1. What did thinking about the essentials and possibles do for you

1. What did thinking about the essentials and possibles do for
your understanding of writing for a specific task/purpose? Will
this information transfer to other writing situations? In what
ways can you see yourself using this concept in the future?
2. Describe your process in composing and revising your list
essay, from essentials/possibles and close reading/analysis of
mentor texts/models to drafting and revision. How was your
process on this assignment similar to and/or different from your
process for other/previous writing assignments? Do you see
your processes changing over time? What is causing the change
or lack of change?
3. Do you use the feedback you receive on other projects to
grow as you work on new projects? How?
4. What did you learn during this project about your writing?
What did you learn about yourself? What worked well (and not
so well) for you? Do you see yourself growing in your writing,
reading, thinking, and communicating? How? In what ways?
5. What are you most proud of about this paper? Can you point
to a specific sentence or passage in your essay? Or was there a
particular moment or breakthrough during your writing process
that stands out? If so, what do you think helped that to occur?
6. What aspects of your final draft are you concerned about?
What type of feedback from me would be most helpful? What,
from me, would help more during your writing process?
7. On our syllabus, there is a list of student learning outcomes,
or goals, for the course. This project was designed to address

several of those outcomes. You’ve responded to these questions
before, but I want to see where your thinking is now after
you’ve done three projects.
See that writing is a form of social interaction. (Note: we did
not use a discussion board to revise; how would this project
been seen as a form of social interaction—think audience)
Use writing to critically explore, explain, evaluate, and reflect
on your experiences and on those of others.
Examine the rhetoric, discourse, and modes of communication
in the professional sphere.
8. Any additional comments or questions?
1.
What did thinking about the essentials and possibles do for your
understanding of
writing for a specific task/purpose? Will this information
transfer to other writing
situations?
In what ways can you see yourself using this concept in the
future?
2.
Descri
be your process in composing and revising your list essay, from
essentials/possibles and close reading/analysis of mentor

texts/models to drafting and
revision. How was your process on this assignment similar to
and/or different from your
process for other
/previous writing assignments?
Do you see your processes changing
over time?
What is causing the change or lack of change?
3.
Do you use the feedback you receive on other projects to grow
as you work on new
projects? How?
4.
What did you learn during this
project about your writing? What did you learn about
yourself?
What worked well (and not so well) for you? Do you see
yourself growing in
your writing, reading, thinking, and communicating?
How?

In what ways?
5.
What are you most proud of about this pa
per? Can you point to a specific sentence or
passage in your essay?
Or was there a particular moment or breakthrough during your
writing process that stands out?
If so, what do you think helped that to occur?
6.
What aspects of your final draft are you concerned about? What
type of feedback from
me would be most helpful?
What, from me, would help more during your writing
process?

7.
On our syllabus, there is a list of student learning outcomes, or
goals, for the c
ourse.
This project was designed to address several of those outcomes.
You’ve responded to
these questions before, but I want to see where your thinking is
now after you’ve done
three projects.
1. What did thinking about the essentials and possibles do for
your understanding of
writing for a specific task/purpose? Will this information
transfer to other writing
situations? In what ways can you see yourself using this
concept in the future?
2. Describe your process in composing and revising your list
essay, from
essentials/possibles and close reading/analysis of mentor
texts/models to drafting and
revision. How was your process on this assignment similar to
and/or different from your
process for other/previous writing assignments? Do you see
your processes changing
over time? What is causing the change or lack of change?
3. Do you use the feedback you receive on other projects to
grow as you work on new
projects? How?

4. What did you learn during this project about your writing?
What did you learn about
yourself? What worked well (and not so well) for you? Do you
see yourself growing in
your writing, reading, thinking, and communicating? How? In
what ways?
5. What are you most proud of about this paper? Can you point
to a specific sentence or
passage in your essay? Or was there a particular moment or
breakthrough during your
writing process that stands out? If so, what do you think helped
that to occur?
6. What aspects of your final draft are you concerned about?
What type of feedback from
me would be most helpful? What, from me, would help more
during your writing
process?
7. On our syllabus, there is a list of student learning outcomes,
or goals, for the course.
This project was designed to address several of those outcomes.
You’ve responded to
these questions before, but I want to see where your thinking is
now after you’ve done
three projects.
“Teaching Strategies for Teaching Students with Dyslexia.”
June 27, 2021

