2/7/17 [Session: SC10, Friday, 1-4 PM]
Beyond Graphic Organizers:
Word, Sentence and Paragraph Level Strategies for Developing
Narrative & Expository Language
PART 1 (Words to Sentences)
Charles Haynes, Ed.D
Graduate Program in
Communication Sciences and Disorders,
MGH Institute of Health Professions
Charlestown Navy Yard
Boston, MA
www.mghihp.edu
[email protected]
Disclosure Statement Relevant financial rela-onship(s) and relevant nonfinancial rela-onship(s) I have the following relevant rela:onships in the products or services described, reviewed, evaluated or compared in this presenta:on. •  I am the co-­‐author of Jennings, T. & Haynes, C. (in press, 2017), From Talking to Wri:ng: Strategies for Scaffolding Narra:ve and Expository Expression, Second Edi:on, Landmark School Press: Prides Crossing, MA Special
Acknowledgments Terrill Jennings,
Ed. M.
Peter Harris, M.S.
Landmark Elementary and Middle School
Manchester, MA
www.landmarkschool.org
[email protected]
[email protected]
1 2/7/17 Part 1 Agenda, 1-­‐2:30 PM •  Importance of listening and speaking for reading and wri:ng •  Word, sentence and sentence strategies –  Importance of thema:c/content for language teaching –  Word-­‐Level strategies that leverage listening-­‐
speaking for wri:ng and comprehension –  Sentence-­‐level strategies •  Q & A (If :me, Colorado examples from L. Laud) Formulate a declara-ve sentence about this picture. Start your sentence with the word ‘When’. Components of Reading/Wri:ng: “The Chart” (Hook) Word Iden-fica-on/Spelling Orthographic Processing AYen:on Execu:ve Func:on Memory Phonological Processing Orthographic/Phonological Associa-on
Automa:city Oral Motor/ Visual Motor Fluency Comprehension/Expression Morphology Syntax Seman-cs Discourse Pragma-cs Extrinsic Factors: Culture, Home & Teaching Environments 2 2/7/17 If learning decoding/spelling is “Mount Whitney” for ELLs and children with Developmental Language Disorders, mastering underlying language is their “Mount Everest”. Vocabulary Some components of language have greater impact than others! + Sentence
+ =
Listening
Comprehension/
Expression
Discourse
Structure
Methods for Developing Underlying
Vocabulary and Sentence Skills
3 2/7/17 Employ strategy instruc:on to support aYen:on, working memory, and execu:ve func:oning (aka self-­‐regula:on) Working Memory AYen:on Execu:ve Func:ons Employ cross-­‐modal prac:ce to aid learning and consolida:on of language skills. Listening Speaking Reading Wri:ng Focus of Part 1 Words Sentences Personal Sequence Narra:ve “Micro-­‐ Discourse Chunks” Paragraphs and Essays 4 2/7/17 Strategy: Use thema:c material to teach language skills -­‐-­‐ but why? repainted earmuffs From which list do jeep snowflakes par:cipants recall the merry ska:ng most items? tabletops parka string ice rake ???
boots necklaces skiing antarc:c miYens samples frost sainthood snowboarding frog temperature (Wri:ng) tasks that use theme-­‐centered vocabulary and concepts usually aid recall and reduce the load on students’ memory (e.g., Poirier & Saint-­‐Aubin, 1995).
Use visuals to ac:vate topical vocabulary knowledge (Theme = 19th C. New England Recrea:on) Guide the students’ visual analysis of complex pictures or objects 5 2/7/17 Orally brainstorm topical vocabulary and map new vocabulary to exis:ng words Students: “guy steering,” “sky,” “water,” “boat,” “kids”, “pole,” “steering thing”, “cloth” Teacher: “captain,” “clouds,” “whitecaps,” “sailboat,” “teenagers,” “mast,” “:ller,” “sail” Recap of steps for priming students’ retrieval with oral rehearsal prior to wri:ng 1. 
2. 
3. 
4. 
Student talks Teacher transcribes Teacher adds new vocabulary Student reads what teacher has wriYen Phonological awareness practice helps
more than decoding and spelling!
Vocabulary words are encoded in the
brain both by their sounds and by their
meanings, so…
We need to exploit and grow students’
phonological awareness skills to support
their learning of new vocabulary.
