Presented byAdesuwa Jakpa ,Kreshonda Bonner & Samantha Evans

CHAPTER 11

WRITTEN LITERACY REQUIRES STUDENTS TO THINKPLANNING EFFECTIVE INSTRUCTION FOR STUDENT WITH LEARNING AND BEHAVIOR AND PROBLEMS

REBECCA B. EVERS /SUE S. SPENCER

Prevalence of writing problems. The writing skills of 8th – 12th grade in most racial and

ethnic groups have improved compared to earlier assessment in 1998 and 2002.(NEAP,2007)

Students with disabilities have upward trend in scale scores since 1998 with average gains in writing scores for students with disabilities in the 8 th- 12th grade outpacing those students without disabilities from 2002 to 2007 . (NAEP ,2007)

Data indicates students with disabilities are showing improvement in writing, but continue to score much lower than their non disabled peers.(NEAP ,2007)

Overall students writing have remained relatively stagnant overtime ,with only modest increase being reported over time in either reading or writing (Applebee, Arthur& Langer,2006; Tachibana ,2008)

Reasons for writing problemsInformation Processing Problems This affects the ability of how an individual’s brain

stores, retrieves, coordinate and manipulates information.

Phonological Awareness Inability to understand that words can be broken

into smaller parts of speech,(phoneme) which are used to build words for oral and writing language, may cause student

Exceptionality Most Individuals with disabilities , experience

difficulty with written language.Higher-order Linguistic knowledgeThe Lack of phonological awareness ,and the brains inability to process large amount of information to produce written or spoken language.

Characteristics of students with written Expression Difficulty

These writing problems are grouped into three broad categories :

Knowledge Difficulties:Limited knowledge of relevant vocabulary.

Unable to use knowledge of words and proper sentence structures(e.g. Phonology, morphology and syntax)

Limited background knowledge on given topic or difficulty with existing topic knowledge.

Knowledge DifficultiesLimited knowledge of genre- specific text structures (e.g., setting, plots elements in a narrative)

Poor declarative, procedural and conditional strategy knowledge. e.g., (metacognitivly unaware of the need to plan for writing, including goal setting, strategy use , monitoring and modifying when beneficial).

Unaware of the audience for whom they are writing or the intended function of their writing.

SKILL Difficulties

Poor spelling ,handwriting and punctuations

Difficulty re-checking , revising writing and may focus on the not so important part of writing.(e.g. , Handwriting, spelling and grammar)

Lack of self-regulatory skills may be challenging control thought, attention and actions during the writing process.

Motivation DifficultiesLearners may relate a lack of academic achievement to various reasons which may include limited intelligence,

Learners may erroneously relate academic achievement to certain factors such as task ease or teacher assistance.

Students lose interest , and experience low self- efficacy, learned helplessness, and lack of enthusiasm ,due to continued failure.

Written language assessment

The following principles should guide assessment in written language.

Gathering assessment data over time from a variety of sources to increase its validity.

Select assessment that target specific areas of concern.

Assessment and task must match students age.

Assessment should be based on classroom instructions,

Formal tests of written expression

Test of Written Expression -(TOWE)It is used to evaluate students writing skills in grammar,vocabulary,syntax,story and sentence constructionIt is administered to individual ages 6-14 year

Test of Early Written Language, 2ndedition (TEWL) It is used to measure early reading ablity,such as

writing skills in capitalization, spelling and general understanding of writing

It is administered to students ages 3-10year

Test of Written Language, 3rd edition (TOWL -3) It measures contrived and spontaneous written

language It is can administered to individuals ages 7-17 Writing Process Test (WPT) It assesses students written products and process,

which include how students plan, write and revise and original composition.

It can be administered to individuals ages 8-19Wide Range Achievement Test 4th edition (WRAT-4) It is used as a screening test for deficits in spelling It is an individually administered test and can be

used for individuals between ages 5-9.5 years.

Informal Tests of Written Expression Portfolio AssessmentA collection of self –produced written works of the student, which include notes,diagrams,drafts etc.

Questioning

Observation

One on one Interviews

Strategies used for Informal Tests of Written ExpressionBloom taxonomy is used to measure competence and construct assessment at all levels.Knowledge/Remembering Level: To determine, if student can recall basic information and facts. Using word such as define,duplicate,list,recall.

Assessment Activity :Have students write a paragraph ,identifying the main characters of a book.

Comprehension/Understanding Level: To determine ,if students can explain an idea or concept, using verbs as such classify, describe ,discuss.

