Write tips include:
WHAT IS IT?
TypeIt4Me is an abbreviation-expansion program that works with most
software programs, including word processing and database programs.
For example, when using my “Personal” file, any time I type crm plus my
choice of “hot keys” (I use space or return), my initials magically become
my full name (thereby saving me twenty-four keystrokes!) Similarly, adr
space turns into my address, complete with zip code.
Features include:
- Inexpensive! This shareware is only $27, or $14 for the student
price. And that’s AFTER you try it for 30 days to see if you like
it!
- Easy! You can learn this program in minutes, and set up new files in seconds.
- Flexible! While it is “just” an abbreviation expansion program, TypeIt4Me can be tricked into providing many fun and useful supports for students.
- Unintrusive - TypeIt4Me runs “in the background” so no annoying windows pop up when you use it.
WHERE CAN I GET IT?
You can download the shareware verion of TypeIt4Me on the internet
at http://www.r-ettore.dircon.co.uk/
You can also print out an order form on that website, or pay online.
WHO WOULD FIND THIS USEFUL?
So, just what type of student might benefit from TypeIt4Me? Well,
it could be *you*! I find it quite helpful in speeding up my writing
- I have a “personal” file with name, address, phone #, etc. and
files for various topics I’m writing about, such as writing (6t = Six Traits
Writing). Students who might particularly benefit from this program
include:
- individuals who use the standard keyboard but with slow or laborious
entry (e.g., one finger typists);
- individuals who use an alternate keboard such as Discover Keyboard
or IntelliKeys;
- individuals who need “prompts” to help them with writing or academic
tasks
- individuals who consistently misspell specific words (e.g., hte =
the)
- individuals using scanning approaches for alphabetic entry
HOW - GENERAL TIPS:
Choosing abbreviations:
- Be careful not to choose an abbreviation, followed by a hot key that
equals another word you might use. For example, I started with add
<space> = my full address. It worked great until I was writing
a math article and typed . . . you guessed it add <space> - surprise!
my address popped up in an unwanted location!
- Abbreviations cannot include a space - for example, entering the
spelling word barrier reef as an abbreviation was not a successful use
of this program!
- Consider having a peer who could use keyboarding practice be the
person who enters abbreviations and expansions for new files (e.g., word
banks, spelling words).
HOW - SPECIFIC TRICKS:
Spelling: enter the correct spelling of the target word
as the abbreviation. The expansion is the correct spelling plus a
sentence using the word and (optional) verbal praise.
Example: desert = desert Terrific! The Sonoran desert
in Arizona is hot and dry.
Question? Why include the target word in the expansion?
Because the expansion replaces the abbreviation - if you don’t include
the correct spelling in the expansion, the student will type the word,
only to have it “disappear” before their eyes!
Hint: Use this with a talking word processor such as IntelliTalk
(www.intellitools.com) or Write OutLoud
(www.donjohnston.com) - that way the
student gets auditory as well as visual feedback.
Writing - Thematic Dictionary
Set up a mini-dictionary to accompany a particular unit (ancient Egypt,
parts of a cell, names of planets and their moons) or area of interest
(dinosaurs, basketball stars) of your student(s).
Example: enter as abbreviations the first two or three letters
of dinosaur names - when the student types the first two or three letters
plus <return> the dinosaur name is entered. ap = apatasaurus
tri = triceratops tyr = tyrannasaurus, etc.
Writing - Transition Words
Assume you are working on a minilesson on using transition words.
Your student can be reminded to use transition words by using those words
as abbreviations = expansions. The way this approach works is that
the student looks under the TypeIt4Me icon to check the transition word
list each time she begins a new sentence. This helps her to get ideas
of words that might be useful in writing an essay with more “flow.”
Example: first = first next = next therefore
= therefore
Reference: Do you need a good list of transition words?
Look at the list and sample on page 84 of Dynamite Writing by Melissa Forney
(e-mail: CRTVENDV@aol.com)
Hint: Since you have used the entire word as an abbreviation,
it will show up in the file words listing under the TypeIt4Me icon - then
the student can simply mouse click to choose the desired transition word,
and it will be entered into her work.
Writing - Word Banks
Students can brainstorm word lists, such as descriptive words for the
five senses. Make each sense a file, such as: Smell:
stinky, gross, perfumy, etc. Enter the entire word as the abbreviation,
and the same word as the expansion. Students simply choose the list
they want, and click on the desired word.
Writing - Organizational Prompts
Computerized webs are a terrific strategy for scaffolding students
in their early attempts to use writing strategies such as: five senses
in a descriptive passage, SPACE strategy to support early story writing,
WWWW1W2H1H2 to promote more sophisticated story structure. Inspiration
(www.inspiration.com) is one terrific
software for creating webs (see ready-made writing webs on the Write On!
