Writing Strategies for Students with Learning Disabilities

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By: Marilú Acosta

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Writing Strategies for Students with Learning Disabilities

  1. 2. Who am I? <ul><li>I am Marilú Acosta Vélez. </li></ul><ul><li>I am a daughter, mother, wife, friend and </li></ul><ul><li>a professional . </li></ul><ul><li>I love to teach and cook (specially baking). </li></ul><ul><li>I have been an English teacher for 24 </li></ul><ul><li>years and was for 1⅟ 2 year a School Director (Escuela Sabanetas Mani). </li></ul>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).
  2. 3. Where do I teach? <ul><li>Miradero II Elementary School. </li></ul><ul><li>It is located at 108 </li></ul><ul><li>Road Km 4.3 </li></ul><ul><li>Miradero, Mayag ϋ ez. </li></ul><ul><li>It is a small rural school that has a very big heart! </li></ul>ESCUELA MIRADERO II
  3. 4. My School <ul><li>Administration Office </li></ul><ul><li>Central sidewalk </li></ul>First, Second, and Third Grade Sixth grade and Spanish Lab. Fifth and Fourth grade English classroom and Lab. and Special Education classroom
  4. 5. My Classroom A good place to be! Students have named my classroom “New York” because it is cold and English is spoken here.
  5. 6. What do I Teach? <ul><li>English to 4 th , 5 th , and 6 th grade students. </li></ul><ul><li>Students have their English class in the morning and in the afternoon technology is integrated in the learning process of a second language. </li></ul><ul><li>I also teach practicing future teachers of several universities as a Teachers Mentor. </li></ul>
  6. 7. <ul><li>I am in charge of “Escuela de Idiomas”. </li></ul><ul><li>Also I integrate in my English class “Good Interpersonal Relationship Workshop” </li></ul>I love being a teacher! This is what I was born to be!
  7. 8. Teaching Philosophy <ul><li>Eclectic would be the teaching philosophy that would best describe me as a teacher. </li></ul><ul><li>Essentialism -There is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way. </li></ul><ul><li>Progressivism - Education should focus on the whole child, rather than on the content or the teacher. Learning is active, not passive. </li></ul><ul><li>Humanism -Personal freedom, choice, responsibility. Achievement motivation towards highest levels. Control of own destiny. Child centered. Interaction with others. </li></ul><ul><li>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. </li></ul>
  8. 11. Description of My Approach and Strategies <ul><li>Warm hello and big smile. </li></ul><ul><li>Informal conversations. </li></ul><ul><li>Humor used in class. </li></ul><ul><li>Needed tools are provided for their work. </li></ul><ul><li>Cooperative learning. </li></ul><ul><li>Making class pertinent and enjoyable. </li></ul><ul><li>Use of technology to enhance learning. </li></ul><ul><li>“ It’s a big world out there” </li></ul><ul><li>Learning should be fun. </li></ul>
  9. 12. Teaching Students with Writing Disability <ul><li>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. </li></ul><ul><li>It is helpful for the regular educator to understand the disability, common modifications and methods of helping the student as well. </li></ul>
  10. 13. <ul><li>Learning Disability Accommodations </li></ul><ul><li>Are necessary to help students learn despite their disabilities. </li></ul><ul><li>Level the playing field. </li></ul><ul><li>Are not intended to give students with disabilities an unfair advantage over other students. </li></ul><ul><li>Accommodations and modifications are simply changes in teaching methods that allow learning disabled students to learn. </li></ul>
  11. 14. <ul><li>Here are five strategies : </li></ul><ul><ul><ul><li>Writing buddies -The writing buddy may be a peer editor. It is very empowering for the writing buddy as well. </li></ul></ul></ul><ul><ul><ul><li>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. </li></ul></ul></ul>
  12. 15. <ul><ul><ul><li>Visual outlines -boxes for the different parts of the project; it helps learning disabled students who are visual learners become more organized. </li></ul></ul></ul><ul><ul><ul><li>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. </li></ul></ul></ul><ul><ul><ul><li>Use of computers for drafting -shows the student which sentences are fragmented, and where the grammatical and spelling errors are in the document. </li></ul></ul></ul>
  13. 16. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Albert Einstein, 1940
  14. 17. Methodology Lesson plan Level-Elementary (Grade 5 th and 6 th )
  15. 18. Lesson Plan <ul><li>Student’s Writing Task </li></ul><ul><li>Hand-out will be given </li></ul><ul><li>Vocabulary words read out </li></ul><ul><li>loud by teacher </li></ul><ul><li>Using dictionary students lookup definitions. </li></ul><ul><li>Word search (spelling and vocabulary recognition skills) </li></ul><ul><li>Choose favorite topic </li></ul><ul><li>(creative writing) </li></ul><ul><li>Create first draft applying organizational patterns (sentence structure) </li></ul><ul><li>Positive feedback </li></ul><ul><li>Read paragraph in front of class </li></ul><ul><li>Accommodations for Student’s with Learning Disabilities </li></ul><ul><li>Hand-out will be given </li></ul><ul><li>Vocabulary words read out loud by teacher. </li></ul><ul><li>Provide clear and specific instructions </li></ul><ul><li>Vocabulary words simplified </li></ul><ul><li>(flash cards or ppt) </li></ul><ul><li>Using dictionary students lookup definitions. </li></ul><ul><li>Word search (spelling and vocabulary </li></ul><ul><li>recognition skills) </li></ul><ul><li>Choose favorite topic (creative writing) </li></ul><ul><li>Create first draft applying organizational </li></ul><ul><li>patterns (sentence structure) </li></ul><ul><li>Have student dictate their own ideas </li></ul><ul><li>(teacher, classmate, and use of computer) </li></ul><ul><li>Give additional time </li></ul><ul><li>Positive feedback </li></ul><ul><li>Read paragraph in front of class </li></ul>
  16. 19. Instructions
  17. 20. 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
  18. 21. 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
  19. 22. Example: Visual Accommodations Air Animals Care Clean Earth Energy
  20. 23. 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!

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