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Quick and Easy (no prep)- Writing Lists
Since many of our students find writing difficult, making lists of things is a great way to get some writing practice without the pressure of perfect sentences and flawless paragraphs. Making lists also gives students the opportunity to focus on generating ideas. In the book, “Becoming Naomi Leon” by Pam Munoz Ryan, the main character keeps a vast notebook of lists. She lists everything from “Things I Am Good At” to “Superb Spanish Words”.
Here are some ideas for writing lists:
1. Emergent and Early Writers – Classroom Suite – I have created some list making activities; students can click on word buttons to make lists. Nu
mber buttons can add numeration and counting to the activity. You’ll find list writing in: Instructional Classrooms > Literacy > Writing > Write Lists: - Color List
- Green Things List
- List of Favorites
- Pet List
- Shapes List
- Zoo Animal List
2. Here are List Ideas for Intermediate Writers:
- Things I Am Good At
- Splendid words list – use the Dictionary & Thesaurus available in Word for this list
- Animals: categories of pets, zoo, farm, forest….
- Forms of Transportation
- Books I've read or Books I’d like to read
- Favorites: foods, places, things to do
- Places I've been
- Games I've played
- States
- Family members
- Movies
- Winter things
- Things I know how to do
- Names of pets
- Things I need to do before winter break (that’s the list I’m working on).
-Sheri
There's a lot to be said on this topic, but I'll keep this short and (hopefully) sweet.
1. For Emergent and Early Writers –
Experience with text and daily opportunities to write are crucial to developing literacy skills. All students can learn to express themselves through writing, although some may use nontraditional methods. Here are some ideas for non-traditional and emerging writers:
- Letter play (see list of web site letter activities in AT Tip 4)
- Use regular or onscreen keyboard (Classroom Suite) for free writing exploration, invented spelling, and writing name.
- Use talking text feedback (Classroom Suite) – students hear letters (& words) spoken as they type.
- Write with word banks or phrase banks – Classroom Suite.
- Use word prediction.
- Write for a variety of purposes: here are some
∆ Make lists of colors, people, pets, foods, or anything.
∆ Write about a picture, an event, a personal experience.
∆ Retell a story from a book read in class - using pictures and words.
∆ Journal – Today in school I ...
∆ Fill in blanks to complete sentences or write a story - Wacky Web Tales (Mad Libs) 2. For Students Writing Paragraphs and Extended Responses
Students, who are struggling to write Paragraphs and multiple paragraphs, may find word-processing less frustrating than a pencil and paper. Keyboarding is an important skill at this stage of writing (District 97 Custom Typing information)
• Lessons in Microsoft Word - Formatting a document (Basic Formatting in Word, presentation in Word Handouts)
- Editing in Word (Editing in Word, tutorial in 'Word Handouts') – a presentation which can be viewed in QuickTime (as a movie) or opened in PPT.
-Sheri
A. From Read-Write-Think, a vast resource for students, families, and teachers, comes reading, and letter exploration (under Student Materials): http://www.readwritethink.org/student_mat/index.asp Build letter fluency through experience with letter recognition and letter sounds.
B. . Students using word processing - How to Format a Word DocumentIt’s helpful for students, who use word processing, to know some basics about Microsoft Word.I've posted 2 resources about basic formatting, you'll find these in "Microsoft Handouts"; one is a PDF handout "Basic Formatting in Word", and the other is a Presentation in QuickTime of the same name (can also be opened in Power Point). Use this presentation in the computer lab or classroom before you begin a writing assignment.Skills in this lesson include: using the menu bar, how to find & open toolbars, using text alignment tools, zoom, and the ability to properly format an assignment.
A. Software available for home purchase at discounted prices. I’m often asked how families can purchase software we use at school; some companies offer special pricing to families when their school district owns particular software. Microsoft Office and Inspiration are two examples. For information about how to apply for software discounts look in my 'General Handouts' for "Home Software Discounts”.
B. For struggling readers - try using “Text-To-Speech” on your Mac computer. Available on all Mac computers through the System Preferences, anyone can use it to read all text on the computer including Internet sites, word documents, and PDF's.
