Parts of a whole: Hands-on approaches to reading, writing, & student success

PARTS OF A WHOLE: HANDS-ONAPPROACHES TO READING,
WRITING, & STUDENT SUCCESS
© Jenia Walter, 2017. For personal use only; please do not post online, distribute, or borrow
for publication without permission. Contact Jenia.Walter@gmail.com with questions.

PRESENTED BY JENIA WALTER
AIMS COMMUNITY COLLEGE
GREELEY, COLORADO
~Traveling to the ocean shores
(with my mobile office)
from the edge of the Rockies in
Fort Collins, Colorado~

SESSION1: BUILDING POWERFUL WRITING
(ANDALL OTHER) SKILLS
…Through Hands-on Learning!

Rationale for Hands-on Learning
Hands-on activities serve as effective
learning strategies because they:
• Engage students and create an open
atmosphere for optimum learning
• Encourage students to use multiple
intelligences and learning modes
• Access multiple pathways in the brain for
integration, retention, and retrieval of
concepts

Session Objectives
You will leave this session able to:
1. Use hands-on activities accessing multiple
learning modes to teach writing (and other)
concepts and skills.
2. Facilitate kinesthetic activities investigating
sentence structure and punctuation patterns.
3. Employ a seven-step model progressing from
kinesthetic activity to students’ own writing to
design engaging classroom activities.

Somewhere over the Print Barrier…
Kinesthetic activities allow students to use
multiple intelligences to grasp concepts
• Start with visual / kinesthetic concepts of
structures
• Have FUN with the process!
• Guide students as they gain ownership
• THEN transfer knowledge to printed text

Access Multiple Learning Styles
Present material so students can use
preferred learning modes in combination:
• Visual: Use colored cards and markers for
text and punctuation symbols
• Kinesthetic: Act out sentence parts, using
movement and spatial awareness to learn
• Auditory: Facilitate with directions,
explanations, encouragement, humor, and
questions that elicit student responses

The Human Sentence
Use this activity to explore simple,
compound, and complex sentence structure.
In practice, separate activities are used
• First for simple sentences
• Then simple to compound sentences
• And later, compound to complex
sentences

A Simple Sentence
Anne (Subject) listens (Verb).

Reading Word-People
• The students acting out the sentence stand facing
the class with the Subject at stage left and Verb to
his/her right, so they can be “read” left to right.
• The rest of the class “reads” the sentence being
performed, guessing what the action is.

Another Simple Sentence
Nancy (Subject) texts (Verb).

Two simple sentences stand side by side
Anne listens. Nancy texts.
These two sentences are about to become one…

The two simple sentences move closer,
with no punctuation between them—
audience reads them as one run-on sentence.
Anne listens Nancy texts--??

Students add a coordinating conjunction and
punctuation where needed,
creating one compound sentence.
Anne listens, but Nancy texts.

Adding a subordinating conjunction changes
the sentence from compound to complex,
demonstrating in/dependent clause structure
While Anne listens, Nancy texts.

AAAWWUUBBIS
(Subordinating
conjunctions)
Kinesthetic
subordination:
• The group selects a
fitting subordinating
conjunction
• The card holder steps
onto the edge of the
see-saw
• The subordinate clause
is now lower in
position
Although
After
As
While
When
Until
Unless
Because
Before
If
Since
AAAWWUUBBIS used with permission of
Jeff Anderson

Clauses switch places as units, reinforcing the
concept of clause, and demonstrating
changes in complex sentence punctuation.
Nancy texts while Anne listens.

Kinesthetic activities with error types
Now, students can use knowledge of
sentence structure to recognize error
patterns…like incomplete sentences!
In this memorable activity,
students write a complete
sentence on a piece of
pottery …

Recognizing fragments
Students also write the text of their
sentence on the board and read it aloud
to demonstrate that it is a complete idea.
Then they break
the sentence
into fragments

Recognizing fragments
They collect fragments with words on
them…
And later compare
what is left of the
sentence with the
complete idea written
on the board.

Hands-on activities
• Engage students at all levels
• Bond the class
• Help students to
decode academic
language and skills

For developmental writers, activities help to
make sense of concepts with less stress…
…and more fun!

HANDS-ON LEARNING IN ACTION!
• We have very limited time to experience
Human Sentences in action, so teachers,
please stay on task!
• Activity concepts are on the back page of
your session handout.
• When your groups have decided on 2 related
sentences, prepare to be read by the “class.”
• When you hear the bell “ding,” please focus
on each group’s demo in turn, and then we
will reconvene quickly for a discussion.

