Writing: Composing a message using text SPC ED 587 November 1, 2006

Comprehensive Reading Instruction Program Should Include Each of These Every Day: Listening Speaking Reading Writing

“holistic and authentic process of communicating by construction of meaningful text” (Sturm & Koppenhaver, 2000, p. 75)

Planning Composing Revising Steps in Process Writing Approach Basic Steps in the Writing Process

Plan Clarify purpose/audience Generate ideas Organize info Compose Select words Spelling Syntax Grammar Revise Review & Evaluate Revise & c Correct

Skills needed for writing Language Attention Memory Higher-order thinking

Factors Affecting Development of Writing Skills for Individuals with Moderate or Severe Disabilities : Lack of opportunities to develop writing skills due to low expectations Provision of age inappropriate literacy instruction or instruction limited only to recognizing sight words Underlying language problems, such as limited vocabulary or incomplete understanding of grammar Limitations in working memory that affect planning, organizing, and composing text Difficulty with fine motor skills that make handwriting laborious and time consuming or, for some individuals with physical disabilities, impossible Limited knowledge of phonics that affects the ability to spell words that the writer wishes to use in a composition Lack of technology and supports that would provide access to the writing process (Singer & Bashir, 2004; Sturm & Koppenhaver, 2000)

Text Composition: Ingredients for Success Step 1: Have Expectations Step 2: Provide Opportunity Step 3: Plan and Implement Effective instruction and access and support Step 4: Provide More opportunities Explicit instruction paired with a process writing approach

Suggestions for Developing Writing Skills Journaling* –e.g., Fill-in-the-blank; field trip Morning Message QuickDraw or QuickWrite Creating books Shared Writing & Language Experience Stories Alphabet books or “Snail Mail” Pen Pals** Writing Conversations Creating Poetry

Skills needed for Handwriting Fine motor skills Visual acuity Spatial ordering and sequential ordering Visual memory Kinesthetic memory

Week 12 11/8 Classroom organization and management of reading instruction Fossett et al. (2003) Erickson & Koppenhaver (1995) Week 13 11/15 Use of technology for literacy instruction for students with intellectual and/or severe disabilities MEET IN COLLEGE OF EDUCATION TECHNOLOGY CENTER LAB 100 Foley & Staples (in press) Erickson et al. (1997) Poetry Assignment Complete PwrPoint Book in- class Week 14 11/22 Reading Day: Work on Final Summary of Progress paper