SPAWN #3

(Special Powers, Problem Solving, Alternative Viewpoints, What If, Next)

9-12 Teacher Strategies to Increase Writing Skills

Writing to Learn
Plan activities to fit logically with content.
Include activities regularly.
Establish a clear purpose for each activity and a plan for how the writing
will be used.
Model assignments students are asked to write (one effective strategy is
for the teacher to write the model). Modeling may need to be repeated
several times in order to capitalize on the benefits of this powerful
strategy.
Invite students to experiment and try out ideas without correction or
criticism.
Do not grade activities for grammar, usage, or mechanics.
Provide individualized positive feedback (e.g., make suggestions, raise
questions, respond to students questions).
Award points for completion and extra points for exemplary work.

Copyright 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce
these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or
sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.
 Writing Instruction

Essential Element Writing

Framework Refer to box below

Type
Writing-to-learn
W.5.9.8, W.5.10.8, W.5.11.8, W.5.12.8,
W.5.9.9, W.5.10.9., W.5.11.9, W.5.12.9
Example
Journals, learning logs, writers
notebooks, exit and admit slips, inquiry
logs, mathematics logs
SREB Literacy Across the Curriculum

Rationale
Although neglected by both literacy and content area teachers, writing-to-learn is
an important tool for several reasons. When writing-to-learn activities are used
appropriately, students engage more fully; they develop critical thinking skills and
they become more aware of their own learning processes. To be effective,
learning must be active, and writing encourages students to become active
learners. Writing-to-learn leads to deeper understanding and more permanent
retention of information. It offers students a means to clarify their thinking, and it
provides teachers a means for quick, informal assessments that can inform
instruction.

Note: In order to meet the needs of diverse learners less complex materials can
be employed to accommodate the needs of Tiers II through V students. (See
Strategies for Teaching Writing Skills to Tier III, IV, & V Students). It should not
be assumed that students who struggle with writing cannot use adapted
materials with the graphic organizers and other ideas presented here.

Writing-to-learn activities are immense in variety and can be used effectively at

the beginning, middle, and/or end of a lesson or unit of study. Because they are
often short and can be quickly assessed, teachers are able to provide immediate
personal and positive feedback. These activities also encourage frequent use,
and writing frequently is more beneficial to learning than traditional long writing
assignments given infrequently. When writing-to-learn activities are assessed
without consideration of grammatical or mechanical concerns, students develop
greater fluency and are more willing to take risks and experiment with new ideas.
The purpose of this kind of writing is for students to capture ideas and to connect
personally with what they read and study.

Materials
Short pieces of engaging text, informational or narrative. Tiers II through V
students may need a tape recorded version of the text. Note: In several
of the activities which follow, sample pieces of text have been included.
 Writing-to-learn activities should be designed for use with the whole class
or with small groups. These activities may be implemented at the
beginning, middle, and/or end of instruction; some require as little as two
or three minutes; others may take more time, depending on how much of
the writing process is included. Writing-to-learn activities may usually be
assessed as rough drafts, but several may become the basis of more
extensive alternative assessment. Teachers can easily determine when
to introduce revising, editing, and publishing. All of the following activities
can be found in Tools for Teaching Content Literacy by Janet Allen or in
Smart Step/Next Step Strategies for the Content Areas produced by the
Arkansas Department of Education.

Direct Instruction
The teacher will explain and give examples of how writing helps students
to clarify their thinking and remember what they have learned (grocery
lists, e-mails, text messages, memos, class notes, etc.). S/he will
emphasize that writing helps learners become more active and allows
them to take more responsibility for their own learning. The teacher will
explain how writing-to-learn allows the student to discover, organize and
retrieve information more effectively and will illustrate a variety of tools that
can be used for writing-to-learn (journals, learning logs, graphic
organizers, etc.)