6 2/7/17 Help students to say hard-to-pronounce key
words via choral chaining…
Forward Chaining: “O-”
“Ocean-”
“Oceano-”
“Oceanograph-”
(et cetera)
(Backward Chaining starts w/last syllable…) Link chaining with spelling:
Target word: nautical
Child’s cryptic spelling:
nacl
(Child’s phonetic spelling):
not a kul à nautical
1
2
(teacher’s correction)
3
Foster and exploit seman:c feature knowledge to aid vocabulary learning. 7 2/7/17 “Seman:c features”: 1) Are specific component meanings associated with given words. “Rudder”= +oak, +part of a boat, + located in the stern, + steers the boat 2) Define similari:es and contrasts between words’ meanings. Similarity of “rudder” and “bow”: +oak, +part of a boat, Contrast: + loca:on in the boat, + ac:ons/func:ons Build learners’ seman:c feature knowledge of key words with structured seman:c mapping. steers the boat
captain
(agent/Who uses it?)
(use/function)
rudder
oak, with brass
hinges
in the stern
(location)
(composition)
FEATURE
CHARACTERISTIC
OF “STERN”?
Animate/Inanimate
inanimate
Category
part of sailboat
Parts
rudder, tiller, transom
Action
closes rear of boat,
supports rudder
Synonym
rear, aft
Antonym
bow, front
Adjectives
tan, flat, shallow,
oaken
Spatial (where)
in the rear of the boat
Temporal (when)
on a summer
afternoon
(Use visuals!) 8 2/7/17 For homework, employ an “A-to-Z Sheet”
(Theme = Sailing)
GraphemePhoneme Cue
Syllable
# Cue
Semantic Cue
c______
2
Chief boat officer
s____
1
Rear portion of sailing vessel
s_ _ _ _ _ _ _ _
2
Right side of a boat
( Jennings & Haynes, 2002, 2006) What do you think of this fiph grader’s use of descrip:ve language? The boy was wearing a coat.
The coat was big. It was
brown and soft.
Introduce adjectives by group
Easier More Difficult “Easy Four”
“The Senses”
“Hard Three”
1. Color
1. Smell / 2. Flavor
1. Made of
(composition)
2. Size
3. Taste
2. Age
3. Shape
4. Texture and
Temperature
3. Design
4. Number
5. “Sounds like”
6. Inner Feelings
9 2/7/17 Examples from “ Easy Four”: Color Strategies
•  Gemstone
names
“The woodsman’s
-colored
shirt.”
•  Vegetable
names
“The turkey’s
-red wattle.”
•  Ice cream/
candy names
“The bird’s
-brown tail feathers.”
Example from “Six Senses”:
Temperature Strategy
“the __?___ wind took away the woodsman’s strength.”
Student:
“cold”
“hot”
-
+
Teacher: Where would “lukewarm” go?
“Scalding”? “Frigid”?
Don’t forget the value of tactile experience for reinforcing
vocabulary!
Overview of Adjective Strategies
Students:
1.  Gradually memorize adjective groups, write
them at top of assignment page(s) as a
mnemonic strategy.
2.  Apply adjective vocabulary skills in phrase,
sentence, and discourse level contexts
3.  Apply adjective vocabulary skills in listening,
speaking, reading, and writing modalities
with theme-related concepts whenever
possible.
10 2/7/17 Stand up and stretch! Words Sentences Personal Sequence Narra:ve “Micro-­‐ Discourse Chunks” Paragraphs and Essays Seman:c feature knowledge sets the stage for sentence development. 11 2/7/17 Have learners form sentences using features. •  The captain steered the boat. •  The captain steered the rudder in the stern of the boat. •  Standing in the stern of the boat, the captain steered the massive oak rudder. Teach using a
sentence hierarchy
n  Noun (N) + Verb (V) à
The teenager steered.
n  N + V + where phrase (where) à
A seagull perched on the mast.
n  N + V + when phrase (when) à
Clouds gathered in the afternoon.
n  Adjective (Adj) + N + V à
Turquoise waves lapped.
n  Adj + N + V + where or when à
The oaken rudder sliced [through the waves] / [all afternoon]
-­‐ Jennings & Haynes, 2002 Compound/Complex Sentence Sequence
n  [N + V] + and + [N + V] à
The lad steered and the sails filled.
n  [N + V] + [but clause] à
A seagull tried to land, but noise scared it away.
n  [N + V] + [because clause] à
The boys sailed towards the coast because thunder rumbled
in the East.
n  [N + V] + [temporal adverbial clause] à
Turquoise waves lapped against the starboard side when the
boy turned the tiller.
