Annotated Bibliography Burke, J. (2003). Writing reminders, tools, tips, and techniques. Portsmouth, NH: Heinemann.

WHAT Directions are key to students understanding what the assignment is asking Word choice is very important in directions Make sure, as a teacher, to grade based on what the specific instructions were Clarify words to students so everything is interpreted correctly SO WHAT Teachers need to make sure directions are clear to all students Not every student will hear directions the same or process them the same NOW WHAT When giving directions to students, I will pre plan what I say to my students and have several ways of explaining it I will give oral and written directions to my students so they can process the information however is best for them I will remember that each student is different and be prepared to explain directions differently I will have examples of what I would like them to do prepared to show them to clarify Christine A. Espin, Jacalyn W. Weissenburger & Betty J. Benson (2004) Assessing the writing performance of students in special eduation, exceptionality: A special education journal, 12:1, 55-66 WHAT Written expression is a complex skill. There are three common methods to assess writing which are holistic, primary trait and analytic scoring. Curriculum Based Measurement (CBM) has been designed with special education in mind. Holistic scoring focuses on the whole of the writing rather than the sum of the parts. Primary trait scoring gives more precision to the scoring process. Primary trait scoring meets the standards of face validity and authenticity. Primary trait scoring can provide more information than holistic scoring. Analytic scoring provides evaluation criteria. Analytic scoring has higher reliability estimates than holistic scores. CBM is an approach for monitoring student progress and making instructional decisions. In CBM you must determine what and how to measure. CBM scores are stronger. SO WHAT It is going to take a lot of practice with students before they can write well. Students may feel frustrated or apathetic while writing. Assessing writing is difficult and there are many ways to do it.

Annotated Bibliography There are more specialized techniques that have been developed to score writing in special education. CBM should be the primary way of scoring students writing. NOW WHAT I will be patient in teaching my students writing skills. I will make sure that what I teach them connects and builds off their schema. I will find ways to motivate my students to write, especially when they feel frustrated. I will show students what they are doing really well in, and then show them one thing they need to improve on and try to help them with it. Students will always know what is being assessed with their writing. Graham, S., & Harris, K. R. (2013). Common core state standards, writing, and students with ld: Recommendations. Learning Disabilities Research & Practice, 28(1), 2837. WHAT CCS recommends that general and special education teachers knowledge is increased about writing development. Writing is a social activity. The purpose for writing is not static. Writing is shaped by societal, historical and cultural factors. CCS recommends that teachers need to create a writing environment in which students with learning disabilities can thrive. Students with LD need a positive environment to work in. Students need high expectations and goals with supportive encouragement. Writing is a process with set steps. Give just enough support to students with LD but encourage them to do as much as possible individually. Adapt writing instruction as needed. CCS recommends that teachers use evidence based practices in general education classes. Exemplary writing instruction needs to begin at the start of schooling. Give extra help to students who need it in the form of small groups or tutoring. SO WHAT Teachers need to have superior knowledge about writing development. Teachers need to understand that the purpose of writing changes and therefore writing should not stay the same all year long. Teachers need to be aware of what their students need as writers and provide that. Be consistent in the writing process. NOW WHAT I will constantly be learning about writing and how to improve myself for my students. I will not make writing a punishment or a process where it is silent in my room. I will be sure to incorporate real life events into the writing we are doing in class. Students will help me create their ideal writing environment by communicating.

Annotated Bibliography I will be positive in my outlook of writing and my students writing. Each student will have self goals in writing. I will be consistent in presenting the steps of the writing process. I will be familiar with students needs and any accommodations/ modifications they may need and provide them. I will give the best writing instruction I know how to give. I will make sure I give students help who need it.

Kittle, P. (2008). Write beside them: Risk, voice, and clarity in high school writing. Portsmouth, NH: Heinemann. WHAT There are many different processes, skills and products a writer can create Modeling and examples are key to teaching writing A writers notebook may help some students organize We need to get students to write because they want to, not because it is assigned Quick writes can help build writing stamina Start students off by writing about their interests or life Writers workshops can focus on any aspect of writing that your students need SO WHAT Teachers need to show students how to go about writing by demonstrating all the different processes, skills, parts of the writing cycle and types of products that can be created. Teachers should be able to show different ways for students to organize their writing because not every student is the same and will organize the same. Motivate students to write, let them tap into their inner writer and let them out. Writing takes a long time to master and stamina needs to be built up just like in running or strength building. Writers at all stages can benefit from writers workshops. There are always things we can improve within our writing. NOW WHAT I will have examples of everything I expect my students to do. I will never give them anything that I am not willing to do myself. I will model how to do what I am expecting of them and let them try it out on their own as well. I will not favor one way of writing. Students will be able to choose their own prewriting organization technique and organize their papery wish as long as it makes sense with what they are writing about. To help motivate my students to write, I will begin with writing about what students like and know about. I will use topics that can have many points of view and where there can be strong opinions and cases for. For beginning special education writers, I will probably choose topics like what is your favorite animal and why? I will have rotating writers workshops in my classroom to help students with what type of writing we are working on in class and what they are struggling with in general.