Assessment Activity: Have students write a report ,describing relevant events from a field trip to museum.

Strategies used in Informal Tests of Written Expression. Application/Applying Level: To determine ,if student can

apply information in a new way, using words such as: use,choose,demostrate, interpret.

Assessment Activity : Have students to write a report in which they rewrite the story using literary convention used in today’s lesson.

Analysis/Analyzing level: To determine, if a student can distinguish between relationships and different parts, with verbs such differentiate,discriminate,examine,experiment.

Assessment Activity: Have students write a mock newspaper editorial in which they compare and contrast the presidency of Abraham Lincoln to that of the presidency of Bill Clinton

Strategies used for Informal tests of Written Expression Synthesis/Evaluating Level: the goal at this level is

to determine if students can make and justify decision .Using these verbs to construct an assessment, defend argue ,judge, appraise, evaluate.

Assessment Activity: To assess students ability at this level, have students write a journal entry and evaluate the effectiveness of a study strategy for the last exams.

Evaluating/Creating Level: At this level ,the purpose is to determine if students can generate a new product or a point of view .Using these verbs to construct an assessment : assemble, construct,create,design

Assessment Activity : Have students create a poem from vocabulary words from the story.

Strategies used for Informal tests of Written ExpressionRubric: used for the analysis of a students written product or process. However rubric consist of two forms :

Holistic Scoring Rubric : it is based on the overall judgment of writing ability of a student. each level defines the characteristic of a response that would receive the respective score.

Analytic Scoring Rubric: It is used to identify and assess specific components of a finished product.

Instructional Assessment and Methodological Decision MakingTo plan effective instructions, and determine where barriers exist in lessons before been taught. The LEARNS Strategy for planning UDL lesson uses six steps : Learning goals: Determine what content will be

taught Note teacher Expectations for lesson objective Area of strength and need for each student are

noted. Review and determine barriers. Note accommodation needed Specify individual accommodations needed for

specific students

Applying the Learns Strategy to Writing Assignments Step 1: Identify a learning goal for the lesson you

plan to teach. Step 2: Specify expectations for the lesson. Step 3: Determine the areas of strength and need

for each student. Step 4: Review and compare the required tasks

(Step 2) with possible areas of need (Step 3) and determine potential barriers in the lesson.

Step 5: Note methods and materials that will remove barriers to learning.

Step 6: Specify individualized instruction for students with special needs.

Effective Writing Instruction (Historical Perspective)

The traditional model of writing instruction was a product-oriented approach in which mechanics and grammar are emphasized over content and process. Product-oriented writing instruction gives limited attention or time to activities requiring sustained writing. Students are often expected to learn to write in isolation.

In contrast, an alternative instructional model for teaching writing began to emerge in the 1960s. This model was known as process-oriented. This method was three-stage model was adopted by most involved a linear prewriting, writing, and rewriting format. This approach had minimal impact in student writing.

Teaching Learning Strategies Begin by securing a commitment to using learning

strategies. Determine where students are having difficulty

with the curriculum. Select the learning strategy most appropriate for

the job. Provide a rationale for why they should learn the

strategy. Describe the strategy and model how to use it. Provide opportunities for guided practice. During independent practice, the teacher

continues to monitor student performance. Last, teach for generalization by indicating how

student success is directly related to using the correct strategy for the job.

The Optimal Learning Environment (OLE) program for English Language learners (ELL) Principle 1: Connect students’ background knowledge by

tying instruction to home and community. Principle 2: Foster the use of students’ primary language

in literacy lessons. Allow students to exercise a choice of language with text and during literacy events.

Principle 3: Create opportunities for students to meaningfully and authentically apply their developing oral language and literacy skills.

Principle 4: Foster increased levels of interaction (oral language, reading, and writing) among students and teachers.

Principle 5: Engage students through dialogue, especially instructional conversational. ELL programs place a great deal of emphasis on developing communication competence.

Strategies for ELL Learners

The OLE program utilizes interactive journaling for this purpose. This instructional strategy enacts several principles of effective instruction, in that when writing in their interactive journals, students communicate with either teachers or peers on the topic of choice.

Principle 1: Use the language of their choice Principle 2: Exchange messages with real

communicative with a real audience Principle 3: Facilitate learning through

collaborative dialogue with teacher and peers for authentic purposes.

ReferencesEvers, R., Spencer, S. (2011) Planning Effective Instruction for Students With Learning and Behavior Problems. Upper Saddle River, New Jersey. Pearson Education