-­‐ Jennings & Haynes, 2002 12 2/7/17 n  [N + V] + [spatial adverbial clause] à
The oaken rudder was cracked where the blade had struck
the rocks.
n  [Subject + Predicate w/object] [object-dependent clause] à
The young men steered the boat that had lost its jib.
n  [Subject] + [subject-dependent clause] + [Predicate] à
Massive gray clouds, which had gathered on the eastern
horizon all morning, began to disappear.
-­‐ Jennings & Haynes, 2002 Provide visual scaffolding
Article/
Noun
pointer Adjective
The
oaken
Noun
Verb
Where
rudder
sliced
through the waves.
How would one vary scaffolding for sentence complexity? How might one wean students off a scaffold like this? -­‐ Jennings & Haynes, 2002 Employ cross-­‐modal prac:ce to aid learning and consolida:on of language skills. Listening Speaking Reading Wri:ng 13 2/7/17 Sentence Skill Teaching Using a Listening
(Recognition) Modality
Teacher displays target sentence pattern:
(Article) + Adj + N + V + where + when
Task: Listen to teacher’s production and I.D. correct (“C”)
versus incorrect (“X”). If incorrect, write down part
missing
++++++++++++++++++++++++++++++++++++++++
Example
Teacher says, “Lazy gulls flew over the waves.”
Student writes: ???
see Haynes & Jennings, 1992 Sentence Skill Teaching Using a Reading
(Recognition) Modality
Teacher writes target sentence pattern on board with correct
versus incorrect sentence structures.
(Article) + Adj + N + V + where + when
1. Three gulls screeched at dusk.
2. The blue waves washed over the stern at dusk
3. Barnacles attached themselves to the bottom of the boat
throughout the summer.
Task: Students identify sentences as correct versus incorrect
and if incorrect, identify the missing part.
see Haynes & Jennings, 1992 Sentence Skill Teaching Using a Speaking
(Production) Modality
Teacher displays target sentence pattern on board with themebased nouns.
(Article) + Adj + N + V + where + when)
gulls
waves
barnacles
Task: Students take turns producing the target sentence pattern
using the theme-based nouns
Example:
Joanne: “Sharp barnacles sliced through the rope during the storm.”
see Haynes & Jennings, 2002, 2006/2011 14 2/7/17 Sentence Skill Teaching Using a Written
(Production) Modality
Teacher displays target sentence pattern and provides students
with list of theme-centered vocabulary words.
(Article) + Adj
+ N + V
mast
fishing hooks
teenager
+ where
+
when)
Task: Using theme-based nouns, students write sentences
following the target sentence pattern.
See Haynes & Jennings (2006/2011). A Sequence for Sentence-Combining
Instruction (Saddler, 2007, p.172)
1. 
Inserting adjectives, adverbs
n 
n 
n 
2. 
3. 
4. 
5. 
The sailors drank lemonade. The sailors were thirsty. à
The thirsty sailors drank lemonade.
The seagull ate the cookies. The seagull ate hungrily. à
The seagull ate the cookies hungrily.
Producing compound subjects and objects.
Producing compound sentences (and, but)
Producing sentences with adverbial clauses
(because, after, when, until)
Producing sentences with relative clauses.
