Work on paragraphs
Students Can Be Creative
  While Learning Skills
•   Students need explicit,
    direct instruction at each
    step of the writing
    process

•   Skills need to be taught
    and allowed to practice
    first separately and then
    together so that students
    can write with success
    and confidence
Writing strategies texas
Teach Students Two-Part
      Sentences

  Noun         Verb
(Who/What)   (Action)

 The eagle   stared.
Teach Students Three-Part Sentences


    Noun        Verb           Details
   (Who/What)   (Action)   (Finish your thought)


  The eagle     stared         intently.
Writing strategies texas
Two Part Sentence


  Noun         Action Verb
                 (past tense)


   girl          looked


someone’s        danced
 daughter
Burrito Fold
Ask Students…
    • To fold a piece of paper burrito style to
              make 3 distinct columns
     Noun             Verb            Details
   Who or What       Action        Finish your
                                     thought

     The girl        danced      with the crowd.

Someone’s daughter   swayed       to the music
Ask: How, When, & Where
• How did the girl dance?
  – Beautifully and gracefully
• When did the celebration begin?
  – During a holiday
• Where did this take place?
  – In the town’s plaza
  (Ask students to write how, when, and where
  phrases on separate paper strips – small sticky
  notes, if possible)
Expanding Sentences to
Masterpiece Sentences
Masterpiece
      Sentences
• Prepare your canvas
• Paint your verb
• Move the verb painters
• Paint your noun
• Paint your words
• Finishing touches
To Generalize...

• Create an experience to write about
• Have students talk first
• Be concrete and hands on
• Give students words to use (teach vocabulary)
• Arrange for students to work in pairs and groups
• Combine fun with structure
Steps in a Summary
    Paragraph

• Three part summary topic sentence
• Make a quick list
• Write your paragraph
Paper Folds




Two-column   Burrito   Accordion
Writing Summaries

• A summary is a shortened, condensed
  version.
• The purpose of a summary is to share
  the main ideas.
Step 1
Write a topic sentence using the three-
     part topic sentence method
           (the burrito fold)


Identify the Item   Select a verb   Finish Your Thought


Chapter 2 in            tells         about the
our Science                         four seasons
   book
The Three-Part
        Summary Topic Sentence

   Identity         Verb       Finish your thought
                                   a number of
Painless Public   provides      practical hints for
 Speaking, by                     people who are
Sharon Bower                   afraid of speaking in
                                 front of a group.

  The movie       entertains   the audience with a
 Forest Gump                     great story and
                                 quick review of
                                     history
Guided Practice for the
             Four-Step Summary


 Identify           Verb      Finish Your Thought

The movie            tells      about wizards
  Harry                          and magic
Potter and
   the
Chamber of
 Secrets
Guided Practice for the
              Four-Step Summary



 Identify            Verb       Finish Your Thought

The movie            entices     the viewer with a
  Harry                          mixture of fantasy
Potter and                         and adventure
   the
Chamber of
 Secrets
Step 1
 Write a topic sentence using the three-
      part topic sentence method
            (the burrito fold)


 Identify the Item   Select a verb   Finish Your Thought

 Chapter two of
The Adventures of
  Tom Sawyer
 by Mark Twain
Verb Reference List
          for Summaries


    List A: A good place to start


Tells        Explains       Compares
Lists         Shows          Defines
Verb Reference List
                 for Summaries
                   List B: Try These
acknowledges     evaluates     classifies      adds

  defends         asserts      features       depicts

  identifies     entertains    confirms       names

 considers         offers       judges       contrasts

  praises       demonstrates   provides     recommends

  endorses         asks        suggests       entices
Step 1
 Write a topic sentence using the three-
      part topic sentence method
            (the burrito fold)


 Identify the Item   Select a verb   Finish Your Thought


 Chapter two of      demonstrates       how Tom got
The Adventures of                      others to do his
  Tom Sawyer                             work for him
 by Mark Twain
Step 2
Make a Short Outline of 3-5 Phrases