For how to activate this setting on a Mac, I have information in two formats under 'Macintosh Handouts' - "Text to Speech PDF handout", and "Text to Speech Presentation". The presentation could be used for group instruction in the classroom.
Tech tip two, here are a couple more free resources, i.e. web sites.A. For young learners and those with special learning needs: Do2Learn http://www.do2learn.com/ A free online resource for students with special needs.
B. For older students (upper elementary and middle school) check out Wordsmyth: http://www.wordsmyth.net/ This is an electronic dictionary, thesaurus, PLUS has some great teacher tools. 
Registration is free. The children's dictionary has a nice layout. In addition to the dictionary feature there are some fabulous teacher tools: use the Glossary Maker to create a topic dictionary, use Quiz Builder to create a vocabulary study guide, Vocabulary has "words of the week", and check out Anagram Solver and Crossword Puzzle Helper.
I started publishing a Technology Tip-a-week for Special Education Teachers and staff, both early learning and older student tips. Now I'm posting those tips here for anyone to reference. So here is Tip number one.
A. For young students and early readers: Starfall http://www.starfall.com/
Starfall.com© has literacy activities for students pre-kindergarten through 2nd grade, and beyond for students with special learning needs.
Choose from a variety of activity levels, such as "Learn to Read". Within each activity there are letter & word games and interactive books.
In the books, click on a word to have it spoken.
B. Older students with limited reading skills – an Online Newspaper
The Key: http://www.keynews.org/
The Key is a newspaper written for people with limited reading skills. It provides news & information about current events, and is published monthly.
1. Referrals:- Q - I have students who need Assistive Technology, how do I get what they need? – or – I have a student who needs an AT evaluation, what do I need to do?
- A – Determining which AT tools or strategies are needed for students to achieve IEP goals and make academic progress is always a collaborative team process. If your building team needs information about AT or assistance implementing technology – email me slenzo@op97.org
For more information read my previous blog post, which describes the referral and evaluation process.
To make an AT referral, download (from my handouts) “AT Referral”; send it via interoffice mail to me (Sheri Lenzo) at the Central Office.
2. Talking Text:- Q – How do I make the computer read text out loud?
- A – First, headphones help when using this feature. On a Macintosh computer go to System Preferences > Choose Speech > Select “Text to Speech” > √ check the box next to “Speak selected text when the key is pressed”. You will be asked to assign a key combination to this function - speak text you’ve highlighted; I usually use “apple + R” (R for read).
- For detailed instructions, download (from handouts) “Text to Speech – Macintosh”.
3. Struggling Writers:
- Do you have struggling student's who don't like to write? Do you have students who do write but don't like to edit?
- Learning to use special features built into the computer and some cool editing features in Microsoft Word can make the writing process easier and more manageable for those students. If you would like to collaborate with me to teach your students the fun features that make writing easier for them, send me an email.
4. Why is your arrow so BIG?
- Make the computer cursor easier to see for students just learning to use the computer, and
- those with low vision.
- Download (from handouts) “Enlarge Cursor”.
5. Classroom Suite - Facts
- CS is not difficult to use once you get started - contact me for assistance. I can help set up a lesson and assist in the classroom or lab - as much, or as often, as needed.
- CS will speak letters, words, &/or sentences as students' type.
- CS has word prediction - which seems to help some very poor spellers and weak typists.
- There are many custom lessons ready to use, plus electronic books students' can have read out loud.
- I create custom lessons for teachers upon request. I've done this for Irving, Whittier, Brooks, and Holmes.
- General Education classrooms are using Classroom Suite too!
This information was originally posted in October 2006. To view the original article go to my Blog Archive > 2006 > October > “Overview of the Assistive Technology Evaluation”.The procedure for considering Assistive Technology for a student is a collaborative team process. My role, as an Assistive Technology Coordinator, is to provide information and guidance to IEP teams considering AT for a student. Decisions about Assistive Technology are ultimately made by a student's team.
An Assistive Technology Evaluation is the process of determining which (if any) technology tools or strategies are needed to support or enhance student learning.The process, in general, works as follows:- Phase 1 - Gather information about the student related to the area(s) of concern
- Phase 2 – Brainstorm & generate ideas
- Phase 3 – Implement / test the best ideas for a period of time
Possible outcomes of the trial (phase 3) include:- The tool / strategy was successful and is recommended & implemented.
