HIGH-LEVERAGE WRITING ASSESSMENT & INTERVENTION PRACTICES FOR THE BUSY EDUCATOR: INSTRUCTION - GARY A. TROIA, PHD, CCC-SLP MICHIGAN STATE ...
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High-Leverage Writing
Assessment & Intervention
Practices for the Busy Educator:
Instruction
Gary A. Troia, PhD, CCC-SLP
Michigan State University
Virtual Presentation to Lavi Institute
August 6, 2021
1
Disclosures
The presenter has no relevant financial
or non-financial disclosures to make
regarding this presentation.
2
Advance Organizer
Genre Knowledge
Vocabulary in Genre-based Writing Tasks
Syntactic Manipulation
Linguistic Awareness for Spelling
MTSS Implementation
3
High-Leverage Writing Assessment & Intervention Practices for the
Busy Educator: Instruction
GENRE KNOWLEDGE
1. DEVELOPMENTAL PROGRESSIONS
2. STUDY GENRE MODELS
3. USE MNEMONICS & GRAPHIC SUPPORTS
4
Developmental Progressions for Genres
Grades Narrative Persuasive Expository
K‐1 Proto‐narratives (heaps of Simple statements of opinion Simple expressions of topic‐
actions or chains of cause‐ on a subject perhaps with related information
effect sequences) reasons
2‐3 True narratives with simple Opinions with reasons Mostly list‐oriented facts and
episodic structure (mostly experiential) minimal details based on
experience and some source
materials
4‐6 Elaborated episode structure Opinions with reasons Facts and details organized
(goals & plans, coordinated (experiential, emotional, and around major
setting, plot, and character minimal factual/logical) themes/qualities (marked in
traits) with somewhat more though often no markers of text) based more on source
literate language style negotiation materials
(counterarguments)
7‐12 Sequential, interactive, and True persuasion with Relationships between
nested episodes with factual/logical appeals that themes/qualities are
multiple characters, are related and focused with elaborated and information is
competing goals, and supporting data & based on vetted sources with
figurative language counterarguments citations
5
On a warm, sunny day two years ago, there
was a huge gray fish named Albert. He lived
in a big, icy pond near the edge of town.
Albert was swimming around the pond when
he spotted a big, juicy worm on top of the
water. Albert knew how wonderful worms
tasted and wanted to eat this one for dinner.
So he swam very close to the worm and bit
into him. Suddenly, Albert was pulled through
the water into a boat. He had been caught by
a fisherman. Albert felt sad and wished he
had been more careful.
6
I would like to be an octopus for many
reasons. Like, when an octopus loses a
tentacle, it can grow a new one. I would be
indestructible if I could grow new limbs if I lost
an arm or leg. Also, in just seconds, an
octopus can change colors when it feels
angry or scared. That would help me let
people know how I feel pretty easily. Finally,
an octopus is a great swimmer and moves
very fast. Swimming so fast would be
exciting. I could see so many sea creatures
and have adventures in the water if I could
swim like an octopus. Octopuses are so cool!
7
Worker ants work the hardest to support
the colony. First, worker ants help to build
and create the colonies. Next, they dig the
nest with their jaws. When they dig, they
carry the dirt outside of the nest. They
make so many chambers and tunnels in
the nest. Then they can store food in these
places. They also feed and care for the
queen’s babies. Worker ants are busy!
8
Study of Genre Models
Compare and contrast superior exemplars with inferior
ones
Color code specific genre features in texts
Backward map whole texts to a planning organizer
Focus on one or two text attributes at a time (e.g., text
structure/organization) and use excerpts rather than
whole texts to cover a broad array of examples
The Santa Anas blew in hot from the desert, shriveling the last of the
spring grass into whiskers of pale straw. Only the oleanders thrived,
their delicate poisonous blooms, their dagger green leaves. We
could not sleep in the hot dry nights, my mother and I.