“I
t’s humiliating for a child or an adult to not be able to read.
How a teacher handles this situation will carry through an entire
lifetime.” Each child learns and develops at their own pace and
reading is not considered as being any different from any other
skill-building. It is always common for kids to seerecognize
reading as being challenging during one at a particular moment
or another. But if at a timesome point students end up turning
into a consistentconsistently struggle struggling that leaves a
child lagging behind his colleges, then that child may be
suffering from a learning disorder that is recognized as
dyslexia. This kind of problem is mostly associated with the a
difficulty to read. It affects a child's aptitude for and
recognizing and manipulatingrecognition and manipulation of
the sounds in language. Kids who are suffering from dyslexia
may end up having a challenging moment when it comes sin to
decoding new words or breaking them down into manageable
chunks they can eventually sound out. This brings about
difficulties with the reading, spelling of words, and writing
capabilities.
Through ultimate help and language strategies for compensating
for these children's weakness in decoding, students living with
dyslexia can be able to learn faster and develop more
capabilities in reading and thrive academically (Mills, 2017). It
is estimated that in a group of five children, one of them is
living with a dyslexia disorder. Most experts there before used
to say that dyslexia used to occur mostly in boys as compared to
girls, but currently the research that has already been
undertaken, proves that dyslexia affects both boys and girls in
an equal measure.
One of the reasons why the school districts are supposed to
come up with new and more strategies concerning the teaching
process to students struggling with dyslexia is that this disorder
does not only affect the child’s ability to read but also it affects
their self-esteem as well. By revising some of the strategies that
they use in dealing with these cases will assist students greatly

in building up well their self-esteem. Students mostly end up
suffering from low self-esteem since they worry that there is
something that is not going well with them. Most of these
students even reach to a point of being accused of not pushing it
hard enough in learning on how to read and write. So, the
reason why these school districts are supposed meant to ensure
all of this gets to happen is by assisting them in discovering that
they are more than smart and capable of becoming the best of
themselves.
By incorporating other strategies when teaching students with
dyslexia, will help teachers in recognizing those activities that
these students living with dyslexia disorder enjoy and feels
good getting involved in whether it is getting into sports, music
classes, or any other activity that will play a huge role in
boosting these students’ level of confidence.
Many individuals suggest that with an early identification this
might turn into being the primary key to defeating dyslexia. So,
the incorporation of more strategies when it comes to teaching
the student living with dyslexia will assist mostly in identifying
most of these students who are mostly left unidentified or
diagnosed with dyslexia.
Students suffering from dyslexia at a time they may end up
possessing some behavioral issues because of auditory
processing or dues to executive function deficits (Reading
Recovery, 2017) They also might end up misbehaving to avoid
any form of an embarrassment of failing when reading audibly.
If the teacher responsible for that student assumes that the
reason behind the reading issues is because of attention
problems, their dyslexia may go unrecognized early enough.
With the implementation of the best strategies, this is something
that can easily be identified and diagnosed early.
It is right to conclude that there is an urgent need for the
incorporation of more strategies by the school districts in
relation to teaching students suffering from dyslexia and how to
intervene much early enough concerning their educational
process. The urgency also for deeper training initiatives for

teachers focusing specifically on dyslexia is supposed to be
given the priority. Lack of training on teachers has appeared to
be the primary reason for the massive increment of cases of
students living with dyslexia both who are identified and those
who are not identified.
References
Mills, J. R. (2017). Understanding students with dyslexia and
two specific multi-sensory strategies. Kappa Delta Pi Record, In
Press.
Reading Recovery (2017). Get results. Retrieved from
http://www.readingrecoveryworks.org/.
Teaching Strategies for Teaching Students
with
Dyslexia.
June 27, 2021
t’s humiliating for a child or an adult to
not be able to read. How a teacher
handles this situation will carry through
an entire lifetime.
Each child learns and
develops at their own pace and reading is
not considered
any different from any other
skill
-
building. It is

common for kids to
see
reading as
challenging
during one
moment
or another. But if at
some poi
nt students
consistently
struggl
ing
that leaves a child
lagging behind his colleges, then that child
may be suffering from a learning disorder
that is recognized as dyslexi
a. This
problem
is mostly associated with
a
difficulty to read
and
recognition and manipulation of
the
sounds in language. Kids who are suffering
from dyslexia
may
end up having a

challenging moment when it comes
to
decoding new words or breaking them down
into manageable chunks they can eventually
sound out. This brings about
difficulties
with the reading, spelling of words, and
writing capabilities.
Through
help and
language
strategies
these
students living with dyslexia can be able to
learn faster and develop more
capabilities in
reading and thrive academically (Mills,
2017). It is estimated that in a group of five
children, one of them is living with a
dyslexia disorder. Most experts
used to say
that dyslexia used to occur mostly in boys as
compared t
o girls, but currently the research
that has already been undertaken, proves
that dyslexia affects both boys and girls in
an equal measure.
One of the reasons why the school districts
are supposed to come up with new
strategies
concerning the teaching process to students
struggling with dyslexia is that this disorder

