After watching the instructor’s lectures, and examining the STAR sheets for writing strategies, choose one of the Case Studies listed below and answer the

20 iris .peabody .vanderbilt .edu 20

Written Expression: Grades 2–5 Level B • Case 2

CASE STUDY

Background Student: Henry Age: 10 .4 Grade: 5 Focus: Persuasive Writing

Scenario Henry is an outgoing boy who does well in all his classes; however, recently he has been demonstrating some negative behaviors in writing class . Henry’s teacher, Ms . Faz, has heard (on multiple occasions) Henry saying, “I can’t do this! I hate writing!”

During a conference with Henry, he tells Ms . Faz that he used to like to write, but this year the assignments seem a lot harder . When the teacher gives him a writing assignment, he has no idea where to begin . Ms . Faz has the following instructional goal:

• Given a writing prompt, Henry will write a persuasive essay, clearly articulating his point of view, providing supporting arguments, and refuting opposing arguments .

Possible Activities • Planning and Organizing Strategies: Persuasive Essays

! ! AssignmentAssignment 1 . Read the Introduction and the Planning and Organizing Strategies: Persuasive Essays STAR

sheet for the possible strategies . 2 . Explain how each of the two writing strategies could be used to assist Henry in reaching his

instructional goal . 3 . Ms . Faz was planning to teach her students the STOP and DARE strategy . Do you think this

strategy will help Henry met his goal? Why or why not? 4 . Decide on two self-regulatory statements that Ms . Faz could use when modeling the strategy

for Henry .

I think we should have home work for these reasons. We can learn. It will help us on are homework. It will help me. I will be may be board but it will help me because I will learn more. I like math homework especially unless I have to write about math. I like that I can be alone when I do my homework. I’m happy that we have homework. I will improve in school if I have homework. I like homework because it can be fun. I feel so happy because we have homework.

032522

iris.peabody.vanderbilt.edu or iriscenter.com

Serving: Higher Education Faculty • PD Providers • Practicing Educators Supporting the preparation of effective educators to improve outcomes for all students, especially struggling learners and those with disabilities

CASE STUDY UNIT

Written Expression Grades 2–5

Created by Torri Lienemann, PhD, Concordia University, Nebraska Robert Reid, Professor Emeritus, University of Nebraska-Lincoln

iiris.peabody.vanderbilt.edu

The contents of this resource were developed under a grant from the U.S. Department of Education, #H325E120002. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen

Written Expression Grades 2–5

Contents: Page

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv STAR Sheets

Planning and Organizing Strategies: Narratives . . . . . . . . . . . . . . . . . . . . . . . . . 1 Planning and Organizing Strategies: Persuasive Essays . . . . . . . . . . . . . . . . . . . . 6 Planning and Organizing Strategies: Revising Strategies . . . . . . . . . . . . . . . . . . . 12

Case Studies Level A, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Level A, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Level B, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Level B, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Level B, Case 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Level C, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Level C, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

TABLE OF CONTENTS

* For an Answer Key to this case study, please email your full name, title, and institutional affiliation to the IRIS Center at iris@vanderbilt .edu .

ii iris .peabody .vanderbilt .edu ii

To Cite This Case Study Unit

Lienemann, T ., Reid, R ., & the IRIS Center . (2009) . Written expression: Grades 2–5. Retrieved from https://iris .peabody .vanderbilt .edu/wp-content/ uploads/pdf_case_studies/ics_writex .pdf

Content Contributors

Torri Lienemann PhD Robert Reid 2009

Case Study Developers Zina Yzquierdo

Editor Jason Miller

Reviewers Susan DeLa Paz Brucer Saddler Linda Mason

Graphics

Erik Dunton Pgs 2 & 7—Adapted from “Powerful Writing Strategies for All Students, by K . R . Harris, S . Graham, L . Mason, and B . Friedlander, 2008, p . 116; graphics by Jason Phelan/IRIS Clipart: Microsoft Clipart Page 15- Adapted from Harris, K ., R ., Graham, S . Mason, L ., & Friedlander, B ., 2008, p . 281, Graphics by Erik Dunton/IRIS

Written Expression Grades 2–5

CREDITS

iii iris.peabody.vanderbilt.edu iii

Written Expression Grades 2–5

STANDARDS

Licensure and Content Standards This IRIS Case Study aligns with the following licensure and program standards and topic areas .