•   Whitewash fence as punishment
•   Plan to make the whitewashing look fun
•   Buddies come by and beg for a turn
•   Work gets done with no effort by Tom
Step 3
 Identify the item     Select a verb   Finish your thought

 Chapter two of      demonstrates       how Tom got
The Adventures of                      others to do his
  Tom Sawyer                             work for him
 by Mark Twain




            -
Step 4
Chapter two of The Adventures of Tom Sawyer by
Mark Twain describes how Tom got others to do his
work for him. Because he played hooky from school,
Aunt Polly punishes Tom by having him whitewash the
fence on Saturday. Tom, instead of making the
whitewashing look like a chore, makes it appear to be
a fun activity of his choosing. As his buddies come by,
they beg to have a turn at this delightful activity, often
paying for the opportunity. By the end of the day, not
only was Tom’s chore done by others, they paid him
for the pleasure of doing it.
Your Turn for a Summary
Everyone Can Learn
• Everyone can write clear, concise, and organized
  paragraphs if they are provided with:
   • Direct instructions
   • Step-by-step guidelines
   • Examples
   • Multiple opportunities to respond and practice,
      and
   • Specific feedback         Maureen Auman
Review Steps

• Three part summary topic sentence
• Make a quick list – write the facts
• Write your paragraph
What Do Students
     Need?
 • Help with ideas
 • Talk first
 • Make it hands-on
 • Explicit instruction
 • Provide strategies
Questions?
kitg@updc.org