Modeling
Many of the writing-to-learn activities that follow include samples of text,
graphic organizers, and possible responses that can be used to model the
strategy. Regardless of whether the activity is very short or more involved,
the teacher should work through the activity so that students understand what
quality responses should look like. Thinking should be made visible on chart
paper, at the board or on the overhead projector. In some cases, the teacher
should model the strategy several times with different pieces of short text.

Guided Practice
All of the writing-to-learn activities that follow allow students to practice what
they have seen the teacher model. These activities encourage frequent
writing, with the student rather than the teacher as the audience. Most can be
done collaboratively or independently; all require teacher feedback so that
students perceive the benefit and continue to engage fully. These guided
practices afford the teacher the opportunity to assess understanding quickly
without the necessity of evaluating grammar and mechanics.

Application
Several of these activities lend themselves to more fully developed writing
assignments that afford the opportunity for creative expression. As students
become more secure with these strategies, they may then be able to design
their own assignments. For example, when students initially use the RAFT
activity, the teacher must supply the role, the audience, the format and the
theme choices. As they become more confident, students may be able to
originate their own options. Also, many of the strategies invite more extensive
development through the writing process; what started as a quick response to
learning may become a fully developed writing assignment that includes all
aspects of the process.

Copyright 2006 Arkansas Department of Education. All rights reserved. School districts may
reproduce these materials for in-school student use only. No resale. Materials may not be reproduced,
distributed or sold for commercial use or profit. ADE employees are not authorized to waive these
restrictions.
 Writing-to-Learn Activities Rationale
(from Smart Step/Next Step Strategies for the Content Areas)

These writing-to-learn activities may be appropriately used before, during, or

after class. They offer a variety of benefits by:

Promoting engagement.
Enhancing understanding of concepts being studied.
Promoting thinking.
Encouraging writing daily.
Providing insight into students thinking processes.

Offering the opportunity for quick assessment and for personal, positive
feedback.

Guided Practice

Choose appropriate times before, during, and/or after learning to include

writing-to-learn activities.

1. Plan to use the work produced in these activities in a meaningful way so

that students perceive their benefit and value.
2. Evaluate work as rough drafts and encourage students to take risks in
their responses.

3. Provide personal and positive feedback to all or to selected papers.

4. Consider awarding points for satisfactory completion and rewarding

exemplary work with extra credit.

Develop a systematic plan for offering feedback.

 SPAWN #3
(Special Powers, Problem Solving, Alternative Viewpoints, What If, Next)

SPAWN is the acronym for a writing-to-learn strategy that supports reading

comprehension. This strategy offers several benefits:

It encourages students to examine an issue from a variety of perspectives.

It extends thinking beyond the text.
It promotes reflection and engagement.
It moves students beyond literal responses to higher-order thinking.
It allows the opportunity for partner or small-group discussion.
It provides a springboard for more reading and writing.
It offers a means of alternative assessment.

Materials
Passage of text for each student (either teacher-selected or from a content
area textbook)
A copy of the SPAWN Guide for each student

Note: See Beginning Teenager Drivers and SPAWN Guide (both located at
end of this lesson) for samples to use in modeling this activity with your class.
The first few times that you use the SPAWN activity with your students, you will
need to create the guide; as your students become familiar with the process, they
may be able to generate their own ideas for this activity.

Guided Practice
1. Have students read the text.
2. Determine whether students will work individually, in pairs or in small
groups; then organize the class accordingly. You may assign students to
address one or more of the tasks, depending on the goal of your
instruction. For example, an individual may work on only one or two of
the prompts, but a small group might distribute the work so that every part
of the guide is addressed.
3. Distribute the SPAWN Guide that relates to the text and discuss the
writing tasks.
4. Allow time for students to draft their responses. In this modeling activity,
you may allow shorter responses in rough-draft form. If you use this
activity for a more formal alternative assessment, you may lead students
to craft, revise and edit more thorough responses.
5. Provide a rubric, you design, in advance for evaluating student work.

