improving historical writing
TRANSCRIPT
Improving Historical Writing: Inspiring Reluctant Writers
Presented By:Ruth Luevanos and Scott Petri
November 6, 2015
• Participants will learn ways to scaffold instruction to improve historical writing for reluctant writers including English Language Learners, Special Needs students and Gifted students.
• Participants will learn ways to address needs of reluctant writers with various modalities of learning.
Objectives
• Word Banks• Sentence Frames-Formulaic Writing• Chunking Assignments• Tableaus for kinesthetic learners• Modeling• Anchor Papers• Graphic Organizers
Strategies
• Lack of access to vocabulary (ELL’s, Special Needs)• Fear of spelling, grammar and punctuation• Previous negative experiences with writing
(“bloody” corrections)• Multiple step process of writing (Researching,
planning, drafting)• No real relationship to writing• Not related to testing
Why are students reluctant to write?
• Teacher created word bank• Collaborative word bank (with
students)• Create Wordle or Word Cloud• USC-CALIS Four Worlds as
Word Bank• https://dornsife.usc.edu/calis/four-worlds-of-his
tory
/
Word Banks=Ingredients
• Noun+ Subject = sentence• Ability to differentiate and scaffold instruction
for ELL’s, Special Needs and GATE
Sentence Frames=Recipe
• Make sure to model use of graphic organizers
• Help transition students from graphic organizers to actual writing (Especially ELL and Special Needs)
Graphic Organizers
Chunking Assignments•ELL , Special Needs and GATE student who are reluctant writers often feel overwhelmed by writing “an entire essay.”•Chunking the assignment into smaller portions helps scaffold and support instruction for these students. •Students may require more time for written assignments (IEP and resource support).•Checklist grading instead of rubric.
• Effective for kinesthetic/visual learners
• Makes real connections to writing
• Inspires more attention to details
• Multiple perspectives• Use students’ reflections
for Word Cloud as springboard
Tableau’s to Increase Writing
Self Regulated Strategy Development
• SRSD is used with English Language Learners (ELLs) and in teaching students with writing deficits.
Dr. Steve Graham,Arizona State U
Dr. Karen R. Harris,Arizona State U
Steps in SRSD1. Develop background knowledge2. Discuss it3. Model it 4. Memorize it 5. Support it 6. Independent Performance
Self-Regulation Methods• Self-regulating writers
develop goal-setting strategies, task-analyzing objectives, and self-reinforcement.
Creating Positive Attitudes Toward Writing
1. establishing an exciting mood
2. encouraging students to take risks
3. Using high interest assignments
4. allowing students to select topics
5. having students arrange their own writing space
6. encouraging peer assistance
Use Writing to Improve Reading Comp(Graham & Hebert, 2010)
Social Science researchers generally interpret effect sizes as: (small = .20; medium = .50; and large = .80)
Timeline Transitions
• while• immediately• after• later • always• when• soon
• whenever• meanwhile• sometimes• in the
meantime• during• afterwards• next
• following• once• then• at length• so far• this time
MEAL Paragraphs
• M – Main Idea: Thesis/Topic Sentence• E – Evidence: Proof found in primary
source/book/research• A – Analysis: How the evidence proves
the main idea (explanation/rationale)• L – Link: How a paragraph fits in to what
the paper is trying to prove.
MEAL PROMPT:Was Operation Overlord a triumph of planning or a lucky break?
MEAL or No MEAL?
Main Idea Evidence
MEAL PROMPT:Should WWII island hopping be considered a success or failure?
MEAL Argument Paragraphs
Main Idea Evidence Analysis Link
Turn & Talk
• What types of short assignments can you create so that your students can practice writing MEAL paragraphs?
RAFT Paragraphs• Role of the writer – helps the writer decide on point of
view and voice.• Audience for the piece of writing – reminds the writer
that he must communicate ideas to someone else and helps the writer determine content and style.
• Format of the material – helps the writer organize ideas and employ the conventions of format, such as letters, interviews, and story problems.
• Topic or subject of the piece of writing – helps the writer focus on main ideas.
Sample RAFT Prompts1. You are a 1950’s Police Officer warning a
white church group about the dangers of Juvenile Delinquency.
2. You are a Native American WWII veteran testifying before Congress. Describe how and why the US Gov. should make life better for Native Americans.
During my serving years as a police officer there was a 45 percent rise in crime rates. Why is that? It is due to the juvenile delinquency. (Random white lady) That is insane! Yes Ma’am, about 1 million young people would get into some kind of criminal trouble. You people should keep an eye out for the young ones! Also watch out for your cars! Car thefts have topped the list of juvenile crimes. Also all you people should be alarmed due to the behavior of these young-uns who belonged to gangs and committed muggings, rape, and who knows even murder. (All gasp). Parents listen up to this. Some cultural critics have claimed that young people were rebelling against the hypocrisy and conformity of their parents. Others blame it on the lack of discipline. If you have young ones make sure to keep control of them.
The war is over. I have fulfilled my duty. The government says they want to launch us into mainstream society. I believe the plan is called the termination policy. The word termination means an ending or final point of something. Our population is not going to end. We will not be terminated. Shipping us to Minneapolis, Minnesota will not make life any better for us. The living conditions are miserable. You know that when we come from reservations we go to stay with family that lives in just a two bedroom house with five or six people living in it already, but where else do we have to go. It has also been said that we only have been know to live for 37 years in Minneapolis.
Turn & Talk
• How can you use RAFT writing in your class?
These are the robo-graders you’re looking
for
Would you want these two grading your students’ writing?
No, of course not
Paper Rater Data (N=116)
Originality Bad Phrase Transitions Sentences Avg Lngth Apprx Wrds Vocab Words Score
88.88 54.59 45.30 32.96 17.86 568.10 55.16 80.83
Originality Bad Phrase Transitions Sentences Avg Lngth Vocab Words Score0.00
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