- It was unsuccessful and another idea may be tried or added.
- The team needs more time / more information to make a decision, the trial is extended.
- Phase 4 – AT Implementation & Follow-up
Assistive Technology assessment is always an ongoing process because students' need's change over time, as do the tools and technologies available.
To request my assistance with an Assistive Technology Evaluation - Go to my "Handouts" - Download "AT Referral" form - fill it out and send it to me at the Central Office.
The development of LITERACY (reading and writing) evolves through a CONTINUUM of related skills, from emergent to conventional. This process has been described many ways; one example of the writing continuum:
1. Pre writing = play with letters, scribble, pretend writing, approximate letters.
2. Emergent Exploration = drawing with writing, invented spelling, produce favorite letters, tell/retell stories with pictures and words.
3. Developing Sentences = write words, put words together - unconventional, complete sentence starters, shared writing (copy, complete word or sentence).
4. Basic Mastery = produce sentences with correct convention but errors of punctuation, spelling and grammar.
5. Developing Extended Responses = paragraphs, errors in organization & grammar, limited vocabulary, ideas better verbalized than written.
6. Writing mastery = editing skills, expanding ideas and word use, complex sentences and ideas…
Pre Writing and Emergent Exploration: In order for students to reach the developing and basic mastery levels of writing, they need to spend time in the exploration phase. Our students with multiple disabilities, and those who are averse to writing or holding a writing tool require even more time – time to play with and experiment with letters and words. Every student needs a “pencil” (this may be a computer, pointing, a switch, eye gaze, etc…) and an “alphabet” (an onscreen keyboard, paper alphabet board, AAC device, etc.) along with DAILY writing opportunities.
Here are some ideas for the Pre-writing / Emergent / Exploration phase:
1. Build background knowledge of letters: talk about letters & connect them to something students know (names, etc).
2. Have student choose letters – use a flip-book or page with the alphabet - write down the letters the student chooses, read back their writing (pronouncing as written) and discuss with them; or use a computer & open a blank Classroom Suite (or Word) document, increase the font size, and let them play with
the keyboard – always print their work.
* You can do this with your non-verbal students, and students using Step-by-step switches – check with me for more information about that.
3. Give your students a topic to write about / with a picture: Such as: “Going to the Movies”. [Look at the "Handouts" on my blog - use the 'Memories From Home' handout to develop student writing topics.]
4. Typical emergent writers will produce first in an alphabetical order: aaaaaa cccccc eeeeeeee ggggggg jjjjjjj oooo pp; then move to a more variable letter placement: iszfjmwwwmosuz
Allow students to experiment this way – no need to direct students to “find the letter d”, just play with letters. Classroom Suite can be set to say each letter as it’s typed.
5. Ask your students: “What do you want to write about?”- offer choices for students who need options: “Do you want to write about your dog or your trip to Grandma’s house?”
6. Use upper case for students with visual impairments – expose students to both, but it’s harder to discriminate between lower case letters.
7. Classroom Suite Activities
• Blank document – type with Option: “speak letters” and “speak words”. If your students are writing sentences, select Option “speak words” and “speak sentences”.
• Classroom Suite Activities found in: Instructional Classrooms > Literacy > Writing o 1. Pre writing [• ABC Book • Abc song • Balls Move write • Beginning alphabet writing (use the mouse to click on letters) • Winter writing
o 2. Emergent Explore Words [• abc & word write • make 3 letter words • Snow • Sun]
o 2. Errorless Sentences [• Silly Subject Predicate • Winter is writing • Write about favorites]
o 2. Errorless Stories [• Errorless Car Story • Errorless Pizza Story]
CONTACT ME for more information about writing for students who need alternative “pencils” – I will also adapt or make new Activities in Classroom Suite to meet the needs of your classroom, curriculum, theme, or individual students.
-Sheri Lenzo
It's the season of holidays, celebrations, family gatherings, and (hopefully) some time off, so my tip #7 is about having fun. For young children there are several fun web sites: 
For older students - Explore Drawing tools in Word
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