Parts of Speech and Color Coding Strategy (Carreker, 2006) Part of Speech Color Code Defini-on (Carreker’s) Nouns name a person, place, thing or idea. Almost every sentence has a noun. Nouns Yellow Pronouns Yellow Pronouns take the place of nouns Verbs Orange Verbs show ac:on. Every sentence must have a verb. Adjec:ves Blue Adjec:ves describe nouns. They tell what kind, how many, or which one. Ar:cles (adjec:ves) Red Ar:cles warn that a noun is coming. The ar:cles are a, an and the. Preposi:ons Green Preposi:ons show the rela:on between a noun or a pronoun and another word. Adverbs Purple Adverbs can modify a verb and tell how, when, or where. An adverb can modify an adjec:ve or and adverb and tell to what extent. Conjunc:ons Brown Conjunc:ons join words or groups of words together. Interjec:ons No color Interjec:ons express strong emo:on. 15 2/7/17 If :me: Examples from Colorado: Leslie Laud and colleagues’ applica:on of sentence strategies with ELL and monolingual struggling learners in public school classrooms Sentence Teaching Sequence in Colorado •  Lesson 1: Introduce Concept of Sentence Parts, within Themes •  Lesson 2: Strengthen Sense of Sentences (Who/
What & Did What) •  Lesson 3: Begin Wri:ng Simple Sentences, with Scaffolds •  Lesson 4: Con:nue Scaffolded Sentence Wri:ng •  Lessons 5-­‐15: Con:nue Sentence Prac:ce and Decrease Scaffolds 16 2/7/17 Lessons 1 & 2: Introduce Concept of Sentence Parts, within Themes •  Sentences two main parts: •  Who/what (subject, noun does ac:on) •  Did what (ac:on done by subject, verb) Theme-­‐Based Instruc:on Engaging Thema:c Text Picture S:muli Lesson 3: Begin Wri-ng Simple Sentences, w/Scaffolds 17 2/7/17 Subvocalize on fingers, share out Progress Monitoring Tool: Make sentences in chart for 3 min Lesson 4-­‐15: Con-nue Scaffolded Sentence Wri-ng, then Remove Scaffolds 18 2/7/17 Preposi:ons Conjunc:ons Theme-­‐based Sentence Expansion 19 2/7/17 Sentence Combining Selected References n  Carreker, S. (2006). The parts of speech. Perspec-ves, Volume 32, No. 2, Spring, 12-­‐16 n  Gillam, S., & Gillam, R. (2009). Tracking Narra-ve Language-­‐Progress (TNL-­‐Pr). Two-­‐hour seminar presented at the American Speech-­‐
Language-­‐ Hearing Associa:on annual conven:on, New Orleans, LA. n  Graham, S., MacArthur, C.A., Fitzgerald, J. (2007). Best prac-ces in wri-ng instruc-on. Guilford Press: NYC n  Haynes, C. & Jennings, T. (2006). Listening and speaking: Essen:al ingredients for teaching struggling writers. Perspec-ves, Volume 32, No. 2, Spring, 12-­‐16 n  Jennings, T. & Haynes, C. (2006). Essay wri:ng: An aYainable goal for students with dyslexia. Perspec-ves, Volume 32, No. 2, Spring, 36-­‐39 n  Jennings, T. & Haynes, C. (2002). From talking to wri-ng: Strategies for scaffolding expository expression. Landmark Founda:on, Inc: Prides Crossing, MA (url: www.landmarkschool.org , Outreach link) n  Jennings, T. & Haynes, C. (2017, in press). From talking to wri-ng: Strategies for scaffolding narra-ve and expository expression, Second edi:on Landmark Founda:on, Inc: Prides Crossing, MA (url: www.landmarkschool.org , Outreach link) n  Jus:ce, L., Bowles, R., Pence, K., & Gosse, C. (2010). A scalable tool for assessing children's language abili:es within a narra:ve context: The NAP (Narra:ve Assessment Protocol). Early Childhood Research Quarterly, 25, 218–234. n  Macarthur, C., Graham, S., & Fitzgerald, J. (2005). Handbook of wri-ng research. Guilford Publica:ons: New York n  Framing Your Thoughts. Project Read, www.project read.com n  Saddler, B., Graham, S. (2005). The effects of peer-­‐assisted sentence combining instruc:on on the wri:ng of more or less skilled young writers. Journal of Educa-onal Psychology, 97(1), 43-­‐54 n  Singer, B. & Bashir, A. (1999). What are execu:ve func:ons and self-­‐
regula:on and what do they have to do with language learning disorders? Language, Speech and Hearing in the Schools, 3, 265-­‐273 n  Stackhouse, J. & Wells, B. (1997). Children’s speech and literacy difficul-es: A psycholinguis-c framework, Whurr Publishers:London 20 2/7/17 [Session: SC10, Friday, 1-4 PM]
Beyond Graphic Organizers: Word, Sentence and
Paragraph Level Strategies for Developing Narrative &
Expository Language
Part 2, “Micro-­‐Discourse" and Discourse Strategies
Charles Haynes, Ed.D.