Council for the Accreditation of Educator Preparation (CAEP) CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom .

• Standard 1: Content and Pedagogical Knowledge

Council for Exceptional Children (CEC) CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities .

• Standard 5: Instructional Planning and Strategies

Interstate Teacher Assessment and Support Consortium (InTASC) InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation .

• Standard 8: Instructional Strategies

National Council for Accreditation of Teacher Education (NCATE) NCATE standards are intended to serve as professional guidelines for educators . They also overview the “organizational structures, policies, and procedures” necessary to support them .

• Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

iv iris .peabody .vanderbilt .edu iv

This case study set presents a number of writing strategies for helping students in the elementary and middle-school grades who struggle with writing . In order for students to benefit from instruction in written expression they must possess some prerequisite skills . These are:

• Transcription skills: handwriting and spelling • Grammar skills: knowledge of sentence form and structure

Students who struggle with writing often demonstrate little knowledge of the process involved . Specifically, these students have difficulty with what are called the lower-level skills (e .g ., handwriting, spelling, or grammar) as well as the higher-level skills (e .g ., idea formulation and topic selection, planning, producing, or organizing and revising text) . The preferred method of implementing the strategies outlined in this case study set is to use the Self- Regulation Strategy Development (SRSD) model, which, as the title implies, requires students to utilize self-regulation strategies . For those without this knowledge, we recommend that you view the IRIS Modules:

• SRSD: Using Learning Tips for Enhance Student Learning • SOS: Helping Students Become Independent Learners

SRSD is a research-validated model that involves explicitly and systematically teaching a strategy . Though the SRSD model is sequential in nature, it nevertheless allows teachers to revisit stages of the process when the learning needs of their students require them to do so . The SRSD model is composed of the following stages:

Written Expression Grades 2–5

INTRODUCTION

iris .peabody .vanderbilt .edu v

Stages of the SRSD Model Stage 1: Develop and Activate Background Knowledge

Before teaching any Tips for students, teachers should evaluate students’ skills (e .g ., task analyze writing skills—Are students able to write and spell with reasonable fluency? Can students name and describe the parts of a story?) .

Stage 2: Discuss the Strategy

Talk with the students about the strategy you are going to teach them . Discuss its advantages, how it can help them in their assignments, and when it should be used .

Stage 3: Model the Strategy The teacher talks aloud throughout modeling as he or she goes over the steps in the strategy, describes what the students will do at each step, and demonstrates how the strategy is used . (Note: It is often helpful for the teacher to use a script .)

Stage 4: Memorize the Strategy

Make sure that students memorize the steps and procedures in the strategy .

Stage 5: Support the Strategy

Practice using the strategy with the students . For example, a student and teacher could write a story collaboratively . Initially, the teacher will support the implementation of the strategy . Over time, the teacher will decrease this support .

Stage 6: Independent Performance

Evaluate the students’ ability to independently apply the strategy . To support generalization of the strategy, the students should be given opportunities to apply the strategy in different contexts (e .g ., different classes) . To support maintenance of the strategy, the students should be asked to apply the strategy in the weeks and months after instruction .

Self-Regulation Strategies Key Ideas Self-regulation is the ability to control one’s behavior . When used in conjunction with learning in the classroom, it is the method or procedure that learners use to manage their learning . Students who practice self-regulation strategies are often more active participants in their learning, aware of their thought processes, motivated, and independent . Self-regulation includes four areas, which can be used independently or in combination:

• Self-monitoring – a technique that requires students to keep track of their progress and record the results .

• Self-instruction – a technique that involves students talking themselves through a task or activity (e .g ., “I can do it!”, “First, I pick my topic .”) .

• Goal setting – a technique in which the student and the teacher determine what the student is trying to achieve and how to get there .

• Self-reinforcement – a technique in which students select reinforcers and reward themselves for reaching or exceeding a criterion .

Note: Research indicates that the SRSD model is more effective at improving writing performance than are all other instructional approaches . We recommend the use of this model to teach the writing strategies that are presented in this case study set .

☆ What a STAR Sheet is…What a STAR Sheet is… A STAR (STrategies And Resources) Sheet provides you with a description of a well- researched strategy that can help you solve the case studies in this unit .