Assessment
Provide time for students to share their work either orally in small groups or
more formally after they have opportunity to revise and edit. Afford credit to
completed assignments.
 Tier II Additions
Arrange for student to work in a paired situation or small group
setting.
Instruct student to read and work on teacher selected text.
Allow student to respond to fewer items on SPAWN Guide.

Tier III Accommodations/Modifications

Pair student with a student peer with strong writing skills or in a small
group setting.
Have student read less of text selected and highlighted by teacher.
Allow more time to respond in short phrases or words to items on
SPAWN Guide.

Tier IV Modifications
Allow student to respond to the S & P section of SPAWN and dictate
answers to a student peer, teacher, or paraprofessional.

Tier V Modifications
Provide a tape recorder or head nod for student responses to the S
section of the SPAWN Guide with the help of a student peer, teacher,
or paraprofessional.

Copyright 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce
these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or
sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.
 BEGINNING TEENAGE DRIVERS
(Reading Example for SPAWN)

Beginning drivers' crashes differ

Teen drivers have the highest crash risk of any age group. Per mile traveled, they have the highest
involvement rates in all types of crashes, from those involving only property damage to those that are
fatal. The problem is worst among 16 year-olds, who have the most limited driving experience and an
immaturity that often results in risk-taking behind the wheel. The characteristics of 16 year-olds' fatal
crashes highlight these problems.
Percentage of Fatal Crashes by Characteristic, 2002
Driver Age: 16 17-19 20-49
Driver error 85 78 66
Speeding 37 34 24
Single vehicle 50 46 40
3+ occupants 27 24 18
Drivers killed with 0.10+ BAC 11 22 43
Driver error: Compared with crashes of older drivers, those of 16 year-olds more often involve driver
error.
Speeding: Sixteen-year-old drivers have a higher rate of crashes in which excessive speed is a
factor.
Single-vehicle crashes: More of 16 year-olds' fatal crashes involve only the teen's vehicle. Typically
these are high-speed crashes in which the driver lost control.
Passengers: Sixteen year-olds' fatal crashes are more likely to occur when other teenagers are in
the car. The risk increases with every additional passenger.
Alcohol: Although this is a problem among drivers of all ages, it's actually less of a problem for 16
year-olds. Thirteen percent of fatally injured drivers in 1998 had positive blood alcohol concentrations
(BACs). Only 8 percent had BACs of 0.10 percent or greater.
Night driving: This is a high-risk activity for beginners. Per mile driven, the nighttime fatal crash rate
for 16 year-olds is about twice as high as during the day.
Low belt use: Teenagers generally are less likely than adults to use safety belts.
One last curve in the road
"Her name is Emily. She was 16 years old, and lots of wonderful things were going to happen in her
life," laments Charrise Hubbard, Emily's mother. Emily died in a single-vehicle crash less than a year
after getting her license.
It was still daylight as Emily was driving herself to a birthday party at the pool where she was a
lifeguard. Just as she was rounding a curve in the road, she drifted over the shoulder, overcorrected,
struck a culvert, and was ejected through the passenger window of her truck.
"I would have sworn Emily was too smart not to have her safety belt on at all times. She was so bright
and practical," Charrise says. After all, Emily was president of her class. She belonged to the National
Honor Society. She even was on her school's newspaper staff and power-lifting team. "Sometimes,
we just assume our kids are doing the things we've worked so hard to teach them."
Charrise adds, "The thought of Emily's last few seconds on this earth often haunts me. Was she
afraid? Did she feel pain? Did she think of all of us who love her so much? The convenience of having
Emily drive and the fun she had driving her own car were short-lived. If we had known the statistics,
we would have made her go through a step-by-step process to earn her driving privileges. Anything
would be worth having Emily back with us."
Graduated licensing can help
Teenagers perceive a driver's license as a ticket to freedom. It's momentous for parents, too. Though
they often are aware of 16 year-olds' high crash risks, they're relieved not to have to chauffeur their
children around anymore. But the price is steep. Crashes are the leading cause of death among
American teens, accounting for more than one third of all deaths of 16 to 18 year-olds.
An effective way to reduce this toll is graduated licensing. Driving privileges are phased in to restrict
beginners' initial experience to lower risk situations. The restrictions gradually are lifted, so teenagers