MGH Institute of Health Professions
Charlestown Navy Yard
Boston, MA
www.mghihp.edu
[email protected]
Agenda for Part 2, 2:30-­‐4:00 •  PSN and Micro-­‐discourse strategies –  Personal Sequence NarraCve –  Detail Circle –  Building cohesion with “micro-­‐discourse” text chunks •  Expository text strategies •  Q & A Before teaching at the text level, make sure learners have mastered the sentence form and logic at the heart of that text. Sentence Type 1.  ??? 2.  ??? 3.  ??? Text Type 1.  SequenCal 2.  DescripCve 3.  Comparison/Contrast 1 2/7/17 Words Words Sentences Sentences “Micro-­‐ Discourse Chunks” Personal Personal Sequence Sequence NarraCve NarraCve (Terry) Paragraphs and Essays A “Personal Sequence Narrative”(PSN) is a
logically sequenced story retell based on
the individual’s experience.
A PSN can be:
• 
Listened to,
• 
Told,
• 
Read, and/or
• 
Written
PSN’s Core Elements:
Introductory Sentence: (“I” or “we” voice)
+ (specific event) + (where) +( when)
Body: Chronologically ordered sequences
driven by transitional words: First,-- Then,-Next,-- After that,-- Finally,-Conclusion (optional): Remark that captures
the overall feeling (In conclusion,)
2 2/7/17 The PSN is a Springboard
•  Starting discourse structure for successful
retrieval of salient details.
•  Opportunity for experimentation with
varying sentence patterns.
•  Preparation for elaborating expository texts.
Example of
Early Three-Part PSN
Background:
•  Preliterate second grader, age 7.
•  Family history of dyslexia.
•  Recount of daily routine.
Accompanying Teacher-­‐
Mediated Dialogue Student: First, I get cookies. Teacher: Where do you get the cookies? Student: In the cafeteria. Teacher: Now say the whole sentence to me. Student: First, I get cookies in the cafeteria. Jennings & Harris, 2010
3 2/7/17 Student: Then, I meet my friends. Teacher: Where do you meet your friends? Student: In the lobby. Teacher: Say the whole sentence. Student: Then, I meet my friends in the lobby. Jennings & Harris, 2010
Student: Last, I wait for the class bell to ring. Teacher: Where do you wait? Student: At the foot of the stairs. Teacher: Say the whole sentence: Student: I wait for the class bell to ring at the foot of the stairs. Jennings & Harris, 2010
Strategy:
Provide Home Support for PSN
for All Learners
1.  Enlist primary caregiver in telling & retelling
2.  Coach them how to verbally mediate their
child’s experience:
–  Preview event (e.g., going to the zoo, or to
the beach)
–  Interact verbally around event (e.g., What
is happening? What do you think will
happen next?)
–  Afterwards: Caregiver models retelling
event using sequence words (First-, Then-,
Last). Child recounts event to caregiver.
Caregiver guides child to provide missing
information.
4 2/7/17 Introductory Level Template Four elements to
incorporate into the topic
sentence(s)
Indentation Cue
All in all, _____________________________________ Proofreading Checklist
Jennings &
Harris, 2010
Every morning we gather in the Meeting
Room for the morning meeting.
First, we find a place to sit on the floor.
Then, Mr. Swanson reads some announcements.
Next, Mr. Kahn tells us which teachers are absent.
After that, we are reminded not to throw
snowballs.
Finally, the bell rings and we go to class.
All in all, we enjoy our early morning
All in all, _____________________________________ meeting.
Time for a Stretch! 5 2/7/17 Words Sentences Personal Sequence NarraCve “Micro-­‐ Discourse Chunks” Paragraphs and Essays Strategies for Teaching Text Chunks – “Micro-­‐Discourse” Strategies 1. 
Build semantic cohesion: (core vocabulary,
synonyms, pronouns)
2. 
Teach “Detail Circle” ; Embed details in:
i) Single sentences
ii) Small “text units”
iii) Personal sequence narrative
What is a problem with this student’s text? Many bears live inside
Yellowstone Park. There are large
bears found there. Tourists at
Yellowstone should stay at least 100
yards from bears. Every year, bears
cause serious injuries to visitors.