Right Now! disk, carmussel@inficad.com). You say you don’t
have computerized webs yet?
TypeIt4Me can be set up to support students in organizing their writing.
Enter the short prompt as the abbreviation, then an explanatory prompt
for the expansion.
Examples:
File = SPACE STRATEGY
1-Setting = Setting - describe the main character, locale, and time
of the story
2-Purpose = Purpose - what is the goal of this story? Think about
your audience!
3-Action = Action - list several events to move your story forward
4-Conclusion = Conclusion - what are the results of the action?
5-Emotion = Emotion - what are the main character’s feelings and
reactions to key events in the story.
(see Harris, K. & Graham, S., 1996, Making the Writing Process
Work: Strategies for composition and self-regulation, Cambridge,
MA: Brookline Books, pp. 76-77 for a more complete description of
this strategy).
File = WWWWhat2How2
W = Who is the main character?
W = When does the story take place?
W = Where does the story take place?
What 1 = What does the main character do or want to do?
What 2 = What happens when the main character does or tries to do it?
How 1 = How does the story end?
How 2 = How does the main character feel?
What: Teaching Rings are a set of plastic rings that students wear to help them determine hand placement during keyboarding. Rings for the left hand are black, while those for the right hand are white. Each ring has the "home key" in the center in larger type, with other keys pressed by that finger indicated in the proper position on the ring. Thua, the ring for the little finger on the left hand has a large <a> with a smaller <q> above and a smaller <z> below. Books of lesson plans for using the Teaching Rings are also available.
Where?: contact Lana Ruch:
- via email at lalco@uswest.net
- by phone at 480-839-5195
- by fax at 480-839-5202
How Much?: Retail price is $8.95 with a 10% discount for >10 sets and 20% for > 20 sets. Limited supply of books at $12.95. (same discounts apply). The set together is $19.95.
INTRODUCTION
Ms. Jenkins has assigned her third graders the task of creating word
banks to use in describing animals. She used lift-off tape to label
Files 2 - 6 of the AlphaSmart with Looks, Smells, Sounds, Tastes, and Feels.
Students are asked to take turns entering descriptive words into the files.
They work together to brainstorm the most descriptive terms, giggling at
some of their ideas. When they finish, she helps them enter these
lists into an Inspiration Software web of the five senses. They use
the <Make Outline> feature of Inspiration to create a list of descriptive
word banks, which is then printed and copied for each student, and placed
in their Writer's Notebooks. The next day, they use those word banks
to create Mystery Poems (e.g., My animal . . . looks scaly . . . smells
rubbery . . . tastes salty . . . sounds hissy w . . . feels
slimy. What is it?).
Justin is a student with severe learning disabilities in a sixth grade regular education class, and has the assignment of writing a short story. His teacher gave the assignment verbally, suggesting that students use the C-SPACE strategy to help them organize their stories. Justin is feeling overwhelmed by the complexity of the task, and is not sure where to begin. His inclusion facilitator uses liftoff tape to add the words: Character, Setting, Problem, Action, Conclusion, and Emotion above files 2 - 7. When he opens each file, there is a summary statement prompting him on how to progress in his story planning.
For Example:
C - Characters - who will be the main characters in your story?
Name Each Character
Describe what he or she looks like
Tell what their personality is like
Although this is still difficult, Justin is able to have more success
with this degree of structure.
These two scenarios have very different purposes and the students have different needs. However, in each case, students can have access to simple technology to support their efforts. The AlphaSmart is only one tool. It may be combined with other light tech or high tech supports to provide maximum scaffolding for students with disabilities.
LIGHT TECH SUPPORT
Device Easel. Consider using a device easel to present
the AlphaSmart in a more vertical position. This can help many students
with disabilities have better physical and visual access to the keyboard.
Musselwhite & Hanser (1998, R.E.A.D. - www.aacintervention.com) give
directions for creating a simple book or device easel using low- or high-temperature
plastic and a heat gun.
Pointer Glove. Some students may have the range of motion to use an AlphaSmart, but may not have the physical ability to use index finger pointing. A pointer glove (designed by Carol Goossens') may help to close other fingers so the index finger is isolated. See Musselwhite & Hanser (in press, 2000, T.A.L.K.. - www.aacintervention.com) for directions for using Tempo Display Loop fabric to create a simple index finger isolation glove.
Squeeze Flashlight Pointing. For students who are not yet comfortable with keyboarding, it might be helpful to prompt where various letters are located. When we point with a finger, we obscure the very letter we are trying to show! However, pointing with a squeeze flashlight (e.g., from the checkout counter of Wal-Mart), the letter is highlighted, rather than obscured. See Goossens', Crain, & Elder, 1992, for a discussion of how to use shadow light cueing.
