Lecture 8 Powerpoint

TCH LRN 504: Methods for Biliteracy & Language Arts in Inclusive Primary Classrooms (Slide 1)

Week 8 (Slide 2)

Welcome! Tonight’s Agenda (Slide 3)

• Attendance (Slide 4)

• Focus: Writing & Spelling (Slide 5)

• Analysis of Writing Sample (Slide 6)

• Interactive Read Aloud activities will also be incorporated to enhance engagement and understanding of text. (Slide 7)

Developmental Stages of Writing (Slide 8)

Ehri’s Phases of Word and Spelling Acquisition provide a research-based framework for understanding how students progress through different stages of writing. Each stage represents varying abilities and needs in spelling and writing, encompassing the following:

• Pre-literate (Phase 0/1): Children begin to understand that print carries meaning. Writing may appear as scribbles or random letters. They utilize drawings to convey messages. (Slide 9)

• Emergent (Phase 2): Children start to write letters to represent sounds. They may begin to spell simple words using approximate spelling. (Slide 10)

• Transitional (Phase 2/3): At this stage, students have developed some spelling strategies and begin to expand their vocabulary. Their writing reflects greater complexity in sentence structure and word choice. (Slide 11)

• Fluent (Phase 3/4): Students demonstrate consistent use of spelling patterns and conventions. Their writing is more coherent and demonstrates fluency in narrative and informational genres. (Slide 12)

Purpose of Word Study (Slide 13)

Word study is a critical component in literacy education. It teaches students to analyze words to understand how spelling represents both sound and meaning, which can enhance reading and writing ability. (Slide 14)

Types of Spelling Errors: (Slide 15)

• Alphabetic match errors (e.g., using ‘FES’ for ‘fish’): These errors occur when phonetic sounds are misrepresented. (Slide 16)

• Letter pattern errors (e.g., ‘SNAIK’ for ‘snake’): These involve misusing common letter combinations and structures. (Slide 17)

• Meaning-related errors (e.g., ‘INVUTATION’ for ‘invitation’): Here, students may rely on meaning rather than phonetic spelling, often leading to confusion in longer or complex words. (Slide 18)

Skilled Writing and Critical Thinking (Slide 19)

Components of Skilled Writing: (Slide 20)

• Idea Generation: This involves gathering information and organizing thoughts effectively. (Slide 21)

• Writing Process: Includes organizing, drafting, writing, and revising, where students learn that writing is iterative. (Slide 22)

• Syntax: It encompasses grammar, syntactic awareness, sentence elaboration, and punctuation, essential for creating correctly structured sentences. (Slide 23)

• Text Structure: Students must understand different writing structures, whether narrative, informational, or opinion-based. (Slide 24)

• Writing Craft: Awareness of audience and purpose is vital, along with the usage of literary devices like metaphors and similes to enhance writing effectiveness. (Slide 25)

• Transcription: Proficiency in spelling, handwriting, or keyboarding is crucial for effective writing. (Slide 26)

The Writing Rope (Slide 27)

This framework illustrates explicit writing instruction across multiple subjects, emphasizing the interconnected strands of writing skills from spelling to crafting narratives. (Slide 28)

Critical Thinking in Writing (Slide 29)

To foster critical thinking, students should develop their background knowledge on various topics. Strategies for organizing and planning their writing (such as using graphic organizers) are encouraged to assist in structuring their written work. (Slide 30)

Text Structure Skills (Slide 31)

Students are taught to identify different structures in writing, including narratives, informative pieces, and opinion-based arguments. They need to understand paragraph structure and link ideas and details effectively using transition words. (Slide 32)

Writing Craft Skills (Slide 33)

Skills in this area include sophisticated word choice, clarity in understanding the audience, and the purpose of writing. Teaching literary devices and crafting engaging narratives is a core focus for enhancing creative expression. (Slide 34)

Transcription Skills (Slide 35)

Explicit instruction in spelling and handwriting is vital; these foundational skills support effective writing execution. (Slide 36)

Reflection Questions (Slide 37)

Encourage reflection on both familiar and new aspects of the Writing Rope strands to inform teaching practices. (Slide 38)

Writing Instruction and SOR (Slide 39)

There is a strong emphasis on the importance of direct instruction in handwriting and spelling skills. Systematic teaching of phonics is essential to improve encoding and communication capabilities among students. (Slide 40)

Starting Small in Writing (Slide 41)

Writing skills should develop gradually, evolving from letters to words, then sentences, and eventually to full paragraphs, giving students gradual exposure and mastery of writing. (Slide 42)