Janet Fitch’s White Oleander
9
Mnemonics & Graphic Supports 10
Opening has a
“hook”: an unusual
fact or detail,
Conclusion has a
quotation,
summary of most
anecdote, or
compelling
question
arguments and a call
to action or a
solution
1112
13
High-Leverage Writing Assessment & Intervention Practices for the
Busy Educator: Instruction
VOCABULARY IN GENRES
1. NARRATIVE POWER VOCABULARY & CONTINUA
2. SEMANTIC MAPPING, FEATURES ANALYSIS, &
FOUR SQUARE FOR EXPOSITORY/PERSUASIVE
14Narrative Power Vocabulary
Type of Word Powerful Example Less Powerful Example
Mental State Verbs suppose, imagine, think, believe
(character thought) recollect, consider, ponder
acknowledge, recognize, understand, know
comprehend, accept
appreciate, prefer, enjoy, like, want
desire , covet, fancy
Action Verbs whisper, murmur, shout, said
(character action) cry, exclaim, mention
stash, perch, plop, put
position, set
plod, scurry, march, stroll walk
select, pluck, snatch, seize take
15Continua of Related Vocabulary
Emotions
Upset → Mad → Furious
↓ ↓ ↓
Annoyed → Angry → Outraged
↓ ↓ ↓
Perturbed → Infuriated → Livid
16Semantic Mapping
Carnivorous
Nocturnal Habits
Owls
Bugs
Body
Food
Parts
Rodents
Talons Beak
Feathers
17Semantic Features Analysis
Shelters for Humans
Permanent Insulated Large Fancy Dwelling
Apartment + + ? ? +
Tent
Cave
Igloo
Hut
18Four Square Concept Development
Synonym & Antonym Example & Non-example
synonym: intolerable, unendurable Your friend treats you with respect.
antonym: bearable, permissible A baby next to you on a plane cries
constantly the whole trip.
insufferable
Sentence Context Word Parts & Forms
The heat during the month of July in (not) suffer (allow) able (capable
in Georgia is insufferable! of)
insufferably
insufferableness
19High-Leverage Writing Assessment & Intervention Practices for the
Busy Educator: Instruction
SYNTACTIC MANIPULATION
1. SENTENCE COMBINING
2. COMPARE-DIAGNOSE-OPERATE (C-D-O)
20Sentence Combining Exercises
Saddler, B. (2012). Teacher’s guide to effective sentence writing. New York: Guilford.
1. Sentence Type Identification
Simple Sentence:
The men and women met at the station and went to dinner.
Compound Sentence:
The men met at the station, but the women went to dinner.
Complex Sentence:
The men met at the station before the women went to dinner.
Compound-Complex Sentence:
Before they all got together for dinner, the men met at the station and the women met at the diner.
What kind of sentence is the following? When dinner was over, Jean had a headache, so Paul
cleaned up the house.
2. Sentence Type Production
Pick a formula
Explore words to fit the formula
Note the words
Search and check (mark out imposters like prepositions, find the main verb and subject)
3. Sentence Combining
The weather was perfect. + The girls were playing soccer. + They went for ice cream after the
game.
The girls were playing soccer and then they went for ice cream after the game because the weather
was perfect.
21Compare-Diagnose-Operate (C-D-O) 22
High-Leverage Writing Assessment & Intervention Practices for the
Busy Educator: Intervention
LINGUISTIC AWARENESS FOR
SPELLING
1. MORPHEMIC DECOMPOSITION
2. WORD STUDY
23Morphemic Decomposition
transmission
sion
trans mis (action
(across) (send) becomes
thing)
The sinking boat’s SOS transmission was too
weak to be heard by the Coast Guard.