GENERAL APPROACHES
Two approaches seem to be appropriate in supporting students using
the AlphaSmart 2000.
Fill In the File: In this approach, the teacher downloads material into the AlphaSmart, with the student filling in information between the lines of a single file. For example, the teacher can write the words Who, What, When, Where, Why on successive lines. The student(s) will open the fill and enter the information into that file, adding lines as necessary. This approach has the advantage of being very clear, direct, and simple, but students must negotiate through the file to provide responses. Another advantage is that only one file needs to be sent when uploading to the computer. Fill In The File is a vertical approach with prompts arranged vertically, and students entering their responses between those prompts.
Multiple Files: With this approach, the teacher assigns each
file with a specific title, and students fill in that file. For example:
F2 = Who
F3 = What
F4 = Where
F5 = When
F6 = Why
His approach can also be very clear and direct, especially if files
are labeled externally. Liftoff white tape can be used to label each
file, adding the tape to the plastic above each file (I use the leftover
side borders of disk labels). A key advantage is that this approach
is very quick, since the teacher does not have to download text to each
AlphaSmart. A disadvantage is that multiple files must be sent to
the computer or printer to yield a hard copy. (Note that this might
actually be an advantage if sending files to a graphics-based program such
as Inspiration or a database such as ClarisWorks with each file sent to
a specific box - see Using AlphaSmarts with Other software for more information).
Student population
I work with a wide range of students, in terms of both age and disability.
The strategies described in this article reflect work done with students
from Grades 2 - high school.
FRAMEWORK
The framework used to organize this paper is based on work done by
the Northwest Regional Educational Laboratory in Portland, Oregon. Their
research, assessment, and training methods are termed the Six Trait Writing
Assessment, and are being used widely in many states, including Arizona.
For more information on the Six Trait Writing Model, please see the Culham
references at the end of this paper, or check the following website:
www.nwrel.org/eval/writing/ I strongly recommend attending a SixTraits
+ 1 training session!
Ideas
Definition: The ideas are the heart of the message, the
content of the piece, the main theme, together with the details that enrich
and develop that theme (Assessment & Accountability Program, Northwest
Regional Educational Laboratory, 1998).
The most obvious way to use the AlphaSmart 2000 to support developing
Ideas during the writing process is to open a file for brainstorming, and
to jot down ideas as they occur, to write consistently for two minutes,
or other traditional idea-building techniques.
More formalized approaches have been described in the writing literature
(e.g., see The Reading Teacher journal, Forney, Dynamite Writing Ideas,
Harris & Graham, Making the Writing Process Work, Calkins, The art
of teaching writing, Culham, Seeing with New Eyes), and can be adapted
slightly for the AlphaSmart.
Example idea-building strategies are described below:
KWL: Know, Want to Know, Learned
This strategy helps students sort out known information, desired information,
and learned information about a target topic. KWL is easily handled
by the AlphaSmart, with files set up for each category:
F2 = What I/we already Know about this topic
F3 = What I/we Want to learn about this topic
F4 = What I/we have Learned about this topic
Character Template
This is an example of a strategy for helping a student develop ideas
for writing a paragraph or a paper about a character in a story or novel.
Students are asked to write three things they know about that character,
then expand the information (add details). Prompts might be:
F2 = Write one thing you know about this character
- what else do you know about that
- what else do you know about that
F3 = Write one thing you know about this character
- what else do you know about that
- what else do you know about that
etc.
ORGANIZATION
Definition: Organization is the internal structure of
a piece of writing, the thread of central meaning, the logical and sometimes
intriguing pattern of the ideas Assessment & Accountability Program,
Northwest Regional Educational Laboratory, 1998).
The AlphaSmart is a natural for providing scaffolding for students
in developing their organizational skills for writing.
A number of writing strategies have been developed to support students in organizing various types of writing (see Harris & Graham, 1996, Making the Writing Process Work: Strategies for Composition and Self-Regulation) for a summary of writing strategies to promote organization). A few strategies follow:
PACE - Setting, Purpose, Action, Characters, Emotion (Harris
& Graham, 1996, p. 96)
Traditional stories can be planned using this strategy. The AlphaSmart
could be set up with one file presenting all five categories vertically,
or with five files, one to represent each category.
F2 = Setting
F3 = Purpose
F4 = Action
F5 = Conclusion
F6 = Emotion
TREE - Topic, Reasons, Examine, Ending (Harris & Graham,
1996, p. 76)
A student writing a persuasive essay might choose this writing strategy.
