They can make their own math books, and measuring things. And they can write about all sorts of interesting activities. I think they can go on wonderful field trips and summarize their trips on the basis of and put pictures and words together in very interesting ways. I think that children are fascinated early on with science. And in classrooms, believe it or not, even at the pre-k level we use science notebooks where we do an experiment and then the child actually writes about the experiment after they've seen. So we give the children the opportunity at the very earliest stage where they begin to realize that it is an expressive act and it's a meaningful act that helps them learn about content. Delia pompa: Well you alluded to this, but you're talking about fairly young children.
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Susan neuman: I think the children are very interested in what's happening in the country right now in terms of the presidential election. I find that children are eager to learn more about some of these characters that they hear a lot about in television. And children have really early on some very wonderful opinions about what's going on that we should listen and they can write more about. I think teachers really need to use information. Children want to learn, they are knowledge seekers. And so a lot of opportunities they can just let's just describe this and what it looks like and how it feels and how our experience is with. So i think providing opportunities for them to learn about information and write about information. And I think also, finally, some teachers can use something simple we call innovations where they can take a favorite text like brown bear, Brown bear, What do you see?, and create getiton a new text using the same model that the children have just heard. They can integrate new words and it can make those stories their own in a very special way. Delia pompa: What does that really mean and what does it look like in the classroom? Susan neuman: Well I think writing across the curriculum is so critically important, even in areas like math.
We don't teach writing in many of our college courses, so many of these teachers will not have had experiences in learning how to write. A lot of teachers are also haven't been taught the genres of writing. We know for example that very early on children want to write informational writing. And we haven't focused enough on evaluation, on what is good writing for children and how can we support them and develop that even further. Delia pompa: give us some more techniques that teachers can use, i mean because it sounds like there is a lot that teachers need to know about this. Susan neuman: Oh, i think there are a number of very simple strategies. First thing, i think that sometimes we use a morning message, and a morning message is a strategy that teachers will talk about what is happening in the class. And I would encourage the teachers to not just say it's a sunny and warm, shredder it's a beautiful day outside, but use it as an opportunity to say something really exciting or ask a provocative question and let the children use and read that and. Delia pompa: give us an example.
And finally, teachers need to give children lots of opportunity and practice, and that practice should accompany corrective feedback. So we can no longer just say "gee, this is wonderful; the child is trying to expressively write." we now need to know that we go back and we help that child form those letters and write accurately and correctly. Delia pompa: sounds like there's a much more explicit instructional process than we've ever talked about before. Susan neuman: I think you're right. Delia pompa: What are the challenges teachers face, the biggest challenges they face in sort of carrying out this good writing first instructional process? Susan neuman: I think there are a number of challenges. First thing, some of the schools of education frankly are a little bit culpable. We don't have many writing courses.
So in other words, when they read stories they should point out some of the writing strategies that these writers are using very, very effectively. And so the child begins to look at reading in a different way, from a different perspective. And they can do that very early. I think another important thing that is just critical is that the teacher model good instruction. The very early on is that modeling that children will see. How she goes about writing. That they will learn from. And those models are really wonderful.
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I think we've learned a lot about writing — both what writing process does and does not. And one of the key things that I think we've learned is that children really need good instruction to write better. Delia pompa: Well, can you break that down for us, the instruction? What are the components of a good writing instructional process? Susan neuman: I'll give you just a couple that I think are just key.
And essay as you know, i work with young children, so i want to focus first on a couple of things. Susan neuman: First I think we need to setup an environment that supports writing. Often I go into a room and see no area for children to write. If you have an area where the tools are immediately available — you have writing paper, you have alphabet, you have dictionary, you have objects around there, a message board for example — that supports children's natural desire to want to learn how to write. The second thing I think is just critical is that we encourage teachers to read like writers.
Susan neuman: Well, i think the consequences are just tremendous. First thing, we know that children really want to write, and that writing is what Arthur Appleby once called "thinking with a pencil." It's a premier way in which children think and express themselves in ideas. And it's also a way that children are very creative and they express their uniqueness. They indicate what they want. And so therefore as they get old writing will take on an increasing importance in their activities. And it's very important that they write and they write well and succinctly.
Delia pompa: sounds like it's a real 'personal outlet' for what you've learned. Susan neuman: Oh, yes. Delia pompa: How much confidence do we have in the research we have about writing? And I guess the question I really want to ask is is there a consensus about the best way to teach writing? Susan neuman: I don't think. I think we a while back we became very confident that the writing process was the key to helping children learn to grow as writers. What this has often translated to is giving children a great deal of opportunity to write and write from their own personal perspective.
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Neuman, let's start with you. We know that far too many of our kids struggle with reading, how are we doing teaching writing? Susan neuman: Well, not as good as we'd like. When we look at the national assessment of educational progress in writing we've seen some good news and some not so good news. The good is from 19 we see some small growth thesis in terms of grades four and eight in writing. However that's not the case for grade 12, so we have some work to do certainly in this area. Delia pompa: Well, what are the consequences for kids who don't learn to write well?
Neuman is also with. She's a professor in Educational Studies at the University of Michigan, and she's also the former assistant secretary for Elementary and Secondary Education in the department of Education. And we have. Moats is an independent consultant with moats Associates, and she's also consulting advisor on professional development and research initiatives with Sopris West Educational Services. I'd also like to welcome our and studio audience of educators and parents. They'll share their own questions for our guests near the end of the show. Thank you all for joining.
distributor of children's books and the leader in educational technology. Major funding for reading Rockets comes from the United States Department of Education, Office of Special Education Programs. Our partners for this program include the American Speech-Language-hearing Association, the national head Start Association, parents Action for Children, and the national Association of State directors of Special Education. Delia pompa: Hello, i'm Delia pompa. Welcome to the reading Rockets webcast series. Today we're going to talk with three top experts about writing instruction. Joining me we have. He's the curry Ingraham Professor of Special Education and Literacy at Vanderbilt University.
Each paragraph needs its own structure, too. P-e-e : The p oint you are making. E vidence - an example of why you are right (such as a"tion or an observation from a specific point in the text). E xplanation - what the"tion or observation means, why it explains your point, and anything else that is interesting about what is happening in the"tion. To get the highest marks make a further plan development, linking your point to further evidence that backs up your point, or ending with a link to the next point. Voice over: What Are The best ways to teach Writing? What Can teachers do to help Kids Who find Writing Especially Challenging? Voice over: I'm Delia pompa.
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Featured Article, thanks to all authors for creating a page that has been read 1,702,038 times. Did this article help you? Your overall structure is simple: an introduction, four or database five paragraphs, each containing one main point, and finally a conclusion. The points need to flow in order. When youve written your list of points in your plan, think about what order they make most sense. You need to be able to make a chain, linking each point to the next. Use connectives to link each paragraph to the previous one. In the exam make a quick note of the order youve decided on by putting a number next to each point.