WRITING SPECIALIST AND SPECIAL EDUCATION TEACHERS WOULD LIKE TO INTRODUCE YOU TO THEIR NEW BUNDLES OF JOY THE QUADRUPLETS LITERACY STRATEGIES.
Clusters are spider web like diagrams drawn on a sheet of paper. Words and phrases are written on rays drawn out from the center circle, and sometimes drawings are used instead of words or to accompany the words. The steps are just to select a topic and brainstorm ideas for that topic.
Interactive writing is when students and the teacher share the pen as they write the text on chart paper. The text is composed by the group, and the teacher guides them as they write the text word by word. Students take turns writing letters, words, and adding punctuation marks. This is used to show students how writing works and how to construct words using their knowledge of sound symbol correspondence and spelling patterns.
KWL Chart Teachers use this during across the curriculum thematic units to activate students background knowledge about a topic and to assist students in generating questions or organizing information.
Mini-lessons- Teachers are focusing these lessons on literacy procedures concepts, strategies, and skills. Usually 15 to 30 min best to use when students can immediately apply what they are learning.
Graphic Organizers, Semantic maps, and word webs. Graphic organizers are visual representations of linear ideas and benefit both left and right hemispheres of the brain.
Writing helps to organize and store memories. The writing process is critical to students ultimate success in the work place.
It is understandable why teachers would pester her to explore new topics. Educators typically want their students to use a wide range of materials and to explore a variety of texts as they learn to read and acquire new literacy skills. If students have certain fixations, however, teachers may want to allow these learners some freedom in choosing texts and pursuing related activities as many individuals thrive academically when they can dive deeper into their special areas.
Ask a student to write about his or her interest so that others may learn about it. Some students may even be able to a children’s book, technical manual, or comic book about their special area. Students can also be encouraged to write poems. Suggest that they try haiku, free verse, and even limericks using their faves as the pic area.
Since there is little proof that memorizing lists of words has ever helped make a strong speller, we should instead focus our energy on teaching students how words work and strategies for figuring out how spell tricky words. For example, we might show students how to think of words that work in similar ways in order to figure out how to spell them.
Partner the student with a younger Writing Buddy- Often students who feel like they are not good writers simply need to see someone else who is struggling, someone else who needs reassurance. This can build self-confidence in the student.
Kluth, P. (2008). Just give him the whale! Heinemann.
Thompkins, G. (2004). 50 literacy strategies step by step. New Jersey: Pearson Upper Saddle River.
Tate, M. (2003). Worksheets don’t grow dendrites 20 instructional strategies that engage the brain. Corwin.
Cruz, C. (2008). A quick guide to reaching struggling writers. Heinemann.
Clusters are spider web like diagrams drawn on a sheet of paper. Words and phrases are written on rays drawn out from the center circle, and sometimes drawings are used instead of words or to accompany the words. The steps are just to select a topic and brainstorm ideas for that topic.
Interactive writing is when students and the teacher share the pen as they write the text on chart paper. The text is composed by the group, and the teacher guides them as they write the text word by word. Students take turns writing letters, words, and adding punctuation marks. This is used to show students how writing works and how to construct words using their knowledge of sound symbol correspondence and spelling patterns.
KWL Chart Teachers use this during across the curriculum thematic units to activate students background knowledge about a topic and to assist students in generating questions or organizing information.
Mini-lessons- Teachers are focusing these lessons on literacy procedures concepts, strategies, and skills. Usually 15 to 30 min best to use when students can immediately apply what they are learning.
Graphic Organizers, Semantic maps, and word webs. Graphic organizers are visual representations of linear ideas and benefit both left and right hemispheres of the brain.
Writing helps to organize and store memories. The writing process is critical to students ultimate success in the work place.
It is understandable why teachers would pester her to explore new topics. Educators typically want their students to use a wide range of materials and to explore a variety of texts as they learn to read and acquire new literacy skills. If students have certain fixations, however, teachers may want to allow these learners some freedom in choosing texts and pursuing related activities as many individuals thrive academically when they can dive deeper into their special areas.
Ask a student to write about his or her interest so that others may learn about it. Some students may even be able to a children’s book, technical manual, or comic book about their special area. Students can also be encouraged to write poems. Suggest that they try haiku, free verse, and even limericks using their faves as the pic area.
Since there is little proof that memorizing lists of words has ever helped make a strong speller, we should instead focus our energy on teaching students how words work and strategies for figuring out how spell tricky words. For example, we might show students how to think of words that work in similar ways in order to figure out how to spell them.
Partner the student with a younger Writing Buddy- Often students who feel like they are not good writers simply need to see someone else who is struggling, someone else who needs reassurance. This can build self-confidence in the student.
Kluth, P. (2008). Just give him the whale! Heinemann.
Thompkins, G. (2004). 50 literacy strategies step by step. New Jersey: Pearson Upper Saddle River.
Tate, M. (2003). Worksheets don’t grow dendrites 20 instructional strategies that engage the brain. Corwin.
Cruz, C. (2008). A quick guide to reaching struggling writers. Heinemann.