The AlphaSmart can be used to provide the prompts, in a single file arranged
vertically, or in multiple files in a horizontal arrangement:
T = Topic
R = Reasons (list at least three reasons)
E = Examine Reason 1
Examine Reason 2
Examine Reason 3
E = Ending - provide your conclusion
Pros and Cons
Students exploring a topic from both sides might use a Pros and Cons
strategy to organize the information. This strategy provides prompts
for:
F2 = Topic
F3 = Pros - list at least three pros - examine each
F4 = Cons - list at least three cons - examine each
F5 = Conclusion
Many other strategies can be applied to the AlphaSmart 2000 to support the development of organizational skills. See also Forney, 1996, Dynamite Writing Ideas.
WORD CHOICE
Definition: Word choice is the use of rich, colorful,
precise language that moves and enlightens the reader (Assessment &
Accountability Program, Northwest Regional Educational Laboratory, 1998).
A variety of word choice activities can be designed, from the development of word banks to playing around with words through Mad Libs.
Sensory Word Banks
The Senses writing strategy can be used to stimulate descriptive word
choice. For example, students can be assigned a general topic, then
asked to come up with a list of words for each of the following categories:
F2 = Looks Like
F3 = Smells Like
F4 = Feels Like
F5 = Tastes Like
F6 = Sounds Like
Examples might be sensory word banks for describing animals, foods, people, vehicles, or flowers. Those word banks can be printed and used for a variety of purposes, such as:
- writing a descriptive passage about a specific food (e.g., tacos)
- writing a Mystery Poem about a specific animal (e.g., tiger)
- taking on the persona of a botanist and writing a journal entry about
a new flower found in the Amazon
Rhyming Word Banks
Sets of rhyming words can be developed for use in poems ranging from
poetry parodies to individually generated poems.
Samples include:
Poetry Parody - Cinderella - students are asked to use the AlphaSmart to brainstorm lists of words that could rhyme with color words in the Cinderella Poem:
SENTENCE FLUENCY
Definition: Sentence fluency is the rhythm and flow of
the language, the sound of word patterns, the way in which the writing
plays to the ear - not just to the eye (Assessment & Accountability
Program, Northwest Regional Educational Laboratory, 1998).
Beginning writers often overuse sentence patterns, and rely on simple sentences with minimal variation.
ABC Sentences to Interesting and Varied Sentences
ABC sentences are already been chewed sentences - they are overused
and boring. Here is how this activity might be done on the AlphaSmart:
Give students three simple, related sentences, and then ask them to
use the words in those sentences to create different sentences.
File 2 = The desert is dry. The desert is beautiful. The
desert is hot.
Words to use = the desert is hot
beautiful dry and
Make up at least 5 different sentences - remember - don’t copy my sentences!!
File 3 - 6 = four students attempts to change the sentences
Sentence Stretching (from Darby Williams, Sacramento County Office
of Education)
This activity starts with a short sentence or group of words.
It is passed around to a group of about 6 people with the rule that each
person must add or change ONE word to make the sentence more specific and
interesting.
SOL Activities
Many activities done with students using English as a Second Language
are great for working on sentence fluency. Examples are:
Sentence Combining
Students are give 2-4 short, choppy sentences, which they are asked
to combine into one or two longer, but easily flowing sentences.
Add a Phrase:
Students are asked to add a prepositional phrase to a set of sentences
to make it sound better and be more specific.
VOICE:
Definition: The voice is the heart and soul, the magic,
the wit, along with the feeling and conviction of the individual writer
coming out through the words (Assessment & Accountability Program,
Northwest Regional Educational Laboratory, 1998).
Voice can be practiced by helping student change their perspective,
either of themselves as the writer, or of the audience for whom they write.
Fairy Tale vs. Fear Tale!
Ask students use two files to quickly re-write their favorite fairy
tale - File 2 = fairy tale for three year olds who are scared of the dark
File 3 = fairy tale for adolescents who LOVE to be scared (but don’t
go overboard!)
E-Mail versus Snail Mail
Ask students to write the same story via e-mail and a letter, to different
audiences.
File 2 = quick e-mail to a friend, telling about the fun at a slumber
party (they got in trouble for staying up all night!)
File 3 = letter to Grandma, telling about the same slumber party (remember
how Gran worries about you when you don’t get enough sleep!)
Shift of Perspective
Take a very simple story, fable, or fairy tale, and write it from a
different perspective than typically shown:
File 2 = The Tortoise & the Hare - What the Hare Thought
File 3 = The Tortoise & the hare - What the Tortoise Thought
CONVENTIONS
Definition: Conventions are the mechanical correctness
of the piece - spelling, grammar and usage, paragraphing, use of capitals,
and punctuation.
