Using ITV to Enable D/HH
Students Meet the Challenge of
State Language Arts Standards
Barbara K. Strassman
The College of New Jersey
To contact the author for permission to
use this presentation, please e-mail
strassma@tcnj.edu
NJ’s Language Arts Standard
All students will write in clear,
concise, organized language that
varies in content and form for
different audiences and purposes.
Summary of ITV Writing Situations
Prompt
Practice
Item From
the State
Form
Content &
Purpose
Business
Letter
Statement
of Opinion
AFTER 6
LAW
Statement
of Opinion
FADS
Persuasion
WYNDTELL
Response to Expository
Web Site
Text
Reaction to
Newspaper
Article
Notes for
Discussion
with Parent
Audience
Unknown
People-School
Board
College
Students
Parents
Effective Use of ITV in the Writing
Process
Prewriting Discussion
 Prewriting Vocabulary Development
 Prewriting Language Development


Revision Discussion

Practicum for Pre-service Teachers
Prewriting Discussion to Introduce
Writing an Opinion About a Fad
The following slides give part of a discussion
between the preservice teachers (red font)
and the high school students (black font).
The college students are introducing a
discussion on platform shoes and eliciting
opinions as to whether or not platform
shoes are a good fad. This discussion and a
related prewriting sheet help the high school
students pick a fad to write about as well as
model the language of opinions. The writing
task is to state their opinion about a popular
fad.
How much do you think one platform
shoe weighs?
I think maybe 5 pounds.
Good guess. Another guess?
6 or 7 pounds.
Do any of you have shoes like this?
(Giggling and shaking of the heads to
indicate no.)
No? Oh!
Does anyone have platform shoes?
No?
Look here. We have. (Preservice
teachers put their shoes on the desks
so that the high school students can
see that they are ALL wearing
platform shoes.)
(Giggling and chatter)
Eliciting of Opinions About Platform
Shoes
The following slides relate part of the
discussion about whether or not platform
shoes are a good fad. Several high
school students (black font) as well as
preservice teachers (red font) share their
opinions.
One platform shoe weighs 1 lb 3 oz. Is
that good? (pause) Do you have an
opinion?
Never good. I think it is never good.
Bad for your foot, right?
Yes.
Might fall.
Yes.
Good idea. Strong shoes.
Is it necessary to be strong?
For basketball. You are higher.
Do the college students have opinions
also?
I like platform shoes. They make me
taller. I’m short.
I like the shoes because they make
me taller. I can see over everything.
Part of a High School Student’s 1st
Draft: His Opinion of the Rubik’s Cube
“…It kept me busy because
sometimes at night there was
nothing on the TV. So the rubik’s
cube kept me thinking and be
busy. But I never made it and I
still don’t have one. So in my
own opinion, I think this fad is
still wonderful.”
Revision Conference: Content
The following slides relate part of
the ITV Conference between one
preservice teacher (red font) and
the high school writer (black font)
of the opinion on the Rubik’s
Cube.
In your last paragraph…
You say, “But I never made it.” I
never had one. I’m wondering, do
you mean physically made it? Or
finished it? Which do you mean?
I mean never finished it, a perfect
cube. Stayed confused.
OK. You need to write that. Make it
more clear to the reader. OK?
OK.
But good job.
High School Student’s 1st Draft of a Letter
to the School Board Stating an Opinion
“…I have a job, scorekeeper for
basketball. Those games are after
6 PM. I have to work. I did it, I
can deal with it. Also, I am editor
in-chief for…”
Revision Conference: Language
The following slides give part of a
discussion between the preservice
teachers (red font) and the high
school writer (black font)
regarding the use of language for
specific audiences.
Umm, Yeah, I think with the sentence
“I can deal with it.”
It’s a good idea what you’re trying to
say. But maybe you could use “I’m
responsible. I can handle…” you know
school and a job. Maybe instead of “I
can deal” use stronger language.
Another word maybe “I can manage my
time.” Better, stronger language and
more formal.
Questions?
No.
It’s a good thought what you are trying
to say.
You just need to use stronger a little bit
stronger language. But the idea is good.
We understand. It’s a good idea.
It’s important for law makers to know
that you are responsible and can have a
job and school.
Pre-service Teachers Learn to Teach
Following a prewriting discussion of
language appropriate for convincing
parents that a student needs a
Wyndtell, the high school teacher
(orange font) gives the preservice
teachers ideas about how she will
follow-up on what they presented.
The college professor responds (red
font).
Really. The one suggestion that I would
make with the words like “necessary”,
“imperative”…
Sometimes it’s hard to know which
verbs people tend to use with those
words.
That’s one thing that I know tomorrow I
will probably back up and work on that.
Same thing with things like “rest easy”.
I would use the word “can”. “Can rest
easy.”
Maybe I’m going to add a few more
things like that to show which verbs
match with those phrases that they
learned today.
So you are going to add English and
context.
Yes.
OK. That’s important for us. OK, Do
you understand?
Do my students understand?
Thank you.