Project PAWS (Peer-Assisted Writing Strategies)

Welcome to PAWS

Welcome to the PAWS online training modules. We are pleased you have decided to help us with our research! In the last three years, we have worked to develop lessons to teach kindergarten writing using peer-assisted strategies. In a peer-assisted framework, students act as each other’s coaches. The online training will serve to help you understand the research, the scope and sequence of the project, the writer and coach roles and the direct instruction lessons. Our goal is to support teachers as they implement PAWS instruction in kindergarten classrooms.

Course Outline

• Preface
• Module 1: PAWS Basics
• Module 2: Introduction to Coaching Lessons
• Module 3: Letter Learning
• Module 4: Missing Letters and Sight Words
• Module 5: Sentence Construction Lessons
• PAWS Review Day

 

Module 1: PAWS Basics

By the end of this module, participants will be able to:

• Explain how the lessons progress over the course of the PAWS curriculum.
• Explain the instructional input in the I Do, We Do, and You Do portions of a lesson.
• Recall information about the various PAWS materials.
• Construct a plan for setting up the physical space of the classroom and implementing PAWS instruction in his/her own classroom.

Module 2: Introduction to Coaching Lessons

By the end of this module, participants will be able to:

• Explain the presentation order of the introductory lessons.
• Describe what placement means in relation to handwriting and recall the corresponding motions for the placement icon.
• Describe what size means in relation to handwriting and recall the corresponding motions for the size icon.
• Describe what shape means in relation to handwriting and recall the corresponding motions for the shape icon.
• Explain the importance of teaching students to provide verbal feedback.

Module 3: Letter Learning/Letter Sound/Letter Learning Review/Missing Letters

• By the end of this module, participants will be able to:
• Recall that students must move from left to right on the icons when coaching
• Recall that coaches may only circle one icon at a time
• Identify a good way to explain the placement of letters on the lines to students
• Correctly pronounce the letter sounds
• Correct students who mispronounce letter sounds by adding a schwa
• Explain when and how students exchange papers to coach one another
• Describe how the Letter Learning Review page is different from the other letter learning pages
• Explain why Word Building is built into the program and paired with Letter Learning Review
• List the sequence for missing sounds as presented in PAWS
• Identify the correct order for coaching spelling and handwriting on Missing Letter pages

Module 4: Sight Word Lessons

By the end of this module, participants will be able to:

• List the materials needed for Sight Word Lessons
• Describe the process used for the writers and coaches during Sight Word Lessons
• Describe the two reasons for using the Fix It Line during Sight Word Lessons
• Identify ways to be sure students are following the procedures for covering up the sight words as they write

Module 5: Sentence Construction Lessons

By the end of this module, participants will be able to:

• Explain the presentation order of the Sentence Construction Lessons
• Explain how “sentence” is defined in PAWS
• Explain the meanings of and motions for each of the icons used in Sentence Construction
• Explain the use of the Fix It Line for the various mistakes
• Conduct brainstorming sessions with the students
• Explain why there is no spelling icon for lessons involving student-generated sentences
• Explain the steps involved in combining sentences

Module 6: Extension Activities

By the end of this module, participants will be able to:

• Identify which activities are appropriate to use at various times during the program
• Explain which activities support practice previously taught skills and which build to new skills