USING ALPHASMART WITH OTHER SOFTWARE
The AlphaSmart is a natural for feeding text into a variety of software
programs such as:
Talking Word Processors
Samples include Write OutLoud (www.donjohnston.com) and IntelliTalk
(www.intellitools.com)
Why? When text is imported into a talking word processor,
the results can be read as a paragraph, a series of sentences, or a word
at a time. This gives beginning writers feedback re: what they have
written and help students get an idea of sentence fluency. Students
can also listen to materials written by their peers.
How? Simply open the talking word processor, then send
the desired file(s).
Graphic Organizers
One sample is Inspiration (www.inspiration.com.), which permits students
or facilitators to build diagrams (e.g., brainstorming webs), that can
then be turned into outlines.
Why? Students can quickly and easily enter information
they have brainstormed into the appropriate web boxes, then form outlines.
This supports both right brain thinking (visual organizers) and left brain
thinking (outlines can be quickly turned into checklists by adding dates,
etc.)
How? First create a template in Inspiration (e.g., a Senses
Web, with a central box for Topic, and attached boxes for the senses -
looks like, sounds like, smells like, feels like, tastes like). The
student / facilitator places the cursor at the end of each heading, then
the related file (e.g., Looks Like) is entered. This can be printed
in two forms:
Diagram - great overall picture and visual map
Outline - for this activity, provides a Word Bank to be used
to support Word Choices
Data Bases
Sample databases that work well with AlphaSmart are FileMaker Pro and
ClarisWorks.
Why? Using AlphaSmart to send text to data bases helps
students to visually organize information, and to make it look visually
appealing. For example, a facilitator could set up a Cinquain Template
in FileMaker Pro, as follows: Top Line = Title; Second Line = 2 action
verbs; Third Line = 3 descriptors; Fourth Line = a four word
summary (e.g., Parties / dancing, waiting / scary exciting
sweaty / Parties are way cool). Now four files of the AlphaSmart
will be used to develop Ideas, with files sent into the appropriate boxes.
How? The facilitator develops the templates in the data
bases (see Musselwhite, Write On, Right Now disk, www.aacintervention.com
for samples). The student simply opens the template, and enters AlphaSmart
files in successively.
EMERGENT WRITING SUPPORT: REFERENCES
Booth, D. , Ed. (1991). Spelling links. Markham,
Ontario: Pembroke Publishers, Ltd. (Heinemann).
Calkins, L. (1994). The art of teaching writing.
Portsmouth, NH: Heinemann.
Culham, R. (1999). 6 plus one! traits. Northwest
Regional Educational Laboratory, Assessment and Evaluation Program, 101
SW Main Street, Suite 500, Portland, OR, 97204.
Culham, R. (1999). Seeing with New Eyes. Northwest
Regional Educational Laboratory, Assessment and Evaluation Program, 101
SW Main Street, Suite 500, Portland, OR, 97204.
Cunningham, P., & Allington, R. (1994). Classrooms
that work: They can all read and write. New York: Harper
Collins.
Cunningham, P. (1991). Phonics they use. New York:
Harper Collins.
isele, B. (1991). Managing the whole language classroom.
Creative Teaching Press, Cypress, CA.
Forney, M. (1996). Dynamite Writing Ideas: Empowering
students to become authors. Maupin House Publishing, 800-524-0634.
Galda, L, Cullinan, B., & Strickland, D. (1993). Language,
literacy, & the child. Harcourt, (800-782-4479).
Goodman, K. (1986). What's whole in whole language?
Portsmouth, NH: Heinemann.
Goossens', C., Crain, S., & Elder, P. (1992). Engineering
the Classroom Environment for Interactive Symbolic Communication -- An
Emphasis on the Developmental Period, 18 Months to Five Years,
Southeast Augmentative Communication Conference Publications.
Harris, K. & Graham, S. (1996). Making the Writing
Process Work: Strategies for Composition and Self Regulation.
Cambridge, MA: Brookline Books.
Hodgson, M. ( ¨1995). Show them how to
write. Bothell, WA: The Wright Group.
Hoyt, L. (1998). Revisit, Reflect, Retell. Portsmouth,
NH: Heinemann.
Kamii, C., Manning, M, and Manning, G. (1991). Early Literacy:
A constructivist foundation for whole language. Washington, DC, National
Education Association.
King-DeBaun, P. (1989). Storytime: Stories, symbols
and emergent literacy activities for young, special needs children.
(1993). Storytime: Just For Fun. (1994). Storytime Holidays.
Creative Communicating, P.O. Box 3358, Park City, UT, 84060 (801-645-7737).
Koppenhaver, D., Evans, D., & Yoder, D. (1991). Childhood
reading and writing experiences of literate adults with severe speech and
motor impairments. Augmentative and Alternative Communication, 7,
20-33.
