Sabbatical Report - Oranga School Website

More documents

Recommendations

Info

Sabbatical Report 2009 would like to write. Following this the C-SPACE mnemonic was taught (C=Character, S=Setting, P=Problem or purpose for story, A=Action, C=Conclusion and E=Emotion). The reviewing strategy taught participants how expert writers reread, review, edit and revise their texts with emphasis being placed on making meaningful changes and spelling and mechanical fixes were mentioned as editing. Teaching occurred at the beginning of each session and a written reviewing prompt was given at the end of each initial writing session (Albertson & Billingsley, 1997). The study was carried out with two highly capable 12-year-old, sixth-grade students. Graham et al. (1998) in their study looked at the use of the SRSD model through two case studies (i.e., Case 1: 6 mainstreamed fifth and sixth-grade learning disabled students; Case 2: 3 individually taught fifth-grade learning disabled students) where the practice was defined as the explicit teaching of planning and revising strategies. The Graham et al. (1998) study was operationalised through the explicit teaching of mnemonics (i.e., TREE 2 and STOP & LIST 3 ). The mnemonics were taught using the SRSD model of teaching a strategy and this involves six instructional stages which include developing background knowledge, discussing, modelling, memorising, support and independent performance. SRSD is characterised by interactive learning, targeted instruction to the individual child, criterion based instruction and a developmental process. A further study into the explicit teaching of writing strategies by De La Paz and Graham (2002) defined the practice of explicit strategy instruction as “teaching students strategies for planning, drafting, and revising text, the knowledge and skills needed to support these processes were also emphasised” (De La Paz & Graham, 2002). The 2002 study extended the work of Graham et al. (1998) by taking the teaching to non learning disabled students, the students’ own teachers doing the teaching and larger class sizes. This was unlike the previous study that had focussed on learning disabled students and either one on one or small group teaching. De La Paz et al. (2002) operationalised the study through the use of a mnemonic as the key element of the strategy. This was similar to that of the 1998 study. The mnemonic organised and directed the processes for planning and writing an essay. This strategy also prompted the students to use their plan while writing. As with Albertson et al. (1997) the plan provides an external memory where novice writers can store ideas without losing them and may further reduce the need to plan while writing, freeing up resources to engage in other writing processes (e.g. translating ideas into words, transcribing words into text reviewing, revising). 2 THINK, PLAN, WRITE: Think who will read this, and why I am writing it? Plan what to say using TREE: Topic sentence, Reasons, Examine, Ending. Write and say more. 3 STOP & LIST: Stop Think Of Purpose & List Ideas Sequence Them Jonathan Ramsay Oranga Primary - One Tree Hill - Auckland
Sabbatical Report 2009 The SRSD model was used to teach the writing strategies. “Self Regulated Strategy Development model shares important features of other types of instruction in which strategies and supporting skills and knowledge are taught…in that teachers provide think-aloud demonstrations followed by verbal scaffolding as a vehicle for helping students gain independence in using the target strategies” (De La Paz & Graham, 2002). The 30 seventh and eighth grade students (n.b.. 30 students were in the experimental group while 28 students were in a control group) involved in the intervention were involved in a pre-instruction session about the basic attributes of expository writing prior to starting the 6 weeks of instructional lessons. The first lesson involved an overview about the purpose and a description of the first part of the planning and writing strategy (describe it). The children were then introduced to the mnemonics PLAN 4 and WRITE 5 which were to aid the students in the writing process by helping them to remember the strategy steps. The students were then given a model essay and asked to labelled the introduction, body and concluding paragraphs. They also looked at whether the essay included the other features of WRITE. The next stage was for instruction in using PLAN and WRITE. This happened over three days as the teacher modelled it. Modelling was followed by several sessions of guided instruction where students used the PLAN and WRITE strategy to plan and write a class essay. Students worked in small groups to plan and compose a second essay (support it). The teacher met with individuals and also held group conferences. The final stage of the instruction involved students using the PLAN and WRITE strategy to write essays (independent performance) while teacher support was reduced, thus shifting responsibility to the student to manage the strategy. The students verbally rehearsed the mnemonic during the 6 week period (memorise it). Unlike the Albertson et al. (1997) study this study took place in a school environment with control groups that were not taught the PLAN and WRITE mnemonic, or taught using the SRSD model. 5.0 Benefits: How has the explicit teaching of writing strategies shown to be effective? The research has shown that the explicit teaching of writing strategies is effective through research methods that include experimental and control groups, baseline data and follow up probes. The dependent variable measures used in the Albertson et al. (1997) study indicated that both participants wrote more, increased their writing time, 4 PLAN: Pay attention to the prompt (consider the topic), List all the main ideas, Add supporting ideas, Number your ideas (in the order you plan to use them) 5 WRITE: Work from your plan, Remember your goals, Include transition words fort each paragraph, Try to use different kinds of sentences, Exciting, interesting $100,000 words. Jonathan Ramsay Oranga Primary - One Tree Hill - Auckland
Page 1 and 2: Sabbatical Report 2009 Writing Stra
Page 3: Sabbatical Report 2009 process (e.g
Page 7 and 8: Sabbatical Report 2009 The De La Pa
Page 9 and 10: Sabbatical Report 2009 Independent
Page 11 and 12: Sabbatical Report 2009 have been tr
Page 13 and 14: Sabbatical Report 2009 9.0 Appendic
Page 15 and 16: Sabbatical Report 2009 Step 3: Intr

Sabbatical Report - Oranga School Website

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?