including all students. where we start remember we are creating access presuming competence asking...
DESCRIPTION
Go to the Standards (pdesas.org) Writing example using vertical viewerTRANSCRIPT
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Including All Students
Let’s look at the process for Writing
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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?
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Go to the Standards (pdesas.org)Writing example using vertical viewer
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Big Ideas
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Materials and Resources
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Couldn’t we still work on this standard using different presentation and engagement activities?
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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?
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Ideas
• Word Bank on a computer, file box etc.
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Words in picture format that can be manipulated from computer.
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Report Cards-has an microphone for input
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Report Cards Help
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Boardmaker
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If teaching ed endings use visuals and written examples
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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?
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Use in a variety of ways
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Other ideas to use with all students
• Step Up To Writing
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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
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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)
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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
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Explain:• Red means “stop and explain.”• Present evidence.• Provide explanation and
examples.
2.11
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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
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Informal Outlines using visuals
Sun
Water
Soil
TOPIC: Plants
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TOPIC
REASON/DETAIL/FACT
EXPLAIN
EXPLAIN
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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
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Color Code the Boardmaker Sentencesfor this activity.
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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.
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Cut up sentence parts and sort
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Other ideas –stand on the coordinating color
Topic Fact/Detail Explain
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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.
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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.
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Reasons Outline
Safety reasons
Social reasons
Help yourself Save others
PartiesVacationsSummertime
Topic= Reasons for Learning to Swim
2.15
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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.
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Details Outline
Detail
Detail
Detail
Topic= Description of _________school.
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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.
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Quick Sketch OrganizerTitle:_______________
Who:
Where: Problem:
Beginning Middle End
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Graphic Organizers
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Peer tutoring
http://www.kypeertutoring.org/homepage.asp
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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?
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Let’s discuss
What other ideas do you have?