McCracken, R. & McCracken, M. (1986). Stories, Songs
and Poetry to Teach Reading and Writing. Chicago, IL: American
Library Association.
Moore, B. (1989). Writing for whole language learning.
Markham, Ontario: Pembroke Publishers, Ltd. (Heinemann).
Musselwhite, C. & Hanser, G. (1998, 1999, 2000). Project
Planbooks: READ, WRITE, TALK. Special Communications, 916 West
Castillo Drive, Litchfield Park, AZ 85340.
Musselwhite, C., and King-DeBaun, P. (1997). Emergent Literacy
Success: Merging Technology and Whole Language. Southeast Augmentative
Comm Conf, Creative Communicating.
Norris, J., and Hoffman, P. (1995). Storybook Centered
Themes: An Inclusive, Whole-Language Approach. Tucson, AZ:
Communication Skill Builders.
Phenix, J. (1990). Teaching writing.
Portsmouth, NH: Heinemann.
Steelman, J., Pierce, P., & Koppenhaver, D. (1993).
The role of computers in promoting literacy in children with (SSPI).
Topics in Language Disorders, 13(2), 76-88.
Teale & Sulzby, Eds. (1986). Emergent Literacy:
Writing and reading. Norwood, NJ: Ablex.
How-To:
1) Under [File] menu select <New Writer>;
name it (e.g., Dinosaurs);
2) When asked # of words, choose <none>
3) Under [Edit] menu, select <Edit Dictionary>
4) Type in desired words - press return after each word to add words
5) Click on <Zoom> to add additional invormation to words
6) Click on <new> - specify part of
speech
(if not a regular
noun, verb, etc. you must tell Co-Writer how to make plurals, past tense,
etc.)
7) <Save> <Done>
8) Under [Options] menu, check these selections: [favor recent words], [predict collected words]
9) Try it!
10) Now play with other [Options] - change only
one at a time, so you can see what they do
- favor recent words
- collect new words
- predict new words
- turn grammar on
(Note: I turn off favor recent words, collect new words, and
grammar so the word list remains small and highly focused)
11) Speech - turn speech on, and play with voices!
I read this delightful book on my last trip, and tried to think of a
way to do it justice in my review. What better way to review a book
then to use the 6 + 1 Traits approach to writing assessment developed by
the Northwest Regional Educational Laboratory . That group has identified,
described, and quantified assessment of writing by looking at key writing
traits that apply across writing samples from early scribblings and drawings
to Nobel Prize-winning works. For more information on the
6 Traits, explore their website (www.nwrel.org/eval/writing/),
schedule a workshop, and read texts such as: Seeing with New Eyes
(Culham, 1999).
Following is a list of the six traits (plus one!), a brief description of each, and discussion of Melissa's dynamite success with each trait.
IDEAS:
Ideas represent the heart of the message. They include the main
theme, plus details chosen to enrich and develop that theme (Assessment
and Accountability Program, Northwest Regional Educational Laboratory,
1998). The explosion of ideas is what makes this book exciting as
well as teacher-friendly. Dynamite is definitely a Monday Morning
book (as in, "Yes! I can start using that in my classroom next Monday
morning!) This includes a multitude of forms (e.g., student editor
checklist, peer
conference questions, five-paragraph-essay planner) and sample activities
(e.g., brainstorming characters - Eddie Bumfuzzle; sentence combining).
While specific strategies abound, don't think for a minute that Melissa
has neglected a strong philosophical basis for those strategies.
One feature I'd appreciate in a future edition is an index so that it's
easier to find these great forms and activities more quickly (note that
I rarely include an index in books I write - I just ask that others do
so!) References for further reading (.e.g., using webs) would also
be helpful.
ORGANIZATION:
Organization is the internal structure of a piece of writing, including
the thread of central meaning, the logical and sometimes intriguing pattern
of the ideas (Assessment and Accountability Program, Northwest Regional
Educational Laboratory, 1998). This book flows quite well, with ample
use of headings. Many lists are provided using very clear formats.
I have found it relatively easy to locate information that I need.
A listing of forms and activities would be terrific.
VOICE:
The voice is the heart and soul, the magic, the wit, along with the
feeling and conviction of the individual writer coming out through the
words (Assessment and Accountability Program, Northwest Regional Educational
Laboratory, 1998). Melissa's writing style is quite conversational
- after reading this book, I felt that she was a friend and colleague.