1 iris .peabody .vanderbilt .edu 1

Planning and Organizing Strategies: Narratives

STAR SHEET

About the Strategy Planning and organizing is a necessary pre-writing exercise that includes knowing the components of the writing assignment, selecting a topic, and brainstorming ideas to include in the composition . Narratives are stories that can be presented in different ways (e .g ., short story, drama, song) . Narrative elements include sequential story events—typically about something specific—and a character whose actions are mitigated by an intention or need . Finally, an unforeseen occurrence might transpire, resulting in a dilemma for the character .

What the Research and Resources Say • Researchers have found that when students have specific knowledge about writing elements

(e .g ., the parts of a story) their writing development and quality increases (Olinghouse & Graham, 2009) .

• Students in primary grades do not spend sufficient writing time planning and revising connected text . Their writing improves when they are taught these skills (Cutler & Graham, 2008) .

• One of the most common types of writing assignments in which primary grade students participate is narrative writing (Cutler & Graham, 2008) .

• Compared to their peers, struggling writers, including those with learning disabilities, have difficulty planning and organizing their writing and benefit from using writing strategies (Saddler & Graham, 2005; Baker, Gersten, & Graham, 2003) .

Strategies to Implement The following strategies help students to systematically plan and organize their narratives . When used with the SRSD model, these strategies have been scientifically validated and have been shown to improve students’ narratives and story writing . POW + WWW, What = 2, How = 2 POW + WWW, What = 2, How = 2 is a strategy that helps students write better stories . The POW component of the strategy is designed to help students pick their idea, organize (i .e ., plan), and write their story . The WWW, What = 2, How = 2 component is intended to help students organize their notes (the “O” in POW) .

iris .peabody .vanderbilt .edu 2

(Adapted from Powerful Writing Strategies for All Students, by K. R. Harris, S. Graham, L. Mason, and B. Friedlander, 2008, p. 116)

POW + C-SPACE The POW + C-SPACE strategy is designed to help students develop a writing plan and think about the details that should be included in stories . The POW component of the strategy is designed to help students to pick their idea, organize (i .e ., plan), and write their story . The C-SPACE component of the strategy is designed to help students to organize their notes (the “O” in POW) .

iris .peabody .vanderbilt .edu 3

(Adapted from Powerful Writing Strategies for All Students, by K . R . Harris, S . Graham, L . Mason, and B . Friedlander, 2008, p . 148)

iris .peabody .vanderbilt .edu 4

Graphic organizer for WWW, What=2, How=2

ExamplesExamples

Cue cards for C-SPACE

iris .peabody .vanderbilt .edu 5

Tips for Implementation • Increase the frequency of writing assignments . Writing proficiency is a predictor of academic

success for students in school, and it increases student knowledge . • Teach and use varied vocabulary with students to increase effective writing . • After students have completed a narrative, instruct them to label its elements (e .g ., setting,

characters, feelings) to ensure that they have included the necessary components . • Allow students to use graphic organizers to help plan or organize their stories . • Make cue cards to help students to plan or organize their stories .

Keep In Mind

• Students may lack background knowledge necessary for writing a narrative . • In some cases, students may have knowledge on a topic but fail to activate this background

knowledge . • Students must understand specific concepts related to writing narratives (e .g ., sequence of

events, problem or conflict, resolution) in order to be successful writers .

Resources Baker, S ., Gersten, R ., & Graham, S . (2003) . Teaching expressive writing to students with learning

disabilities: Research-based applications and examples . Journal of Learning Disabilities, 36, 109–123 .

Cutler, L ., & Graham, S . (2008) . Primary grade writing instruction: A national survey . Journal of Educational Psychology, 100(4), 907–919 .

Harris, K . R ., Graham, S ., Mason, L ., & Friedlander, B . (2008) . Powerful writing strategies for all students. Baltimore, MD: Brookes .

McKeough, A ., Palmer, J ., Jarvey, M ., & Bird, S . (2007) . Best narrative writing practices when teaching from a developmental framework. In S . Graham, C . A . MacArthur, & J . Fitzgerald (Eds .), Best Practices in Writing Instruction (p . 53) . New York: The Guilford Press .

Persky, H . R ., Daane, M . C ., & Jin, Y . (2003) . The nation’s report card: Writing 2002. (NCES 2003–529) . U .S . Department of Education . Institute of Education Sciences . National Center for Education . Statistics . Washington, DC: Government Printing Office .

