CE310 Children’s Literacy

Unit 8-Teaching the Mechanics of WritingI am glad you are here…we are almost done. Time is going quickly!

Instructor: Christine Terrill

Agenda

• Announcements/Reminders• Unit 7 Review• Learning Outcomes• Unit 8 Assignments• The Mechanics of Writing• Spelling• Grammar• Capitalization/Punctuation &

Spelling• Seminar Review Questions• Final project

Questions before we start?/ Checking in!

Thought for the Day…

If our American way of life fails the child, it fails us

all. 

~Pearl S. Buck

Announcements

~ Please complete any incomplete work as soon as possible.

~ Please start working on your final project. This is due at the end of unit 9.

Final Project• A Comprehensive Early Literacy Experience • Explore a comprehensive early literacy experience by reviewing the first grade

lessons presented in chapter 9 of your e-book. Review Special Feature 9.1 (p. 261-272) and pay close attention the details of Figure 9.1 (A Balanced Approach to Teaching Reading) on p. 271. This identifies the strategies used to help students construct a personal understanding of reading, to build decoding and comprehension skills and how the teachers integrate the writing workshop into the literacy experience. You will be using this information to write an analysis detailing the important components and strategies used in a blended reading program. Specifically, you will be responding to the following questions;

• What are the elements of a balanced approach to teaching reading? (see figure 9.1)

• What are some strategies (organizational, grouping) used to support these elements?

• How is skill instruction delivered to students in a blended reading program such as this one?

• How do the teachers help students better understand what they are reading and expand on their understanding of text they are reading?

Final Project Continued

• Writing Requirements: • Your paper should be 2-3 pages long, typed, double-spaced and

in a 12 point font size (Arial or Times New roman). You must include a title page and a reference page (but these do not count in the 2-3 page guideline). Your paper should also include an introduction explaining what a “balanced approach” to reading is as well as a conclusion summarizing your key points. The paper should follow the conventions of Standard American English (correct grammar, punctuation, etc.). Your writing should be well ordered, logical and unified, as well as original and insightful. Your work should display quality content, organization, style and mechanics. Use APA style for citations. There should be no evidence of plagiarism. More details can be found in the GEL 1.1 Universal Writing Rubric located under “Course Home” in the CLA section. You should also review the grading rubric in your class syllabus for details on the criteria used to grade this project.

Final Project Rubric• Content/90 points• * Introduction explains a “balanced approach” to reading and references

the first grade lessons from the e-book• * Analysis identifies elements of a balanced approach to teaching

reading (see figure 9.1 in e-book)• * Strategies discussed (organization, grouping, instructional)• * Discussion of expanding text understanding of students• * Conclusion summarizes key points• Mechanics/Structure/10 points• * Spelling, Grammar checked• * Clear writing, smooth transitions• * Complete sentences (no sentence fragments, run-ons)• * Subject/Verb agreement, punctuation, capitalization, etc.• * Appropriate Length (2-3 pages)• * 12 point font (Arial or Times New Roman)• * Double-spaced• * APA style for references/citations (see APA Quick Ref. Guide & KU Writing Center)

• * No copied work/plagiarism• * Inclusion of a title page/reference page

Unit 7 Review-Teaching Writing• Essentials of Teaching Writing• Preparing the Classroom

Environment• Writing Workshop• The Explicit Teaching of Writing

THINK! What are important factors and issues to consider in creating a writing environment and motivating students to write?

Unit 8 Learning Outcomes• Identify the components of

good mechanics in writing including grammar, spelling, punctuation, capitalization and handwriting

• Understand how children learn to spell and identify strategies for facilitating good spelling

• Examine effective strategies for teaching writing mechanics

Unit 8 AssignmentsReadings• Read Chapter 11 “Teaching the Mechanical

Skills of Writing” in your e-book (Teaching Language and Literacy).

• Complete the unit 8 Study Guide and submit through the dropbox.