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Moore, D. W., Moore, S. A., Cunningham, P. M., & Cunningham, J. W. (1998). Developing readers & writers in the content areas k-12. (3rd ed.). Addison Wesley Longman, Inc. WHAT Vocabulary is key in writing. Without vocabulary knowledge, students cannot express themselves in the ways they might wish to. Put students in direct contact with the word and meaning of the word as much as possible. Skits can help students understand new words through role play. Pictures can be big aids in learning new vocabulary and connecting words to objects. Scavenger hunts can be fun ways to check for understanding of new vocabulary. Word walls and word boards can help students find vocabulary they are searching for. SO WHAT If students do not know the vocabulary they want to write with, they cannot effectively write. Learning vocabulary can be difficult so it is important to give students as much direct experience as possible. Concrete objects, pictures, and experiences are great ways to help students learn vocabulary. Once students have learned vocabulary, display it in the classroom so they can access it when needed. NOW WHAT As a teacher, I will make sure to introduce new vocabulary to students as much as possible, but not vocabulary that is too high above their heads. I will give students new words they can use in their writing. I will have a word wall in my classroom so students can see the vocabulary we have learned and can use it whenever they may need. November, A. (2010). Empowering students with technology. (2nd ed.). Thousand Oaks, California: Corwin Press. WHAT Students generally express themselves more fully and honestly online than in a classroom setting. Students can use the internet to find information and resources to aid them in writing. Teachers who are online generally give more detailed feedback to students than in a classroom setting. SO WHAT Some students with disabilities may prefer the computer in the first place and therefore may prefer communication over the computer.

Annotated Bibliography When writing certain types of papers, it may be beneficial for students to use the internet as a resource as well as books. When writing to students online, teachers are not pressured to make it quick so they can divide their attention to everyone; therefore feedback is more personalized and deeper. Students will be willing to share more when they know just the teacher is going to see because they are not risking judgment from their peers. NOW WHAT I will have online availability to students when they need it via email or a blog of some sort. I will include writing projects that promote the use of the internet and online articles. I will try to give as much feedback as I can in class. I may try to set up a system where if students want to, they can submit some work through the computer and I will give as much feedback as I can. I will create a classroom environment of respect in hopes that my students will be willing to share anything in my classroom without fear of judgment. Richardson, W. (2006). Blogs, wikis, podcasts and other powerful web tools for classrooms. Thousand Oaks, California: Corwin Press. WHAT Blogging is a huge way students get ideas out on the web. There are several websites that classroom blogs can be created on and kept private. Podcasting has many creative uses in the classroom. SO WHAT Blogs are personal to students and often relate to them more than a formal writing prompt. Blogs can help students connect with writing. Edublog and kidblog are two websites used for blogging in educational settings. Podcasts are popular with many students. Podcasts can be a fun extension on a writing activity. NOW WHAT Students can turn writing into projects on blogging websites which allows for other student feedback. As an extension on a writing project, students can create podcasts over what they were writing about. Students can work individually or in partners to work on these projects.

Annotated Bibliography Sandmel, K. N., Brindle, M., Harris, K. R., Lane, K. L., Graham, S., Nackel, J., Mathias, R., & Little, A. (2009). Making it work: Differentiating tier two self-regulated strategies development in writing in tandem with schoolwide positive behavioral support. Council for Exceptional Children, 42(2), 22-33. WHAT There are several stages of instruction including developing background knowledge, discussing, modeling, memorizing, supporting, and independent practice. The TREE (topic, reasons, ending, examine) strategy can help students. POW (pick my idea, organize my notes, write and say more) Writing organizers can help students organize thoughts into a paper. Students need to take ownership and use these strategies. SO WHAT Strategies can help students remember things better, especially during writing. There are many types of writing organizers to help students get started. NOW WHAT It is my job to help students take ownership of their writing and their process of writing. I need to effectively teach strategies to my students that will help them and that they will remember. I will need to be on my toes about what is effective for my students and teach them to the best of my ability.