Olinghouse, N ., & Graham, S . (2009) . The relationship between the discourse knowledge and the writing performance of elementary-grade students . Journal of Educational Psychology, 101(1), 37–50 .

Reid, R ., & Lienemann, T . O . (2006) . Strategy instruction for students with learning disabilities. New York: The Guilford Press .

Saddler, B ., & Graham, S . (2005) . The effects of peer-assisted sentence combining instruction on the writing performance of more and less skilled young writers . Journal of Educational Psychology, 97, 43–54 .

It should be stressed that how a strategy is taught is what ultimately determines its effectiveness . One highly effective and empirically proven model is the Self-Regulated Strategy Development (SRSD) model .

6 iris .peabody .vanderbilt .edu 6

STAR SHEET Planning and Organizing Strategies:

Persuasive Essays

About the Strategy Planning and organizing is a necessary pre-writing exercise that involves knowing the components of the writing assignment, selecting a topic, and brainstorming ideas to include in the composition . Persuasive writing is a type of writing that informs the audience (e .g ., teacher, peers) of the writer’s opinion or thoughts about a specific topic .

What the Research and Resources Say • Students in primary grades do not spend sufficient writing time planning and revising

connected text . Their writing improves when they are taught these skills (Cutler & Graham, 2008) .

• Compared to their peers, students who struggle with writing, including those with learning disabilities, have difficulty planning and organizing their writing and benefit from using writing strategies (Baker, Gersten, & Graham, 2003) .

• Though persuasive writing assignments are used less frequently with students in the primary grades, students in these grades can learn to use persuasive writing (Cutler & Graham, 2008) .

• Young students are capable of understanding writing for an audience (e .g ., teacher, self, peer), an important feature of writing persuasive essays (Dray, Selman, & Schultz, 2009) .

• When producing persuasive text, students are able to pull from their understanding of an important social issue (Dray, Selman, & Schultz, 2009) .

• By the time many students graduate from high school, they do not have the writing skills they need in college or in the work force (Achieve, 2005; Kiuhara, Graham, & Hawken, 2009) .

Strategies to Implement The following strategies help students to systematically plan and write persuasive essays . These strategies have been scientifically validated and have been shown to improve students’ writing . POW + TREE POW + TREE is a strategy that helps students to convey their opinions in their essays . The POW component of the strategy is designed to help students pick their idea, organize (i .e ., plan), and write their story . The TREE component is intended to help students organize their notes (the “O” in POW) .

iris .peabody .vanderbilt .edu 7

iris .peabody .vanderbilt .edu 8

STOP and DARE STOP and DARE is another strategy students can use to plan and organize persuasive essays . The strategy has two mnemonics components, which are designed to emphasize reflection and planning . The STOP mnemonic helps students to plan and organize their persuasive essays .

Suspend Judgment: Students consider each side of the topic before taking a position . Take a Side: Determine which side will have the strongest argument or which side you believe in . Organize Ideas: Select ideas that make powerful arguments by putting an asterisk next to the ideas that you want to be sure and use . Identify several arguments that you will refute . Put your ideas in numerical order . Plan More as You Write: Keep planning as you continue to write .

Use the DARE mnemonic as a reminder to use all of the components of a good essay . Develop a Topic Sentence Add supporting Ideas Reject Arguments for the Opposing Side End with a Conclusion

(Adapted from Powerful Writing Strategies for All Students, by K. R. Harris, S. Graham, L. Mason, and B. Friedlander, 2008, p. 223)

iris .peabody .vanderbilt .edu 9

ExamplesExamples Graphic organizer for the TREE component of the POW+TREE strategy

(Adapted from De La Paz, S. 2001; Harris, K. R., Graham, S., Mason, L., & Friedlander, B. 2008, p. 185)

Cue cards with transition words that students can use in their persuasive essays

(Adapted from De La Paz, S. 2001; Harris, K. R., Graham, S., Mason, L., & Friedlander, B. 2008, p. 226)

iris .peabody .vanderbilt .edu 10

Tips for Implementation • Make sure that students understand the elements of a persuasive essay . When students are

organizing their notes, ask them to recall and be sure to include these elements . • Remind students that the topic sentence reveals the writer’s opinion as well as what the essay

will be about . • Allow students to use graphic organizers to help plan or organize their persuasive essays . • Make cue cards to help students to plan or organize their persuasive essays .