are more experienced and mature when they get their full, unrestricted licenses.
Graduated systems that are well designed restrict night driving, limit teen passengers, establish zero
tolerance for alcohol, and require a specified amount of supervised practice during the initial phase.
Graduated licensing laws have reduced teenagers' crash rates in the United States, Canada, and
New Zealand, but not all states have such laws. With or without a state law, parents can establish
rules based on the graduated model.
What parents of teenagers can do
When parents understand the risk factors involved in letting 16 year-olds get behind the wheel, they
can act to improve the situation for their own children.
Don't rely solely on driver education: High school driver education may be the most convenient
way to learn driving skills, but it doesn't produce safer drivers. Poor skills aren't always to blame for
teens' crashes. Their attitudes and decision-making skills matter more. Young people naturally tend to
rebel, and peer pressure influences them more than advice from adults. They often think they're
immune to harm, which is why they don't use safety belts as much and why they deliberately seek
thrills like speeding. Training and education don't change these tendencies.
Restrict night driving: Most nighttime fatal crashes among young drivers occur between 9 p.m. and
midnight, so teenagers shouldn't be driving much later than 9 p.m. The problem isn't just that late-
night driving requires more skill. Outings late at night tend to be recreational. In these circumstances,
even teens who usually follow all the rules can be easily distracted or encouraged to take risks.
Restrict passengers: Teen passengers in a vehicle can distract a beginning driver and/or lead to
greater risk-taking. Because young drivers often transport their friends, there's a teen passenger
problem as well as a teen driver problem. Almost two of every three teen passenger deaths (62
percent) occur in crashes with a teen driver. While night driving with passengers is particularly lethal,
many fatal crashes with teen passengers occur during the day. The best policy is to restrict teen
passengers, especially multiple teens, all the time.
Supervise practice driving: Take an active role in helping your teenager learn how to drive. Plan a
series of practice sessions in a wide variety of situations, including night driving. Give beginners time
to work up to challenges like driving in heavy traffic or on the freeway. Supervised practice should be
spread over at least six months and continue even after a teenager graduates from a learner's permit
to a restricted or full license.
Remember you are a role model: New drivers learn a lot by example, so practice safe driving.
Teens with crashes and violations often have parents with poor driving records.
Require safety belt use: Don't assume that belt use when you're in the car with your 16 year-old
means belts will be used all the time, especially when your child is out with peers. Remember that belt
use is lower among teenagers than older people. Insist on belts all the time.
Prohibit driving after drinking: Make it clear that it's illegal and highly dangerous for a teenager to
drive after drinking alcohol or using any other drug. While alcohol isn't a factor in most crashes of 16-
year-old drivers, even small amounts of alcohol are impairing for teens.
Choose vehicles for safety, not image: Teenagers should drive vehicles that reduce their chances
of a crash and offer protection in case they do crash. For example, small cars don't offer the best
protection in a crash. Avoid cars with performance images that might encourage speeding. Avoid
trucks and sport SUVs -- the smaller ones, especially, are more prone to roll over.
Going home for the playoffs
When their 16-year-old son Gabriel missed his Friday night curfew, Charles and Maureen Puccia
started to fear the worst. They wouldn't know for hours that Gabe had died with two teenage friends in
a crash earlier that night.
Gabe's night started out without much of a plan. He and some friends were supposed to meet at a
pancake house, but only a few people showed up. That's when Gabe and others headed home to
watch the playoffs. None had been drinking, and they had only two miles to drive. But 17-year-old
Matt was going about twice the speed limit when the car veered off the road and hit a tree.
Gabe's parents had to make several calls just to get the news. "He had one of those little earrings in
his ear, and a special jacket he had bought in Italy," Charles recalls. "And the guy at the hospital said,
'I think we have your son.'"
"Our grief is for Gabe's loss, not our own -- to not know what we could have done for him and to not
watch him find whatever it was he wanted in life." Now the Puccias focus on their younger son,
Emilio. "This is a case where we're willing to go all the way, enforcing the graduated licensing law to
the utmost and beyond."