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Writing strategies texas

  • 1. Writing Strategies for Struggling Students • Kit Giddings • Utah Personnel Development Center
  • 2. Today’s Objectives • Why students struggle • What students need • Strategies that work
  • 4. “The words are all tangled up inside my head. I’m confused. I get tangled up in writing the words and I stop.” Fifth-grade girl with learning disabilities.
  • 5. So, Let’s Talk • How were you taught to write? • How is it going with your students?
  • 6. Most of Us Were Taught to Write… • Write • Read • Speak • Listen
  • 7. Today, Students are Taught to Write… • Listen • Speak • Read • Write
  • 8. Writing is Complex • Background knowledge • Oral language • Attention and motivation • Many skills involved
  • 9. What Do Students Need? • Help with ideas • Talk first, before writing • Make it hands-on • Explicit instruction • Provide strategies
  • 10. Create an Experience to Write About • Read a story or chapter • Watch a video clip • Go on a field trip
  • 11. Get ‘em Talking! • With you • In pairs • In groups
  • 12. Beginning Sentences • Start with pictures of nouns • Add action verbs • Make simple sentences • Just begin by talking • Give students words
  • 13. Beginning Sentences, cont. • Make it concrete • Start with pictures of nouns • Add action verbs • Make simple sentences
  • 14. Teaching Sentences • A sentence is a complete thought that starts with a capital letter and ends with a period. It also makes sense. • A statement sentence tells about something. • A question sentence needs an answer. It starts with a capital letter and ends with a question mark.
  • 15. Sequence for Teaching Sentences • A word that names a person, place, or thing is called a noun. • A word that tells about an action is called a verb. • A small word called an article may be placed before a noun to make a longer sentence (the, a, an, some, etc.)
  • 16. Sentence Sequence • A word that describes a noun is called an adjective. • A word that tells how an action is done is called an adverb. • A word that may be used to take the place of a noun is called a pronoun.
  • 17. Teaching Sentences, cont. • Teach two part sentences • Teach three part sentences • Expand sentences and sentence variety • Work on word choice • Combine sentences • Work on paragraphs
  • 18. Students Can Be Creative While Learning Skills • Students need explicit, direct instruction at each step of the writing process • Skills need to be taught and allowed to practice first separately and then together so that students can write with success and confidence
  • 20. Teach Students Two-Part Sentences Noun Verb (Who/What) (Action) The eagle stared.
  • 21. Teach Students Three-Part Sentences Noun Verb Details (Who/What) (Action) (Finish your thought) The eagle stared intently.
  • 23. Two Part Sentence Noun Action Verb (past tense) girl looked someone’s danced daughter
  • 25. Ask Students… • To fold a piece of paper burrito style to make 3 distinct columns Noun Verb Details Who or What Action Finish your thought The girl danced with the crowd. Someone’s daughter swayed to the music
  • 26. Ask: How, When, & Where • How did the girl dance? – Beautifully and gracefully • When did the celebration begin? – During a holiday • Where did this take place? – In the town’s plaza (Ask students to write how, when, and where phrases on separate paper strips – small sticky notes, if possible)
  • 28. Masterpiece Sentences • Prepare your canvas • Paint your verb • Move the verb painters • Paint your noun • Paint your words • Finishing touches
  • 29. To Generalize... • Create an experience to write about • Have students talk first • Be concrete and hands on • Give students words to use (teach vocabulary) • Arrange for students to work in pairs and groups • Combine fun with structure
  • 30. Steps in a Summary Paragraph • Three part summary topic sentence • Make a quick list • Write your paragraph
  • 31. Paper Folds Two-column Burrito Accordion
  • 32. Writing Summaries • A summary is a shortened, condensed version. • The purpose of a summary is to share the main ideas.
  • 33. Step 1 Write a topic sentence using the three- part topic sentence method (the burrito fold) Identify the Item Select a verb Finish Your Thought Chapter 2 in tells about the our Science four seasons book
  • 34. The Three-Part Summary Topic Sentence Identity Verb Finish your thought a number of Painless Public provides practical hints for Speaking, by people who are Sharon Bower afraid of speaking in front of a group. The movie entertains the audience with a Forest Gump great story and quick review of history
  • 35. Guided Practice for the Four-Step Summary Identify Verb Finish Your Thought The movie tells about wizards Harry and magic Potter and the Chamber of Secrets
  • 36. Guided Practice for the Four-Step Summary Identify Verb Finish Your Thought The movie entices the viewer with a Harry mixture of fantasy Potter and and adventure the Chamber of Secrets
  • 37. Step 1 Write a topic sentence using the three- part topic sentence method (the burrito fold) Identify the Item Select a verb Finish Your Thought Chapter two of The Adventures of Tom Sawyer by Mark Twain
  • 38. Verb Reference List for Summaries List A: A good place to start Tells Explains Compares Lists Shows Defines
  • 39. Verb Reference List for Summaries List B: Try These acknowledges evaluates classifies adds defends asserts features depicts identifies entertains confirms names considers offers judges contrasts praises demonstrates provides recommends endorses asks suggests entices
  • 40. Step 1 Write a topic sentence using the three- part topic sentence method (the burrito fold) Identify the Item Select a verb Finish Your Thought Chapter two of demonstrates how Tom got The Adventures of others to do his Tom Sawyer work for him by Mark Twain
  • 41. Step 2 Make a Short Outline of 3-5 Phrases • Whitewash fence as punishment • Plan to make the whitewashing look fun • Buddies come by and beg for a turn • Work gets done with no effort by Tom
  • 42. Step 3 Identify the item Select a verb Finish your thought Chapter two of demonstrates how Tom got The Adventures of others to do his Tom Sawyer work for him by Mark Twain -
  • 43. Step 4 Chapter two of The Adventures of Tom Sawyer by Mark Twain describes how Tom got others to do his work for him. Because he played hooky from school, Aunt Polly punishes Tom by having him whitewash the fence on Saturday. Tom, instead of making the whitewashing look like a chore, makes it appear to be a fun activity of his choosing. As his buddies come by, they beg to have a turn at this delightful activity, often paying for the opportunity. By the end of the day, not only was Tom’s chore done by others, they paid him for the pleasure of doing it.
  • 44. Your Turn for a Summary
  • 45. Everyone Can Learn • Everyone can write clear, concise, and organized paragraphs if they are provided with: • Direct instructions • Step-by-step guidelines • Examples • Multiple opportunities to respond and practice, and • Specific feedback Maureen Auman
  • 46. Review Steps • Three part summary topic sentence • Make a quick list – write the facts • Write your paragraph
  • 47. What Do Students Need? • Help with ideas • Talk first • Make it hands-on • Explicit instruction • Provide strategies