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Writing Strategies for Students with Learning Disabilities
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Writing Strategies for Students with Learning Disabilities

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By: Marilú Acosta

By: Marilú Acosta

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    Writing Strategies for Students with Learning Disabilities Writing Strategies for Students with Learning Disabilities Presentation Transcript

    •  
    • Who am I?
      • I am Marilú Acosta Vélez.
      • I am a daughter, mother, wife, friend and
      • a professional .
      • I love to teach and cook (specially baking).
      • I have been an English teacher for 24
      • years and was for 1⅟ 2 year a School Director (Escuela Sabanetas Mani).
      I did a bachelor’s degree in English with a Minor in Education (RUM). After many years and as a promise to my parents I completed a Master’s degree in Education (University of Phoenix, Summa Cum Laude).
    • Where do I teach?
      • Miradero II Elementary School.
      • It is located at 108
      • Road Km 4.3
      • Miradero, Mayag ϋ ez.
      • It is a small rural school that has a very big heart!
      ESCUELA MIRADERO II
    • My School
      • Administration Office
      • Central sidewalk
      First, Second, and Third Grade Sixth grade and Spanish Lab. Fifth and Fourth grade English classroom and Lab. and Special Education classroom
    • My Classroom A good place to be! Students have named my classroom “New York” because it is cold and English is spoken here.
    • What do I Teach?
      • English to 4 th , 5 th , and 6 th grade students.
      • Students have their English class in the morning and in the afternoon technology is integrated in the learning process of a second language.
      • I also teach practicing future teachers of several universities as a Teachers Mentor.
      • I am in charge of “Escuela de Idiomas”.
      • Also I integrate in my English class “Good Interpersonal Relationship Workshop”
      I love being a teacher! This is what I was born to be!
    • Teaching Philosophy
      • Eclectic would be the teaching philosophy that would best describe me as a teacher.
      • Essentialism -There is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way.
      • Progressivism - Education should focus on the whole child, rather than on the content or the teacher. Learning is active, not passive.
      • Humanism -Personal freedom, choice, responsibility. Achievement motivation towards highest levels. Control of own destiny. Child centered. Interaction with others.
      • Constructivism -Learner actively constructs own understandings of reality through interaction with environment and reflection on actions. Student-centered learning around conflicts to present knowing structures.
    •  
    •  
    • Description of My Approach and Strategies
      • Warm hello and big smile.
      • Informal conversations.
      • Humor used in class.
      • Needed tools are provided for their work.
      • Cooperative learning.
      • Making class pertinent and enjoyable.
      • Use of technology to enhance learning.
      • “ It’s a big world out there”
      • Learning should be fun.
    • Teaching Students with Writing Disability
      • Learning more about writing disabilities in an inclusion classroom and how to work with children with disabilities will help the regular educator improve their teaching.
      • It is helpful for the regular educator to understand the disability, common modifications and methods of helping the student as well.
      • Learning Disability Accommodations
      • Are necessary to help students learn despite their disabilities.
      • Level the playing field.
      • Are not intended to give students with disabilities an unfair advantage over other students.
      • Accommodations and modifications are simply changes in teaching methods that allow learning disabled students to learn.
      • Here are five strategies :
          • Writing buddies -The writing buddy may be a peer editor. It is very empowering for the writing buddy as well.
          • More time for guided practice -The teacher may need to revise the lesson and reteach in order to ensure that they have mastered a technique before moving on to independent practice.
          • Visual outlines -boxes for the different parts of the project; it helps learning disabled students who are visual learners become more organized.
          • Shorter lesson segments -Students who are given one part at a time will not feel so overwhelmed, and in the end, they will be able to complete the entire project.
          • Use of computers for drafting -shows the student which sentences are fragmented, and where the grammatical and spelling errors are in the document.
    • It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Albert Einstein, 1940
    • Methodology Lesson plan Level-Elementary (Grade 5 th and 6 th )
    • Lesson Plan
      • Student’s Writing Task
      • Hand-out will be given
      • Vocabulary words read out
      • loud by teacher
      • Using dictionary students lookup definitions.
      • Word search (spelling and vocabulary recognition skills)
      • Choose favorite topic
      • (creative writing)
      • Create first draft applying organizational patterns (sentence structure)
      • Positive feedback
      • Read paragraph in front of class
      • Accommodations for Student’s with Learning Disabilities
      • Hand-out will be given
      • Vocabulary words read out loud by teacher.
      • Provide clear and specific instructions
      • Vocabulary words simplified
      • (flash cards or ppt)
      • Using dictionary students lookup definitions.
      • Word search (spelling and vocabulary
      • recognition skills)
      • Choose favorite topic (creative writing)
      • Create first draft applying organizational
      • patterns (sentence structure)
      • Have student dictate their own ideas
      • (teacher, classmate, and use of computer)
      • Give additional time
      • Positive feedback
      • Read paragraph in front of class
    • Instructions
    • Air _________ Oceans _________ Animals ________ Oxygen _________ Care _________ People _________ Clean _________ Plants _________ Earth _________ Preserves _________ Energy _________ Resource _________ Fuel _________ Reuse _________ Habitat _________ Soil _________ Home _________ Water _________ Litter _________ World _________ Name____________________ Mrs. Acosta Date____________________ Earth Day April 22 W A T E R O J V Q S S H J S A D J E E R F V A W O R L D C L E A N B L I T T E R C U H K I S L H S C U Y S O Y T E R O N U O C E M C A N I N A L S E L E L T E V R E S R R P K E J R I A C A R E O H U L G C Y O X Y G E N F N Y P S T N A L P M N
    • Air ________ Oceans ________ Animals ______ Oxygen ________ Care _______ People ________ Clean _______ Plants ________ Earth ________ Soil _________ Energy _______ Water _________ Home________ World_________ Litter ________ Name____________________ Mrs. Acosta Date____________________ Earth Day April 22 W A T E R O J V Q S S H J S A D J E E R F V A W O R L D C L E A N B L I T T E R C U H K I S L H S C U Y S O Y T E R O N U O C E M C A N I N A L S E L E L T E V R E S R R P K E J R I A C A R E O H U L G C Y O X Y G E N F N Y P S T N A L P M N
    • Example: Visual Accommodations Air Animals Care Clean Earth Energy
    • Name_________________________________ Date_________________ Mrs. Acosta Group___________ English MY CHRISTMAS VACATIONS My Christmas vacation was_____________. I went to__________ _______________________________. I__________ to be with my family for the holiday. I received___________________presents. The gift I liked the most was____________________. I did not like so much_____________________. I am_______________________that school began today!