does not only affect the child’s ability to
read but also it affects their self
-
esteem as
well. By revising some of the strategies that
they use in dealin
g with these cases will
assist students greatly in building up well
their self
-
esteem. Students mostly end up
suffering from low self
-
esteem since they
worry that there is
something
that is not
going well with them. Most of these students
even reach to a p
oint of being accused of not
pushing it hard enough in learning o
n
how to
read and write. So,
school districts are
meant
to ensure all of this
happen
by assisting them
in discovering that they are more than
smart
and capable of becoming the best of
themselves.

By incorporating other strategies when
teaching students with dyslexia, will help
teachers in recognizing those activities that
these students living with dyslexia disorder
enjoy and feels good getting
involved in
whether it is getting into sports, music
classes, or any other activity that will play a
huge role in boosting these
students’
level of
confidence.
Many individuals suggest that with an early
identification this might turn into being the
primar
y key to defeating dyslexia. So, the
incorporation of more strategies when it
comes to teaching the student living with
dyslexia will assist mostly in identifying
most of these students who are mostly left
unidentified or diagnosed with dyslexia.
Students
suffering from dyslexia at a time
they may end up possessing some behavioral
issues
because of
auditory processing or
dues to executive function deficits (Reading
Recovery, 2017) They also might end up
misbehaving to avoid any form of an
embarrassment of f

ailing when reading
audibly. If the teacher responsible for that
student assumes that the reason behind the
reading issues is
because of
attention
problems, their dyslexia may go
I
Teaching Strategies for Teaching Students with Dyslexia.
June 27, 2021
t’s humiliating for a child or an adult to
not be able to read. How a teacher
handles this situation will carry through
an entire lifetime. Each child learns and
develops at their own pace and reading is
not considered any different from any other
skill-building. It is common for kids to see
reading as challenging during one moment
or another. But if at some point students
consistently struggling that leaves a child
lagging behind his colleges, then that child
may be suffering from a learning disorder
that is recognized as dyslexia. This problem
is mostly associated with a difficulty to read
and recognition and manipulation of the
sounds in language. Kids who are suffering
from dyslexia may end up having a
challenging moment when it comes to
decoding new words or breaking them down
into manageable chunks they can eventually
sound out. This brings about difficulties
with the reading, spelling of words, and

writing capabilities.
Through help and language strategies these
students living with dyslexia can be able to
learn faster and develop more capabilities in
reading and thrive academically (Mills,
2017). It is estimated that in a group of five
children, one of them is living with a
dyslexia disorder. Most experts used to say
that dyslexia used to occur mostly in boys as
compared to girls, but currently the research
that has already been undertaken, proves
that dyslexia affects both boys and girls in
an equal measure.
One of the reasons why the school districts
are supposed to come up with new strategies
concerning the teaching process to students
struggling with dyslexia is that this disorder
does not only affect the child’s ability to
read but also it affects their self-esteem as
well. By revising some of the strategies that
they use in dealing with these cases will
assist students greatly in building up well
their self-esteem. Students mostly end up
suffering from low self-esteem since they
worry that there is something that is not
going well with them. Most of these students
even reach to a point of being accused of not
pushing it hard enough in learning on how to
read and write. So, school districts are meant
to ensure all of this happen by assisting them
in discovering that they are more than smart
and capable of becoming the best of
themselves.
By incorporating other strategies when
teaching students with dyslexia, will help
teachers in recognizing those activities that

these students living with dyslexia disorder
enjoy and feels good getting involved in
whether it is getting into sports, music
classes, or any other activity that will play a
huge role in boosting these students’ level of
confidence.
Many individuals suggest that with an early
identification this might turn into being the
primary key to defeating dyslexia. So, the
incorporation of more strategies when it
comes to teaching the student living with
dyslexia will assist mostly in identifying
most of these students who are mostly left
unidentified or diagnosed with dyslexia.
Students suffering from dyslexia at a time
they may end up possessing some behavioral
issues because of auditory processing or
dues to executive function deficits (Reading
Recovery, 2017) They also might end up
misbehaving to avoid any form of an
embarrassment of failing when reading
audibly. If the teacher responsible for that
student assumes that the reason behind the
reading issues is because of attention
problems, their dyslexia may go
I

1. What did thinking about the essentials and possibles do for you

Recommended

Recommended

More Related Content

More from BenitoSumpter862

More from BenitoSumpter862 (20)

1. What did thinking about the essentials and possibles do for you