For example: "Writing teachers share a common nightmare. While
others dream of winning the lottery or being stuck on a South Sea
island with Mel Gibson, our dream is terrifying. We are standing
in the middle of the classroom trying to inspire our charges to new heights
of writing skill. Suddenly we are surrounded by a multitude of doubters,
each whining, 'I don't know what to write about.' We wake in a cold
sweat. Where is Mel when we need him?" (. p. 26). Melissa loves
to write and she loves to teach about writing . . . and it shows! She clearly
has the trials and tribulations and triumphs of past and future student
writers in mind as she writes. Consider this: "Don't copy over.
Don't copy over! Did I mention: Don't copy over!?" This
admonition concerning first revisions demonstrates her passion for supporting
students at early stages, and helping them avoid the drudgery
of endless copy-overs. (Note: she has students write in
pencil, double-spacing, then revise in colored ink so that she can see
the amount of revision. She waits to emphasize presentation until
the editing stage).
WORD CHOICE:
Word choice is the use of rich, colorful, precise language that moves
and enlightens the reader (Assessment and Accountability Program, Northwest
Regional Educational Laboratory, 1998). Melissa states "I *love*
words. I've been having a 'word affair' all my life." (p. 27).
That's one affair with a happy outcome, because her love of words makes
reading this book a joy. I picked a page at random to share samples
of her word choices (p. 44): (Background information: Melissa is
suggesting that teachers vary the ambiance during writing workshop).
"Popcorn assaults the ears and the nose! Creativity explodes!"
"galvanizing music"
"Eyes widen. Gasps are heard. Brains go haywire.
Writing begins!"
Melissa uses strong verbs and evocative adjectives, but stops short
of becoming too flowery or "overdone." Instead, her word choice adds
greatly to her writer's voice, enticing us to read "one more page."
SENTENCE FLUENCY:
Sentence fluency is the rhythm and flow of the language, the sound
of word patterns, the way in which the writing plays to the ear - not just
to the eye (Assessment and Accountability Program, Northwest Regional Educational
Laboratory, 1998). Melissa is an artist with sentences as well as
with words. I read this book for the first time on an airplane,
sitting next to a complete stranger (Mr. Dressed-For-Success Corporate
Man) - my tongue was sore by the time I got to Phoenix from continual bites
in my effort not to say "Listen to this! . . . ooooh, hear how this sounds!"
Here are a few examples:
"Call it human nature, call it habit, but the truth is, most books
*are* judged by their covers. Art sells." (p. 30).
"I sandwich a few drawing lessons between say, a lesson on descriptive
writing or how to write a scary adventure story. They draw.
They write. Bada-Bing-Bada-Boom - they're hooked!" (p. 30).
CONVENTIONS:
Conventions are the mechanical correctness of the piece - spelling,
grammar and usage, paragraphing, use of capitals, and punctuation (Assessment
and Accountability Program, Northwest Regional Educational Laboratory,
1998). The best thing one can say about conventions in a published
work is that they didn't get in the way of the writing! Melissa either
has great control over the conventions of writing, or she has a terrific
editor.
+ 1 PRESENTATION:
Presentation zeros in on the form and layout of the text and its readability;
the piece should be pleasing to the eye (Assessment and Accountability
Program, Northwest Regional Educational Laboratory, 1998). The presentation
greatly affected my delight in reading and re-reading this book.
The book offers a nice variety of formats, including charts, lists, and
forms. The illustrations are charming and eye-catching. She
has left margins for note-taking on most pages, a great boon to a "commentator"
like myself. A friend had given me a copy of this book to read, but
I was unable to do it justice until I had my
own copy, so I could highlight, tag favorite quotes, and write responses
in the margins. Books with no room for that are very frustrating
for interactive readers!
SUMMARY:
Did you ever read a book and feel that you just HAD to correspond with
the author? I felt that way about several works by Isaac Asimov and
James Michener . . . I didn't follow up on my feelings and now it's too
late. So when I got home after reading Melissa's book, I e-mailed
her immediately to tell her what this book meant, because all writers -
even adults - love to know that their words have touched someone.
So, buy Melissa's book, use it to support your struggling writers, and
write your favorite author today!
This strategy is designed for students older than age 10 who are emergent writers. It can be frustrating and embarrassing to write at a level that looks like that of a much younger child. How can we “make lemonade” out of this experience? One idea is to provide an authentic but simple and highly scaffolded writing task by asking older students to create big books for children in preschool or kindergarten.
Step 1: Develop a partnership with a preschool or kindergarten teacher who truly needs more big books in his or her classroom. Ask that teacher to write a note to your student(s), requesting new big books.
Step 2: Talk to the older students, reading the request and explaining the need. See if they are interested in helping (the answer will be a resounding YES, if my experience is typical!)