Students spiral into control
of language

Use a 7-step progression to cross
over the print barrier ~
Scaffolding from hands-on activity to text
• Consolidating knowledge along the way
• Like a ladder, each rung is essential, and too
much of a gap makes the climb unwieldy

Scaffolding from activity to text
• Step 1: Perform kinesthetic activity, with text
and/or symbols designed with colored cards
or markers.
• Step 2: As a group, post text on board or
wall; discuss, manipulate, copy to notes
(sketches / cell phone photos are helpful too)

Move from visual / kinesthetic to
reading / writing mode…
• Step 3: Identify structures, punctuation,
and/or words from the activity in sentence
level printed text (zoom in on concept)
• Step 4: Practice writing and/or editing text
using concepts and skills from the activity,
at the sentence level

Step 3 Example
Practice with Recognizing Subordinate Clauses
Use the list of subordinating conjunctions in Box 21.1 to identify
dependent and independent clauses in the following sentences.
Circle the subordinating conjunction.
Label subjects and verbs with a capital S and V in each clause.
Use your own system of color highlighting or underlining to
identify the dependent and independent clauses.
S V S V
Example: When soldiers return from deployment, they often face
a difficult readjustment to civilian life.
1. When I finished high school, I decided to join the army.
2. Although I completed boot camp, I never went overseas.
3. My military career ended abruptly because I had a medical
problem.

Step 4 Example
Practice with Punctuating Subordinate Clauses
In the following sentences, some punctuation has been left out
between the dependent clause and the independent clause.
• First, circle the dependent word and highlight or underline the
whole dependent clause.
• Then, read the sentence out loud, and decide if punctuation is
needed between the two clauses. Add as necessary. Read
aloud to check again.
Example: When her son died in Iraq Cindy Sheehan began
speaking out against the war.
When her son died in Iraq, Cindy Sheehan began speaking out
against the war.
1. Specialist Casey Sheehan was killed in Iraq while he was on
his second tour of duty.

Move from sentence to paragraph level…
• Step 5: Identify structures, punctuation,
and/or words from the activity in paragraph
level printed text (in context of purpose)
• Step 6: Practice writing and/or editing text
using concepts and skills from the activity,
now at the paragraph level

Step 5 Example
Practice with Identifying Complex Sentence Punctuation
In the first paragraph, complex sentences are punctuated
correctly. Read through the paragraph. Then go back and
observe the sentence structures and punctuation patterns.
• Identify complex sentences (13 in the 1st paragraph!)
• In each complex sentence, circle the dependent word,
underline the whole dependent clause, and circle
punctuation for the dependent clause if there is any.
My friend’s brother, who was twenty-four years old, died
this summer. Glenn was well-loved in his community; he was
the one who made everyone smile. Because the police are
treating the case as a criminal investigation, the family won’t
see the autopsy results for several months. They are assuming
that he died of complications related to a drug overdose.

Step 6 Example
Practice with Punctuating Complex Sentences
In the second paragraph, punctuation for the complex
sentences has been left out for your practice. Identify
the dependent clauses by underlining them and circling
the dependent word. Add punctuation where necessary.
Circle your added punctuation to highlight. (Tip: There
are about 10 complex sentences in this paragraph.)
As Glenn’s mother arrived at the funeral home, so did
twenty of Glenn’s buddies. His mother fell from the car to the
ground where she lay wailing, an inhuman, animal scream.
After she finally got up she faced his friends, one by one.
“Look at me!” she screamed. “Look into my eyes! Don’t do
any more drugs!” As if she could bring Glenn back with her
fury she went from friend to friend. “Promise me!”

Always apply knowledge to the “real
thing” – students’ own written texts
Step 7: Students use concepts and skills from
the activity to write and edit their own printed
texts at the paragraph level or beyond
• Composing
• Self-editing
• Engaging in peer review
• Consolidating knowledge by communicating

Step 7, part three example: Peer editing
In Your Own Writing—Working with the Real Thing
3. Peer Editing: Trade papers with a partner and do a
peer edit focusing only on complex sentence
structures. (Be sure to skim the writing once first for the
ideas, and give your partner some positive feedback and
encouragement.)
Suggest places where your partner might be able to
add some complex sentences for flow or variety. Use
the skills from this chapter to check that all complex
sentences are punctuated correctly.
Whatever you see, discuss with your partner (rather
than correcting for him or her), and ask classmates, an
instructor, or a tutor to join the discussion if needed.

