Including All Students

Let’s look at the process for Writing

Where we start

• Remember we are creating access

• Presuming Competence

• Asking the question, What is everybody else doing?

• Also asking, What is everybody else learning?

Go to the Standards (pdesas.org)Writing example using vertical viewer

Big Ideas

Materials and Resources

Couldn’t we still work on this standard using different presentation and engagement activities?

What are the students’ strengths?

• Prior Knowledge• Does student work well with other students?• What are the students’ skills? Does the student

know how to organize ideas?• What is the student’s sight word bank? Do we

know? Do we have to assess?• What technology do you have and would benefit

all students working with this standard?

Ideas

• Word Bank on a computer, file box etc.

Words in picture format that can be manipulated from computer.

Report Cards-has an microphone for input

Report Cards Help

Boardmaker

If teaching ed endings use visuals and written examples

Boardmaker• Couldn’t you use this format to categorize

nouns, adjectives, and verbs?

• Could the student use these manipulatives to create new sentences?

• Does it still allow the student to work on the Standard?

Use in a variety of ways

Other ideas to use with all students

• Step Up To Writing

Using Colors to Teach Organization

GoBack!

Stop!

SlowDown

Go! Write a topic sentence

Give a reason, detail, or fact. Use a transition.

Explain. Give an example.

Remind the reader of your topic.

2.11

Topic Sentence:• Green means “go.”• Green asks the writer to decide—–“What am I going to prove?”

(reason)–“What am I going to explain?”

(detail)–“What information will I share?”

(fact)

Reasons/Details/Facts:

• Yellow means “slow down.”• Introduce key concepts to support the

topic sentence.• The main supporting ideas (reasons,

details or facts) for the topic sentence.• Look for common patterns or categories

in the brainstorming.

2.11

Explain:• Red means “stop and explain.”• Present evidence.• Provide explanation and

examples.

2.11

Conclusion:• Green means “go back to your

topic.”• Restate the topic and the position.• Do not introduce new information.• Use synonyms and leave your reader

with something to remember.

2.11

Informal Outlines using visuals

Sun

Water

Soil

TOPIC: Plants

TOPIC

REASON/DETAIL/FACT

EXPLAIN

EXPLAIN

Write on colored stripsWrite each sentence from the outline

on the corresponding colored strip.Green= topic and conclusionYellow= main supporting ideas (R/D/F)Red= examples, explanations,

evidence

Color Code the Boardmaker Sentencesfor this activity.

Outline to Paragraph

If I had a million dollars, I would have a good time spending it.

First, I would go shopping.

A new wardrobe from Nordstroms is a must.

Next, I would travel.

Cut up sentence parts and sort

Other ideas –stand on the coordinating color

Topic Fact/Detail Explain

Fun Being Rich

If I had a million dollars, I would have a good time spending it. First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travel. Visiting Paris has always been a dream. Being wealthy would clearly provide many interesting benefits.

Use a construction paper train

Topic Sentence (Engine)

Facts/Details(Follows Engine)

Explain(Follows Fact Car)

Use this idea to sort paragraph parts and talk about them as a class.

Reasons Outline

Safety reasons

Social reasons

Help yourself Save others

PartiesVacationsSummertime

Topic= Reasons for Learning to Swim

2.15

Differentiation Idea ExampleSame assignment:

• Give students who need it a frame outline asking for 1 yellow and 2 red

• Give students who need a challenge 3 yellow and 7 red

• To begin, tell students how many yellow and red you want. Or you could have a minimum number. Later, they may decide.

Details Outline

Detail

Detail

Detail

Topic= Description of _________school.

Guided HighlightingCreatures of all sizes find ways to keep themselves clean. Large animals like elephants head to rivers to cool off and clean up. After bathing in the cool water the elephant powders itself. Elephants use dust as powder to keep the bugs from biting. Smaller animals like rabbits also take time to clean. They often lick their ears and scrub them to keep them clean. Finally, little creatures like birds enjoy bathing in puddles. When they finish, they comb their feathers. This is called preening. Bath time, it seems, isn’t just for you and me.

Quick Sketch OrganizerTitle:_______________

Who:

Where: Problem:

Beginning Middle End

Graphic Organizers

Peer tutoring

http://www.kypeertutoring.org/homepage.asp

How are we doing?• Can we support the identified student using

these strategies?

• Are we targeting the Standard?

• Can other students in the class benefit from some or maybe all of these strategies?

• Can we easily access these computer supports?

• Can we easily use the color coding?

Let’s discuss

What other ideas do you have?