6 2/7/17 Strategy: Support Cohesion
with Semantic Feature Knowledge
Example: grizzly bear
-land mammal
-sharp teeth
& claws
-hunts salmon
-hibernates
-endangered
-Yellowstone National Park
http://animals.nationalgeographic.com/staticfiles/NGS/Shared/StaticFiles/animals/images/primary/grizzly-bear.jpg
Strategy: Develop Synonym Knowledge
to Support Semantic Cohesion
“bears”
bruins
they
grizzly bears
dangerous animals
land mammals
creatures
omnivores
these mammals
Semantic Cohesion
Students need to recognize and employ variety and balance
in their nouns, synonyms, and pronouns.
See if you can identify the semantic ties to the proposition
“grizzlies” in this short passage…
Many grizzlies live inside
Yellowstone Park. They are the
largest of all the bears found there. A
tourist visiting Yellowstone is advised
to stay at least 100 yards from these
dangerous creatures at all times.
Every year, they cause serious injuries
to visitors.
7 2/7/17 Mnemonic Strategy to Aid Cohesion Jennings & Haynes, 2017 Common problem for most struggling writers: Lack of strategies for adding a variety of salient details Solu>on: Combine semanCc feature analysis with “Detail Circle” strategy (next slide) Jennings & Haynes, 2017 8 2/7/17 Adding
Relevant Facts
Teacher Statement: The children raked the leaves in the yard. Relevant Fact: The kids raked them into a large heap. Relevant Fact: The pile of leaves started to blow all over the yard. (c) Jennings & Haynes, 2017 Adding
Adjective Detail
Teacher Statement: The children raked the leaves in the yard. Relevant Fact: The kids raked them into a large heap. Adjec>ve Sentence: The leaves were red, yellow and pumpkin orange. (c) Jennings & Haynes, 2017 Adding
Why- Detail
Teacher Statement: The children raked the leaves in the yard. Self-­‐prompt: Why did the children rake the leaves in the yard? Why-­‐ detail: The children raked the leaves in the yard because their father was going to pay them. (c) Jennings & Haynes, 2017 9 2/7/17 Adding a Quotation
Teacher Statement: The children raked the leaves in the yard. Fact: The kids raked the leaves into a large heap. Quota>on: One of them asked, “How much longer do we have to do this?” (c) Jennings & Haynes, 2017 Adding a Simile
Teacher/Student Statement: The colorful leaves had been floaCng down into the yard for days. Simile: The red, orange and yellow colors looked like a beauCful carpet. (c) Jennings & Haynes, 2017 Adding a For
Instance- Sentence
Teacher/Student Statement: The family had many fall chores to finish to prepare for winter. For instance, there were leaves to rake, storm windows to put up, and cord wood to split. (c) Jennings & Haynes, 2017 10 2/7/17 Adding an Inference
Sentence with If/ThenDetail
Teacher Statement: The children raked the leaves in the yard. Self-­‐prompt: How did it make a difference if the children raked the leaves in the yard? If-­‐/Then-­‐ Detail: If the children raked the leaves in the yard, then they could go to the movies later. (c) Jennings & Haynes, 2017 Adding Humor
Teacher/Student Statement: The kids had raked all the leaves in the yard into a huge pile. Humor: It was funny when their golden retriever leaped into the giganCc pile and sank out of sight! Fact: They all laughed as the dog tried to swim out of the leaves. (c) Jennings & Haynes, 2017 Words Sentences Personal Sequence NarraCve “Micro-­‐ Discourse Chunks” Paragraphs and Essays 11 2/7/17 Recap: Application of Detail Strategies to Elaborating
a Personal Sequenced Narrative (PSN)
•  PSN is planned with close teacher monitoring and
guidance
•  Written independently on self-outlined template (in class
and later for homework)
•  Students have internalized the transitional words, can
recite the PSN outline, and can draw the Detail Circle in
the margin as a visual scaffold if necessary
•  Detail elaboration skills can then be applied in more
complex, less predictable textual environments.
What Students with Language Based Learning DisabiliCes Need ORAL ACTIVATION AND REHEARSAL are critical!
Step 1: Establish a topic that centers on a familiar cultural
experience
-Collaboratively brainstorm a teacher selected topic
Step 2: Implement a writing plan & compose a rough draft on
a template
-Orally rehearse the writing plan and the paragraph outline
-Little to no peer editing and/or conferencing
ORAL/AUDITORY awareness is a key part of
monitoring.