Build knowledge securely
with scaffolded steps along the way…
• Encourage questions and model asking
• Foster experimentation and explain
problematic results from a positive view
• Praise and support steps of improvement

In ALP/co-requisite course models…
• subsequent instruction might follow two
separate paths, reconvening in the work
students do on their own writing / with peers
• The full Comp group might do group editing
on one exercise (e.g., a cover letter with run-
ons and comma splices), with a homework
editing exercise to consolidate concepts

In ALP/co-requisite course models
• …while the developmental cohort might work
through the homework exercises together in
Studio/Seminar class, with further activities
and discussion/ mini-lectures to understand
the concepts in more depth
• This process builds a solid foundation and
develops confidence as well as skills!

Linking the groups, bridge back to the activity
to integrate concepts
Nancy texts while Anne listens.
Students will refer to visual / kinesthetic / auditory
memory later, when studying and writing

Involve students in activity prep
and designing activities
• Getting students to participate in prep
increases their engagement and ownership.
• Students come up with creative ideas for
activities, and they know what works! Let
them help you develop and adapt activities.
• Build on student ideas during class—allow
spontaneity, and discovery will happen!

Creativity builds knowledge … as in this video clip…
https://www.youtube.com/watch?v=k9vdf5bUj8w
Note: Type “Jenia Walter YouTube” to reach my YouTube channel with more student videos, viewable in sequence!

Use these 4 pillars of hands-on learning
to build strong activities
• Trust your gut and learn from what you do.
• Provide input for multiple learning styles/
intelligences.
• Use a scaffolded progression from hands-on
activity to students’ own writing.
• Integrate hands-on activities into the learning
experience.

Keep students in the
~ CENTER ~
• Build energy and connection—fun matters!
• Maintain discussion and ongoing
conversation about concepts as the HEART
of the hands-on process.
• Explain the rationale for hands-on learning.
• Raise students’ confidence as they learn.

Tips for newbies to hands-on learning
(and the rest of us)
• Prepare: Plan ahead, consider contingencies,
gather materials, give clear instructions,
expect the unexpected
• Listen to the students: ask questions, take
suggestions, make time for debriefing/notes
• Learn as you go: Use reflective teaching
process, don’t be afraid of what you don’t
know (yet), take risks climbing higher in the
ALPs!

“Word People” References
• Human Sentence and Fragment photos taken by
Tony Bennett Photography (2012). Used with formal
written permission of students at San Juan College,
Farmington, NM.
• See-saw photo used with generous permission of
students in the Carpentry/ Building Trades program
at San Juan College, Farmington, NM. Taken
February 2009 (individual permission forms on file).
• No Subjects or Verbs were harmed in the creation of
this PowerPoint presentation.

References
• AAAWWUUBBIS acronym adapted from Jeff
Anderson’s use in Mechanically Inclined: Building
Grammar, Usage, and Style in the Writer’s
Workshop. Portland, ME: Stenhouse, 2005. Used
with permission.
• Spiral galaxy and nebula images from NASA.gov.
• Fragment Heart borrowed with permission from
www.flickr.com/photos/attic24/4980641374
• Pottery graciously donated by the husband of
ceramicist Beverly Totten (from Bev’s basement
throwaway collection), Fort Collins, CO.

QUESTIONS?? COMMENTS??
• What questions or comments do you have
about the hands-on activities and techniques
demonstrated and discussed here today?
• Do you use hands-on activities in your
reading/writing classrooms, or do you have
ideas for an activity you might like to try?
• Hands-on learning keeps students engaged
— and helps them to master academic skills!

CONTACT INFO
Please feel free to write with questions, ideas,
exciting new activities that work!
My email is: Jenia.Walter@gmail.com
(no ‘s’ on my last name, Walter, or your message will not reach me!)
OR email me at:
BuildingWritingSkills@gmail.com
Thank you for your interest!

The Comma Splice Song
https://www.youtube.com/watch?v=P_d-NoybKm0&list=PLLgMREb3PDa6yi-6l2Fi5OHzJiyzhwvBI
Note: Type “Jenia Walter YouTube” to reach my YouTube channel with more student videos, viewable in sequence!

Parts of a whole: Hands-on approaches to reading, writing, & student success

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Parts of a whole: Hands-on approaches to reading, writing, & student success