Statistics you should know...

14% of all deaths due to motor vehicle accidents are a teen driver.
Most teen driver deaths due to motor vehicle accidents occur on
weekends 53% of the time.
Teen drivers killed in motor vehicle accidents had a youth
passenger in automobile 45% of the time.
Of teen drivers fatally injured in automobiles, more than 1/3 were
speed related accidents.
Teen driver lifestyle of staying up late make teen drivers a high risk
to have an automobile accident due to drowsiness.
 More than any age group, teens are likely to be involved in a single
vehicle crash.
On the basis of current population trends, there will be 23% more
16-20 year-old drivers on the road in 2010 than there are today --
26.1 million.
This age group makes up 7% of licensed drivers, but suffers 14% of
fatalities and 20% of all reported accidents.
The 16-year-old population alone will increase from 3.5 million to
over 4 million by 2010.
 SPAWN Guide
Sspecial powers
You have been granted special powers. 1) Although they are dead, you
can communicate with Emily Hubbard and Gabriel Puccia. What would
you like to know about the circumstances leading to the crash? What
could they have done differently to prevent their tragic accidents? What
message do they want you to bring to others? 2) At least seven factors
contribute to fatal crashes by teens. You have the power to make one
change to diminish the problem. What will you do and why did you
choose this intervention above all the other possibilities?
Pproblem solving
Several factors seem to contribute to fatal crashes for teen drivers. What
would you do to reduce the number of accidents? 1) Over a third of
crashes in which teens are killed are caused by speeding. What would
you do to reduce this statistic? 2) A teen is more likely to have a fatal
crash if another teen is a passenger in the car; the greater the number of
teen passengers, the greater the likelihood of having a fatal crash. What
would you do to reduce this statistic?
Aalternative viewpoints
Looking at a problem from various viewpoints can often lead to solutions.
1) You are the parent of 16-year-old who has just gotten his/her drivers
license. What rules would you set for your child who is now ready to drive
without your direct supervision? 2) You are a state trooper who is called
to investigate a fatal crash involving teenagers, and you have the task of
informing the teens parents. What would you do when you arrive at their
home? Write the dialogue as you think it might occur.
Wwhat if
Speculating on what if can express optimism or regret. 1) What if driver
education courses could be changed to make them more effective in
preventing fatal crashes? What changes could be made that would make
a real difference in the quality of driver training? 2) What if Emily
Hubbard had not made the fatal error that caused her to be killed on the
way to a birthday party? What would she be doing today? How would
her community be a better place because she lived?
Nnext
Thinking ahead can sometimes head off problems. 1) Its 10:30
on Saturday night, and youve just gotten off work. You swing by
Wal-Mart to pick up a snack when three of your friends see you
in the parking lot (one may have consumed some beer earlier)
and ask you to drive them to a party at a farm a few miles out of
town. What do you do next? 2) The local AARP group is asking
the city council to impose a 9:00 curfew for teens. They cite the
statistics that teens make up only 7 percent of drivers but they
account for 20 percent of all accidents and 14 percent of all
driving fatalities. What do you do next?
 Rubric for Writing-to-Learn Activities
(Tiers I through V)

Your writing will be evaluated on the following criteria:

Completion 1 2 3 4

Accurate information 1 2 3 4

Risk taking and personal connection 1 2 3 4

Effort 1 2 3 4