Step 3: Proofread/listen for specific segments of the rough
draft once written
-CHOPS: mnemonic aid for Capitalization,
Handwriting, Omitted words, Punctuation, and Spelling
-Edit: Over-used words, repeated words,
awkward wording
Step 4: Final draft writing is selective and occasional
12 2/7/17 Example from thirteen year-­‐old’s PSN recounCng of trip to county fair. Tracking a Variety of Details
After that, we tried to get the wrist
bands so we could go on the rides for
twenty dollars. 1I walked up to the booth
and asked for one wrist band, please.
2The evil, older woman just looked at me
like I was crazy. 3She said, “We don’t sell
those anymore.” 4I was so mad. 5Now I
had to buy twenty tickets which only got
me on four rides. 6I thought that was a
rip-off. 7I asked her, “Why don’t you have
them anymore?” 8She just said, “Next!”
9That made me really mad. 10She gave
me twenty tickets and I left the booth.
Sequence sentence: After that,
1Detail:
fact
2Detail:
adjective
3Detail:
quotation
4Detail:
adjective
5Detail:
why?
6Detail:
fact
7Detail:
quotation
8Detail:
quotation
9Detail:
adjective
10Detail:
fact
Words Sentences Personal Sequence NarraCve “Micro-­‐ Discourse Chunks” Paragraphs and Essays 13 2/7/17 Words Sentences “Micro-­‐ Discourse Chunks” Personal Sequence NarraCve Paragraphs and Essays Strategy: Exploit the Sequence NarraCve as a Bridge to the Process Paragraph (expository). Process Paragraph: Strategy for
Scaffolding Introductory Sentence
Question: Were there many steps for
climbing the mountain?
Topic sentence: There were many steps
for climbing the mountain.
14 2/7/17 Basic Process Paragraph
Theme: Mountain Climbing
There were many steps for climbing the mountain.
First, the mountain climbers packed their bags.
Then, they began the long trek into base camp.
Next…
After that…
Finally…
Concluding sentence frame: Performing/Making/Doing
[activity] is a complex process that results in (a)
[positive adjective] +[product(s)].
Expansion of Process Paragraph
Using Detail Circle Strategies
There were many steps for climbing the mountain.
First, the mountain climbers packed their bags.
(Why-/How-?): They needed to carry light nutritious
foods that would give them energy.
Then, they began the long trek into base camp.
(Why-/How-?): The trek into base camp improved their
physical conditioning and prepared them for higher
altitudes.
Next……..(et cetera)
Overhead:
17 yr-old H.S. student’s process paragraph:
Steps for Applying to College
15 2/7/17 Preparation for Object Description Paragraph
About a Coyote
(Theme: Pioneers and Westward Expansion
Top section of
Descriptive Paragraph Template
DescripCon of: Coyote
Name: ___________ .
Date: _____________ Topic Sentence: A coyote is a mammal with many important
characteristics. Topic noun + is/are + category + general akributes phrase Key Features: ears, muzzle, coat, legs, paws, tail
-­‐ Jennings & Haynes, 2002, 2006 Bottom section of Descriptive Paragraph Template
Article Adj.
Adj.
Noun
Function verb
The
alert
triangular
ears
A
sensitive
pointed
muzzle
listen for danger.
sniffs for food.
A
thick
grayish
coat
protects it from the cold.
Strong
thin
legs
carry the coyote quickly towards
its prey.
The
padded
black
paws
pad silently across the snow.
A
long
bushy
tail
acts as a signal flag.
Concluding sentence: In conclusion the _______ has many important
features that help it to ______________.
-­‐ Jennings & Haynes, 2011 Types of scaffolds? Sentence type at core of descripCve paragraph? 16 2/7/17 Top secCon of DescripCve Paragraph Template DescripCon of: ____________.
Name: ___________ Date: _____________ Topic Sentence:___________________________________________________. Topic noun + is/are + category + general akributes phrase Key Features: ________, ________, ________, ________, ________, ________
-­‐ Jennings & Haynes, 2011 Bokom secCon of DescripCve Paragraph Template Article
Adj.
Adj.