How to Teach Sentence Writing (Slide 43)

• Definition of a Sentence: Clarify the components of a sentence that include a subject and a verb, as well as correct punctuation positioning. (Slide 44)

• Modeling: Teacher modeling of sentence writing is necessary, followed by structured writing instruction that pairs with independent practice to reinforce learning. (Slide 45)

Types of Writing (Slide 46)

• Informative Writing: This type provides clear facts about a topic and is structured with a topic sentence and supporting detail sentences. (Slide 47)

• Narrative Writing: Involves storytelling elements such as characters, themes, and imagery, all organized in a coherent structure. (Slide 48)

• Expository (Opinion/Persuasive) Writing: It conveys personal beliefs or arguments, backed by reasoning and examples, culminating in a clear thesis statement. (Slide 49)

The Writing Process (Slide 50)

The Writing Process can be broken down into several stages: (Slide 51)

• Prewriting: This involves planning and using graphic organizers. (Slide 52)

• Rough Draft: Students compile their ideas without stressing over mechanics. (Slide 53)

• Revising: This stage focuses on improving the text by adding or changing elements to enhance clarity and interest. (Slide 54)

• Editing: Students hone in on spelling and punctuation errors, ideally with the teacher’s support to refine their drafts. (Slide 55)

• Final Copy: Celebrate the achievement of producing a polished piece of writing. (Slide 56)

Writing Checklist (Slide 57)

Key elements to check in the final writing piece include: (Slide 58)

• Proper capitalization, (Slide 59)

• Consistent use of finger spaces, (Slide 60)

• Appropriate ending punctuation. (Slide 61)

Using Mentor Texts (Slide 62)

Embedding writing within the curriculum allows for modeling comprehension skills through mentor texts. (Slide 63)

Post-Reading Activities: (Slide 64)

After reading sessions, students can engage in activities such as: (Slide 65)

• Writing summaries, (Slide 66)

• Retelling stories, (Slide 67)

• Connecting ideas, (Slide 68)

• Expressing personal opinions on the material. (Slide 69)

Group Activity Example with "Fireflies!" (Slide 70)

Encourage classes to use text evidence to discuss underlying themes, character decisions, and retelling of the story, fostering collaborative learning. (Slide 71)

Writing & Spelling - Orthography (Slide 72)

A significant link exists between orthography and sound representation in coherent reading. Understanding the accurate mapping of sounds to spelling patterns is essential for literacy development. (Slide 73)

Definitions Important in Writing Instruction (Slide 74)

Orthography & Its Processes: The understanding of orthographic processors, meaning processors, context processors, phonological processes, and orthographic mapping is crucial for literacy instruction. This comprehensive model for beginning reading emphasizes the importance of these processes. (Slide 75)

Linnea Ehri: Spelling & Word Acquisition Phases (Slide 76)

Ehri's phases describe the progression of word development: (Slide 77)

• Non-Alphabetic: Understanding print without phonetic awareness. (Slide 78)

• Pre-Alphabetic: Recognizing letters but not linking them to sounds. (Slide 79)

• Partial Alphabetic: Beginning to make connections between sounds and letters. (Slide 80)

• Full Alphabetic: Achieving proficiency in mapping sounds to letters entirely. (Slide 81)

• Consolidated Automatic Alphabetic: Entirely fluent readers and writers with robust spelling knowledge. (Slide 82)

Evaluating Literacy Development (Slide 83)

Inventive spelling serves as a valuable assessment tool for gaining insight into students' understanding of reading components, allowing educators to tailor instruction effectively. (Slide 84)

Writing Sample Analysis (Slide 85)

Teachers should utilize Ehri’s phases to analyze student spelling in selected writing samples, guiding instructional decisions. (Slide 86)

Interactive Read Aloud Lesson Plan (Slide 87)

Emphasis is placed on engaging interaction between the teacher and students through the text, using strategies that promote deeper comprehension and engagement with the material. (Slide 88)

BDA Interactive Read Aloud Skills (Slide 89)

Implement Before, During, and After reading strategies to enrich comprehension and maintain student focus. (Slide 90)

IRA Book Selection Tips (Slide 91)

Teachers are provided with criteria for choosing texts that effectively meet educational objectives while aligning with students' interests. (Slide 92)

Suggested Texts for IRA (Slide 93)

A curated list of teacher-approved texts is available for selection in lesson planning. (Slide 94)

Homework Instructions (Slide 95)

Students will receive asynchronous assignments and requirements in preparation for Spring Break, ensuring continued engagement with literacy development during this period. (Slide 96)