Keep in Mind

• Strategies such as STOP and DARE are commonly combined with self-regulation strategies . See the introduction to this module to learn more about using the Self-Regulation Strategy Development model .

• When students understand both sides of the argument, it helps them to further develop their counter argument .

• Good writers plan before they begin . Good planning leads to better arguments . • Taking part in pre-writing activities helps students to generate ideas about what they already

know about their topic .

Resources Achieve, Inc . (2005) . Rising to the challenge: Are high school graduates prepared for college and

work? Washington, DC: Author . Baker, S ., Gersten, R ., & Graham, S . (2003) . Teaching expressive writing to students with learning

disabilities: Research-based applications and examples . Journal of Learning Disabilities, 36, 109–123 .

Cutler, L ., & Graham, S . (2008) . Primary grade writing instruction: A national survey . Journal of Educational Psychology, 100(4), 907–919 .

De La Paz, S . (2001) . Stop and DARE: A persuasive writing strategy . Intervention in School and Clinic, 36, 234–243 .

Dray, A . J ., Selman, R . L ., & Schultz, L . H . (2009) . Communicating with intent: A study of social awareness and children’s writing . Journal of Applied Developmental Psychology, 30(2), 116– 128 .

Graham, S ., & Harris, K . (2007) . Best practices in teaching planning. In S . Graham, C . A . MacArthur, & J . Fitzgerald (Eds .), Best Practices in Writing Instruction (p . 138) . New York: The Guilford Press .

Graham, S ., & Perin, D . (2007) . Writing next: Effective Tips for improve writing of adolescents in middle and high schools. New York: Carnegie Corporation of New York .

It should be stressed that how a strategy is taught is what ultimately determines effectiveness . One highly effective and empirically proven model is the Self-Regulated Strategy Development (SRSD) model .

iris .peabody .vanderbilt .edu 11

STAR SHEET

Harris, K . R ., Graham, S ., Mason, L ., & Friedlander, B . (2008) . Powerful writing strategies for all students. Baltimore, MD: Brookes .

Harris, K . R ., Santangelo, T ., & Graham, S . (2008) . Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach . Instructional Science, 36, 395–408 .

Kiuhara S . A ., Graham, S ., & Hawken, L . S . (2009) . Teaching writing to high school students: A national survey . Journal of Educational Psychology, 101(1), 136–160 .

Olinghouse, N ., & Graham, S . (2009) . The relationship between the discourse knowledge and the writing performance of elementary-grade students . Journal of Educational Psychology, 101(1), 37–50 .

12 iris .peabody .vanderbilt .edu 12

About the Strategy Revising is the process of adding, deleting, or changing written text for the purpose of improving clarity and cohesion . It is a critical part of writing a composition . This process consists of:

• Identifying a discrepancy between the text and the writer’s intent • Determining the problem and deciding what should be changed and how to change it • Making the changes

What the Research and Resources Say • Students in primary grades do not spend sufficient writing time planning and revising

connected text . Their writing improves when they are taught these skills (Cutler & Graham, 2008) .

• Skilled writers edit and revise their writing by making content revisions, editing their spelling, capitalization, and punctuation, and by improving the overall appearance of their writing; whereas, less skilled writers tend not to review or make such corrections (Saddler & Graham, 2007) .

• Students who struggle with writing, including those with learning disabilities, typically have trouble with the revision process (Graham & Harris, 2003) .

Strategies to Implement There are a number of revising strategies that help students to revise written compositions . This section contains scientifically validated strategies that help students revise their writing .

STAR SHEET Planning and Organizing Strategies:

Revising Strategies

iris .peabody .vanderbilt .edu 13

Compare, Diagnose, Operate The Compare, Diagnose, Operate strategy helps students to revise their compositions . Students can use this strategy to revise their own writing or that of their peers . This strategy consists of four steps as outlined below: Compare: Read the text.

Find sentences in which you can add to, delete, o

Collepals.com Plagiarism Free Papers

Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.

Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS

Why Hire Collepals.com writers to do your paper?

Quality- We are experienced and have access to ample research materials.

We write plagiarism Free Content

Confidential- We never share or sell your personal information to third parties.

Support-Chat with us today! We are always waiting to answer all your questions.