Step 3: Once your students agree to the plan, help them think of ideas for writing a big book. Strategies might include:
Step 4: Create the big books using appropriate scaffolding
techniques, such as:
a) Creating a sentence frame on a piece of “dumpster dive” plastic,
with students writing in target words (e.g., My teddy bear likes to eat
______).
b) Providing students with a word or symbol bank.
c) Using technology supports such as: communication devices,
keyboard alternatives (e.g., Discover, IntelliKeys), or personal keyboards
such as AlphaSmart, Dream Writer, etc.
Step 5: Help students write innovations on their stories, so they don’t develop rote patterns of writing that will inhibit their future development of sentence fluency.
Step 6: Use the materials, in a variety of ways:
a) Use them to support fluency in reading. Have students read
the stories that they have created, in a “language experience” type of
activity. To make this more authentic, they can go to the classroom
to read the stories directly to the younger students - remember that it
is important (and authentic!) to practice this reading numerous times,
in preparation for the “performance” in the preschool.
b) Record the bookreading: If it is not feasible to go to the
preschool classroom, videotape or audiotape the older students reading
the books (again, practice will be necessary).
c) Use communication devices for rereading the stories!
d) Give them away! Put a bow on each book and give it to the
younger students for their classroom library
AlphaSmart: www.alphasmart.com (find great classroom support, such as AlphaSmart lesson plans, tips & tricks, keyboarding, ideas for special needs users, and research, partners, and donations).
Alliance for Technology Access: www.ATAccess.org (provides general information about assistive technology, plus very easy links to a number of websites, addresses for their 40 centers, success stories, answers to frequently asked questions, and links to their 75+ vendors).
Attainment: http://www.attainmentcompany.com (sells a number of light tech, software, and simple devices for assistive technology).
Closing the Gap: www.closingthegap.com (offers support for the use of microtechnology for individuals with disabilities, including an annual conference, a newspaper, and a resource directory).
Creative Communicating: www.creative-comm.com (information about the Storytime books, materials, and software; also includes Kids in Action, Storytime Tricks, and The Topic Setter)
Don Johnston Web Site: www.donjohnston.com (information about Ke:nx, CoWriter, Discover, Write OutLoud, etc.; also includes a Kid's Page with demo software, Press Box, Tech Tips, etc.)
Inspiration Software: www.inspiration.com (information about and ideas for using Inspiration software; see sample applications and download trial software).
IntelliTools Web Site: www.intellitools.com (information about IntelliPics, ClickIt, Overlay Maker, IntelliTalk, etc.; also activity exhange and a score of related websites you can reach with a single mouse click!)
Internet Public Library: www.ipl.org (provides book reviews and books onscreen, including books that can be read aloud, and text that can easily be downloaded into a talking word processor)
LD Resources: www.ldresources.com (Richard Wanderman's site, with numerous articles, descriptions of materials, and links to many other websites).
Mayer Johnson: www.mayer-johnson.com (information about Speaking Dynamically, Speaking Dynamically Pro, Boardmaker, etc.; also includes Freebies)
National Center to Improve Practice: www.edc.org/FSC/NCIP (a range of information about early childhood and disability issues, such as an and Early Childhood Guided Tour; a collection of Technology in Early Childhood Education, and an Online workshop on the Art and Literacy Connection by Musselwhite & King-DeBaun)
Northwest Regional Educational Laboratory - Six Traits Writing: www.nwrel.org/eval/writing/ (supports 6 Traits Writing Assessment and Training, including: FAQs, teaching activities, practice papers, prompts, and a discussion forum)
Type It 4 Me. www.hebel.net/~rettore/TypeIt4MeIndex.html (Riccardo Ettore's site for downloading TypeIt4Me and Sounds for Fun software).
E-Mail Forums:
Note: These are from Asha Special Interest Division 12, Augmentative
& Alternative Communication, p. 16
*A forum for RESNA, USSAAC, & ASHA:
Majordomo@asel.udel.edu
Leave the subject area blank; type <subscribe aac> in the body of the message
*ACOLUG: A forum for users of augmentative communication:
listserv@vm.temple.edu
Type <subscribe firstname lastname> in the body of the message
*Funding policy forum in the area of AAC:
majordomo@asel.udel.edu
Leave the subject area blank; type <subscribe aac-medicaid> in the body of the message
Back to Tips, Tricks & Smart Sheets
This month's tip comes from Julie and Caroline.
What? Create drop-down menus within Microsoft Word documents that allow students to "fill-in-the-blank" for multiple choice responses using a mouse click rather than paper and pencil. For many students who struggle with writing, this allows them the opportunity to demonstrate reading comprehension without the added stress of manipulating a pencil or pen.
The end product will look something like this:
After selecting the arrow indicating the presence of a drop down menu, you will see:
Once an answer is selected, it will look like this:
For complete directions on how to do this, please click on the title of this .pdf file: mswordform.pdf