24Word Study
Step 1
Words containing a newly introduced orthographic pattern are
generated by a student and added to a word wall/personalized
dictionary using an anchor word—a word that the student is
likely to often encounter and has some success with spelling
The words might reflect:
Phonological structure (e.g., bat, hat, mat)
Morphological structure (e.g., heal, health, healthy)
Spelling rule (e.g., fines, sunshine, time, crimes, ride, slides)
Step 2
Student searches texts for other examples of the new pattern
and records them on personal copy of the word wall or in
personal dictionary
25Step 3
Student participates in a guided spelling activity using letter
tiles—the child combines the tiles to spell many of the words
containing the target phonogram, morphological pattern, or
spelling pattern they have been studying
Step 4
Student performs word sort using index cards with word parts
that could be combined with the target pattern by:
1. Sorting the cards into as many different words as possible
2. Recording all of the words on a separate sheet
3. Determining if each word is an acceptable English word
4. If an acceptable word, writing the word 3 times to practice
spelling and then in a sentence to demonstrate
understanding of its meaning
Step 5
Student (and instructor) monitors correct spelling of pattern in
writing
26High-Leverage Writing Assessment & Literacy Practices for the
Busy Educator: Instruction
MTSS IMPLEMENTATION
27MTSS for Writing—Tier 1 Instruction
Instructional Foci Core Instructional Adaptations
Procedures
•spelling, handwriting, writing •routines for daily writing •scheduling students with
conventions, technology instruction and curriculum writing difficulties into skill‐
applications •ample targeted feedback focused groups (e.g., spelling
•iterative and recursive writing throughout writing process groups) or strategy‐focused
processes •collaboration to complete groups (e.g., planning groups)
•linguistic knowledge authentic writing activities •learning centers with diverse
(phonology, morphology, •sharing, feedback, text models, writing activities/materials to
sentence structure) and procedural facilitators support additional practice
•writing content knowledge •sufficient modeling, •first‐language writing support
(genre/purpose, topic, resource appropriate scaffolding, and for non‐native English speakers
usage, audience) increasing demands for self‐ who are LEP
•taking notes, writing regulation •pyramid planning to prioritize
summaries, generating and •family and community instructional outcomes across
answering written questions, involvement (e.g., community skills, knowledge, and
developing written text‐based writing tutors and resident dispositions
responses and explanations authors)
•disciplinary writing in
secondary classes
28MTSS for Writing—Tiers 2 & 3 Instruction
Instructional Foci Supplemental Instructional Adaptations
Procedures
• spelling, handwriting, writing •re‐teaching skills and strategies •individualized materials such as
conventions, technology introduced in Tier 1 instruction spelling lists, writing goals, self‐
applications in sheltered environment talk statements
•iterative and recursive writing •skill‐ and strategy‐focused •picture cues to supplement
processes small group arrangements text and mnemonics to aid
•linguistic knowledge •sustained and systematic memory
(phonology, morphology, instruction (including in •modified task demands such as
sentence structure) prerequisite skills/knowledge text frames to support sentence
•writing content knowledge based on task and learner and paragraph writing and
(genre/purpose, topic, resource analyses) to address priority foci annotated drawings in lieu of
usage, audience) • integrated goal‐oriented compositions to reduce
•taking notes, writing services and supports (including transcription demands
summaries, generating and technology & language support, •heavier reliance on technology
answering written questions, SLP, OT, PT, special education, throughout writing process
developing written text‐based RTI specialist) (e.g., topic‐related word
responses and explanations •special classes focused on prediction, speech‐to‐text and
•disciplinary writing in disciplinary writing text‐to‐speech software)
secondary classes
29Resources/References Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2016). Words their way: Word study for phonics, vocabulary, and spelling instruction (6th ed.). New York: Pearson Publishing. Coker, D. L., & Ritchey, K. D. (2015). Teaching beginning writers. New York: Guilford Press. Duke, N. K., Caughlan, S., Juzwik, M. M., & Martin, N. M. (2012). Reading and writing genre with purpose in K-8 classrooms. Portsmouth, NH: Heinemann. Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L., Furgeson, J., Greene, K., Kim, J., Lyskawa, J., Olson, C.B., & Smither Wulsin, C. (2016). Teaching secondary students to write effectively (NCEE 2017-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. G. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Graham, S., MacArthur, C. A., & Fitzgerald, J. (Eds.). (2013). Best practices in writing instruction (2nd ed.). New York: Guilford Press. Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes Publishing. Saddler, B. (2012). Teacher’s guide to effective sentence writing. New York: Guilford Press. Troia, G. A. (Ed.). (2009). Instruction and assessment for struggling writers: Evidence- based practices. New York: Guilford Press. Troia, G. A. (2013). Effective writing instruction in the 21st century. In B. M. Taylor & N. K. Duke (Eds.), Handbook of effective literacy instruction: Research-based practice K-8 (pp. 298-345). New York: Guilford Press. Troia, G. A., Shankland, R. K., & Heintz, A. (Eds.). (2010). Putting writing research into practice: Applications for teacher professional development. New York: Guilford Press.
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