• Reading Levels

    Writing Challenges

    Strategies for Instruction

     A-I

    • forming letters correctly or consistently
    • provide models for writing letters, using arrows for directionality
    • provide daily practice
    • provide skyline, plane-line, grass-line, worm-line letters and paper

     ALL

    • composing complete sentences or expressing complete thoughts
    • provide sentence patterns that are grade-level appropriate
    • provide weekly ‘mentor sentences’ for modeling
    • lessons on nouns and verbs (subject and predicate)
    • reread writing aloud into a speaker phone

     ALL

    • getting started with writing assignments
    • quick planning conferences often and set daily goals
    • provide several mentor texts as models for reference
    • provide a writing buddy

     ALL

    • planning strategies for writing assignments
    • provide planning instruction in small group or conferences
    • kernel essays for structure
    • do quick planning conferences often and set a daily goal
    • provide goals for getting started and reflect for next unit

     ALL

    • recognizing when their writing does not make sense
    • read aloud to self with speaker phone, partner, group, or teacher
    • provide a strong writing partner to help with revising and editing

     ALL

    • using punctuation correctly or consistently
    • highlight all ending punctuation
    • ‘express edit’ strategies
    • read aloud work often to self with speaker phone, partner, group

     ALL

    • editing their own work
    • ‘express edit’ strategies
    • read aloud work often to self with speaker phone, partner, group
    • provide a strong writing partner or group to assist with revising and editing

     ALL

    • their motor skills make it physically difficult to write
    • provide computer to see if output increases
    • provide voice-recording technology if possible
    • provide a scribe if possible

     ALL

    • stamina and staying on task
    • set daily goals with student and track progress
    • make sure student is well planned
    • monitor progress by setting long term goals
    • identify underlying writing problems

    ALL

    • organizing thoughts
    • discuss an outline verbally, having teacher or student taking notes on post-its or an outline
    • provide planning conferences
    • storyboard using pictures
    • prompt with kernel essays