Writing

Welcome to the Writing page!

Agenda: 9:00-9:15 Intro and Agenda 9:15-9:45 Case Example of Typical Writing Process 9:45-10:15 Discussion of SETT Framework 10:15-10:30 Application of SETT Framework 10:30-10:45 Break 10:45-11:00 Group Review 11:00-12;00 Writing Components and Related Tools 12:00-1:00 Lunch 1:00-1:30 Tools for Access 1:30-2:00 Tools for Organization 2:00-2:30 Tools for Entering Text 2:30-3:00 Tools for Reviewing and Editing 3:00-3:30 Wrap Up and Questions

Course Description: This full day course will explore the components of the writing process and offer a structured framework to identify tools to meet the needs of struggling writers. The training will feature a task analysis leading teams to identify tools that will meet the needs of students with disabilities. Participants will have hands-on exploration of free online or digital tools that can be used in their classrooms the very next day.

Outcomes: Participants will: -Identify the various components of the typical writing process -Analyze the writing process for students with disabilities -Identify tools specific to student needs -Explore online or digital tools that are readily available [|6+1 trait]

[|writing]

[|Technology Integration Ideas for Writing] [|Pete's powerpoint site] Intro (15 min) (30 min--video/task analysis) || task analysis of student elementary and secondary (30 min. passive case study) (30 min. active case study) || Reading case study-- taking kid case studies and apply them to their own kid---do this on their own and then share with a partner then 1 or 2 people share with group || First present a case study and then analyze as a group; where are the breakdowns; Writing it out on board/chart paper with SET (leave T out) || (all of the areas above are included in these) ||  ||   || Accessing Organization Entering Text Reviewing/Editing (1 hour explain and review each area meaning and examples) ||  ||   || (30 min. to lunch) ||  ||   || Low Tech: lined paper/pencil grips/slant boards High Tech: Track pad, joystick, onscreen keyboard, big keys/little keys, speech recognition, portable word processor, microsoft word features, switch scanning; PDF scanning ||  || inserting voice comments || Low Tech: graphic organizer paper, manipulatives with words/phrases/story starters High Tech: online organizers, draftbuilder, writers companion (Read,Write, Think-webbing tool), compare/contrast, online outlining tool (loosestitch) [|writing fun] ||  || Bubbl.us || Low Tech: High Tech: portable word processing, voice recognition, word prediction, media programs (clicker, pix writer, writing grids, etc), digital recorder, power point, ||  || voice thread || Low/no tech: peer editing High Tech:Word processor editing tools, text to speech, homonym check; franklin spellers, digital recorders ||  || [|abolka.software.informer.][|abolka.software.informer.com/][|/] || webbing tool ||  ||   ||
 * Topic || Participants || Presentors ||
 * Agenda
 * point out the writing process stages || Video and bubbl.us; task analysis; ||
 * Case Study
 * Break (10-15 min) ||  ||   ||
 * How does technology fit into writing?
 * Tools for:
 * Go back to their case studies and apply into these 4 areas with their own case studies
 * Time to look at a particular tool for Each of the 4 areas with a hand out for other ideas in each area ||  ||   ||
 * Accessing:
 * Organization:
 * Entering Text:
 * Reviewing/Editing:
 * [|bubbl.us] || hands on use || demo/tutorial ||
 * [|writing fix] ||  ||   ||
 * [|read, write, think]

Case study: STUDENT 4th grade girl ADHD Resource services for reading and writing low tone/large writing and needs stucture/boxes/lines/heavy pressure/manuscript struggled with cursive some reversals 30% accuracy with conventions (capitals, puncutation, etc) imaginative more verbal than can write down disorganized writing (incorrect order) socially immature (peer editing difficult) teachers become frustrated with her writing impacts math--can't retain concepts Reading--comprehension low...fluency age appropriate but comprehension 2 grade levels below; can decode

ENVIRONMENT: Recieves core content in gen ed but goes to sped for more support Sits in back of room with a table of 4 kids; materials in crates next to them One window in back of room Lot of materials and items --limited structure/organization Whiteboard classroom computers in back with no headphones Projector/Elmo Needs a quite environment for test taking and work completion Offered use of computer but refuses to use because in back of room

TASKS: Writing- paragraphs of the week topic of choice with no initial instruction of writing expectation--broad topic Daily Journaling DOL Partner writing TOOLS: Nothing until introduced later..........