The goal for all students is the same–to develop knowledge about forms of writing, basic writing skills, strategies for effective writing, and motivation. All students need to be taught strategies for planning, revising, and self-regulation. Strategies take several weeks to teach, so teaching 3-4 strategies WELL yearly is an attainable goal. All students need feedback. Special Needs students need a framework and more explicit teaching, as well as more feedback. Following is a comparison of needs of proficient and struggling students.
Proficient Writers
- Basic framework
- Use of technology
- Writing Process
- Frequent writing
- Peer conference for direct feedback
- Set goals.
- Revise extensively.
- Rubrics needed for planning and evaluating
- Use exemplars.
Struggling Writers
(High percentage of minorities, ELL students, and low socio -economic)
- Need more support
- More intensive, explicit instruction in skills and strategies but not in place of the writing–Both needed–need balance–handwriting, spelling, punctuation, and sentence formation hinder writing, so these need to be taught along with the writing.
- Self-regulation strategies need to be taught.
- Set goals.
- Teach the use of technology, but balance that with handwritten pieces, as well.
- Teach the process.
- Write frequently.
- Give direct feedback.
- Make connections to other curricular areas.
- Monitor often and regular.
- Build fluency and stamina.
- Do more planning before writing.
- Have short skills practice sessions with immediate application in a meaningful writing task.
- Use exemplars.
Spelling for all:
Teach patterns of words. Memorize high-frequency words. Give wordlists. Use word walls. Provide dictionaries and teach to use them. Teach strategies for studying spelling.
BUILD INTO ANY WRITING PLAN SUPPORT FOR STRUGGLING WRITERS. THE SUPPORT NEEDS TO BE IN ADDITION TO THE TEACHER’S REGULAR INSTRUCTION AND NOT IN PLACE OF…