I аm a special education teacher аnd I believe I dο well аt mаkіng a safe, orderly community within mу classroom. I аlѕο hаνе done a decent job οf promoting student achievement іn math аnd conception- decoding аnd comprehension. Bυt, i struggle tο gеt mу students tο produce quality writing pieces. Wе аrе supposed tο teach thе writing process (prewriting, drafting, revising, editing, аnd publishing) іn thе workshop model. Whаt kind οf modifications саn I mаkе fοr thеm tο bе successful іn writing аnd producing written work?
Have them write about something they are excellent at. Something that they like to do. Maybe about their pet, or favorite game. Give them a chance to show what they can do.
what about brainstorming before the writing, kids could get theideas out then write. they do writing in elementary wuw thats incredible. also possibly give them a sample of a well writen one early in the process.
I reckon that the person who said to use the “brainstorming” piece of the writing process is right. Poor writers have distress inventing and organizing their thoughts. By brainstorming, you will place numerous topics on the board that are generated by the students.
The other thing that is very helpful for these learners is to use graphic organizers that will help organize their thoughts, once they have them. Just place, “writing graphic organizers” in your quest engine and you will find plenty at all levels. Many LD kids have various memory or processing deficits, so this keeps them on track.
The other thing I did with my students was to prove to them that they spar perfect English. I would challenge them to say a perfect sentence by telling me something about their morning. Then I would write exactly what they said on the board and show them that it was perfect English. I did this with a digit of kids to prove to them that they spar perfect English.
Next I told them that the way to write perfect English was to say their sentence before writing it. We would practice this with answers to simple questions such as, “What is your favorite food?” Then I would go around the group and have them say a sentence about their favorite food. “My favorite food is pizza.” I would right a couple on the board, again proving the point about perfect English.
Finally, I had them write the sentence they had just said. After that, we went on to more complicated sentences and thoughts, gradually of course.
I have found that instruction the rules of grammar does not work for kids that have LD. They are already having distress just dealing with the organization of their own minds and having to place meaningless information in there just doesn’t work.