Activities• View videos (3)

Discussion Question on writing mechanics

Graded Review

Seminar: Option #1 or Option #2

The Mechanics of Writing• Spelling, grammar,

capitalization/punctuation and handwriting must be addressed

• Best taught through direct instruction, practiced and used within the context of authentic writing experiences

• Often embedded in the Writing Workshop• May be taught in isolated lessons• Observe students’ needs—what

mechanics are weak and need more focus?

• Give students opportunities to use, apply and improve mechanics within their own writing

Spelling• Spelling development is critical for reading

and writing• Skill in spelling helps students to read and

write better….why?• Stages of Spelling• Prephonemic

– Early phonemic– Letter-name – Transitional (invented)– Correct/Conventional Spelling

Field Trip! Some examples of Early Spelling at http://www.youtube.com/watch?v=Axddih26SYo** click on spelling in the information box

Becoming Better SpellersHow can we help children become better

spellers?• Explicit instruction• Teach letter names/sounds• Teach concept of a word• Practice breaking word into parts and

how to represent parts with letters• Teach about spaces in between words• Elkonin boxes• Good spellers tend to be better readers

and students who read frequently tend to be better spellers. Why?

• Spelling instruction needs to be individualized

– Self-selection– Student ownership– Self-monitoring– Collaboration– feedback

Elkonin Box

Field Trip! Teaching Spelling

Some Fun Ways to Practice Spelling Words at http://www.youtube.com/watch?v=iMpv7A5j_b4

**Click on practice in the information box

THINK! What are some other ways to make spelling practice interactive and fun?

Field trip!

• We will watch a video on word families.

• http://www.youtube.com/watch?v=ibk774Jg4VE&feature=related

• Please click on word in the information box.

Grammar• Children internalize grammatical

rules through exposure and understand their native language’s basic structure by age 6

• Traditional methods of grammar instruction include drills

• Like spelling, grammar must also be explicitly taught

• Constructivist perspective: teach grammar in meaningful, “real-life” applications—in everyday experiences

• Use Writing Workshop to teach grammar/spelling

Capitalization/Punctuation & Handwriting

• Teach capitalization/punctuation in the context of students’ own writing

• Use “Editing Checklists” to help delegate responsibility to students

• Review rules/usage during editing conferences• Use students’ work and district curriculum to

guide instruction • Explicit instruction in letter formation can

improve students’ handwriting• Styles: Cursive and Manuscript • Instruction in handwriting should include;

– Daily lessons with explicit instruction– Opportunities to practice correct forms– Teacher modeling (in primary grades)– Visual memory techniques (numbered

arrows)

Field Trip! Handwriting

Teacher Tips for Teaching Handwriting from Teachnology.com at http://www.youtube.com/watch?v=eaKhhejejS8&feature=related

**Click on handwriting in the information box

THINK! Why is it so important to teach specific handwriting foundations and skills?

Review-Seminar Questions

1. What is the connection between learning the mechanics of writing (spelling, grammar, punctuation, etc.) and improving reading? How does learning how to spell help with reading and vice-versa?

2. Why is it necessary to use both the writing workshop method and specific isolated lessons on the mechanics of writing to best support the development of writing?

Seminar Questions continued

3. How can teachers help children form letters correctly?

4. What is “a constructivist approach” to grammar? (see p. 335 “Trade Secret 11.2”)

Review- Seminar Questions

5. In your own experience, what are some of the more challenging aspects of writing? What skills have you seen children struggle with most and how do you support them?

Here is a resource that you might enjoy: (click on teachnology in the information box)

http://www.teachnology.com/

Think About…

Children seldom misquote.  In fact, they usually repeat word for word what you shouldn't

have said. 

~Author Unknown

Thank you for a great seminar!

** Have a nice week!

** Good luck with the final project!

** Please review your grades in the gradebook.

** See you for Unit 9 seminar!