Noun
Function verb
Concluding sentence: In conclusion the _______ has many important features
that help it to
______________.
-­‐ Jennings & Haynes, 2011 Overhead: 17 yr-­‐old H.S. student’s descripCon of a watch) 17 2/7/17 PreparaCon for Comparison Paragraph, (Theme: Pioneers) Coyote versus Prairie Fox Example of Completed Framework for Contrast Paragraph, Top of Page Contrast of: Coyote versus Prairie fox Differences Features Differences Round Eyes Almond-­‐shaped Solid-­‐color, plain Muzzle Black smudge Powerful, long Legs Short, springy -­‐ Jennings & Haynes, 2011 Example of Sentence Combining for Contrast Paragraph -­‐ Jennings & Haynes, 2011 18 2/7/17 Persuasive Paragraph (Theme: Sailing Safety) Intro: There are several reasons why young teenagers should not sail out to sea without an experienced sailor on board. First of all, green sailors lack awareness of weather condi7ons. Secondly, they may not know how to navigate well. Thirdly, they may panic if the boat goes out of control. In conclusion, it is important that sailors are well-­‐
prepared before they head into the open waters. -­‐ Jennings & Haynes, 2011 Multi-Paragraph Level Strategies
•  Self-check first:
–  Do my students know the vocabulary and
concepts?
–  Have they mastered the relevant sentence
patterns?
–  Do they have know their strategies for building
different paragraph types?
•  Build multi-paragraph pieces from
combinations of paragraph types.
•  Build essays as elaborations of paragraph
level concepts.
•  Employ oral discussion prior to writing.
•  Provide models
Paragraph-­‐level structures can be transformed into mulC-­‐paragraph texts by using detail strategies … Persuasive Paragraph Persuasive
Essay
19 2/7/17 Intro Para: There are several reasons why young teenagers should not sail away from the coast without an experienced sailor on board. These include: __A_, __B_, __C_. In this essay, I will elaborate on each of these. First of all, [expand A into sentence] [How/Why? Impact?] Secondly, [expand B into sentence] [How/Why? Impact?] Thirdly, [expand C into sentence] [How/Why? Impact?] In conclusion, the reasons above provide strong support for the view that____________________________. [phrase re: beneficial impact on society & implicaCons for future.] -­‐ Jennings & Haynes, 2011, 2017 Selected References n  Carreker, S. (2006). The parts of speech. Perspec7ves, Volume 32, No. 2, Spring, 12-­‐16 n  Gillam, S., & Gillam, R. (2009). Tracking Narra7ve Language-­‐Progress (TNL-­‐Pr). Two-­‐hour seminar presented at the American Speech-­‐Language-­‐ Hearing AssociaCon annual convenCon, New Orleans, LA. n  Graham, S., MacArthur, C.A., Fitzgerald, J. (2007). Best prac7ces in wri7ng instruc7on. Guilford Press: NYC n  Haynes, C. & Jennings, T. (2006). Listening and speaking: EssenCal ingredients for teaching struggling writers. Perspec7ves, Volume 32, No. 2, Spring, 12-­‐16 n  Jennings, T. & Haynes, C. (2006). Essay wriCng: An akainable goal for students with dyslexia. Perspec7ves, Volume 32, No. 2, Spring, 36-­‐39 n  Jennings, T. & Haynes, C. (2002). From talking to wri7ng: Strategies for scaffolding expository expression. Landmark FoundaCon, Inc: Prides Crossing, MA (url: www.landmarkschool.org , Outreach link) n  JusCce, L., Bowles, R., Pence, K., & Gosse, C. (2010). A scalable tool for assessing children's language abiliCes within a narraCve context: The NAP (NarraCve Assessment Protocol). Early Childhood Research Quarterly, 25, 218–234. n  Macarthur, C., Graham, S., & Fitzgerald, J. (2005). Handbook of wri7ng research. Guilford PublicaCons: New York n  Framing Your Thoughts. Project Read, www.project read.com n  Saddler, B., Graham, S. (2005). The effects of peer-­‐assisted sentence combining instrucCon on the wriCng of more or less skilled young writers. Journal of Educa7onal Psychology, 97(1), 43-­‐54 n  Singer, B. & Bashir, A. (1999). What are execuCve funcCons and self-­‐regulaCon and what do they have to do with language learning disorders? Language, Speech and Hearing in the Schools, 3, 265-­‐273 n  Stackhouse, J. & Wells, B. (1997). Children’s speech and literacy difficul7es: A psycholinguis7c framework, Whurr Publishers:London 20