特別教育教師による読み書きサバイバルキット、MA

Welcome!

Did you know? "Reading disabilities are the most understood and effectively corrected learning disability ... but if help is delayed until third grade, children rarely catch up with their peers."

"75% of children who were poor readers in the 3rd grade remained poor readers in the 9th grade and could not read well when they became adults." This lack of reading fluency affects their ability to put their thoughts on paper.

Therefore, if your child reads fluently, but needs support in writing- can articulate ideas verbally that do not translate into structured clear writing, this class will be helpful. 

Word of Caution: Teachers are unable to make promises. Teachers can only apply techniques. The impact on the child depends on variants independent from the teacher.  If you are looking for additional private writing-spelling resources, you might want to try... 
https://www.readandspell.com/us/dysgraphia?rfsn=5811853.b5a00c&utm_source=refersion.com&utm_medium=referral&utm_campaign=refersion&coupon=DGLIFE#

Usually, students take this class is because concerned parents want their children to thrive and master writing skills. However, their support during the class and in between is necessary because students refuse to write using the process of writing. Your feedback is necessary, and I take it seriously to make modifications in the lesson plan in progress. I view the agenda as an individual educational plan. Because of this, every class is different from the previous one. The class is student-centered. They signed up for writing, the very thing they are reluctant to do. Struggle = STOP from practice, for them. Instead, struggle = chunked practice sessions. I learned from the violin teacher of my children that children should practice age minutes/3d. If there is no writing, there is limited progress. 

Introducing Dysgraphia Survival Kit by a Certified Special Education Teacher for over 18 years teaching vis a vis and virtually.  For many years, I worked with students who exhibited some characteristics of dysgraphia which is a learning disability that affects writing abilities. Dysgraphia or not, it can manifest itself as difficulties with spelling, poor handwriting, and trouble putting thoughts on paper. Because writing requires a complex set of motor and information processing skills, saying a student has dysgraphia is not sufficient. I am trained to go beyond the basics of penmanship, like phonological awareness and phonemics taught in the primary grades. The lessons involve translating one’s thoughts into language, what might be thought of as the “content” of writing. It includes word choice (vocabulary), elaboration of detail, and clarity of expression. Sometimes is necessary to go back to the primary grades to master skills that for some reason were not taught. The student and parent must be aware of this regression. More importantly, they need to be willing to go back to the place where teaching stopped. 
 
Writing processes: Especially beyond the earliest grades, good writing involves planning, revising, and editing one’s work. These processes are extremely important to success in writing, and increasingly so as students advance into the middle and secondary grades. In this class, students will have to go back in years of where s/he left off on the skills. Also, students will practice writing a paragraph using the sight introduced in each lesson. 

 Writing knowledge: Writing knowledge includes identifying the four types of sentences. It also includes an understanding of creative writing. Another example of writing knowledge includes writing for an audience, that is, the writer’s understanding of the need to convey meaning clearly and appropriately to the people who will be reading a particular piece of writing.

This class also benefits ESOL students. This is a series of units for students who are beginners’ English students. The class will include interactive ongoing lessons of listening, repeating, and writing practice. When students use two ears to listen, two eyes to focus, and one mouth to speak -but not complain or cry in frustration, they make progress. 

Working in Outschool is an enriching experience. I discovered that students can be exposed, taught, and awaken awareness of their learning styles to cope with their limitations. Together we can reach goals by empowering them of their strengths. When I hear at the end of the class, "You are an awesome teacher!", I realized the challenges and joys of teaching. For this, I am thankful to students and parents that have trusted me as part of their children's education.

Week 1 (Two Days) 
Day 1: Work out midline exercises  
Reading and Writing Strategies
Assignment: Every year students must learn 300 words. By the end of the year, they should master the spelling, definition, and usage in writing sentences grammatically correct. Since we only have eight lessons, we will work with 44 words at the time. 
Write a story using 22/44 words.
Paper/pen spelling test of 11/44 words.
Oral spelling test of 6/44 words.
Frayer model of 3/44 words.

1.	Organizing information by main ideas
  2.   Describing differences between related words. 
        For example, What is bigger, a branch or a twig? 
Assignment: Write five (5) sentences with subject and predicate comparing related words. 
        For example, A branch and a twig both show come from a tree. 
                              A branch is alive, while a twig is dry.
Week 1, Day 2
Assignment: Every year students must learn 300 words. By the end of the year, they should master the spelling, definition, and usage in writing sentences grammatically correct. Since we only have eight lessons, we will work with 44 words at the time. 
Write a story using 22/44 words.
Paper/pen spelling test of 9/44 words.
Oral spelling test of 6/44 words.
Frayer model of 3/44 words.
1.  Work out midline exercises  
2.  Revise assignment of compare/contrast related words
3    Definition and Identification of the four types of sentences or statements. 

Week 2  (Two Days) 
Work out midline exercises
Assignment: Every year students must learn 300 words. By the end of the year, they should master the spelling, definition, and usage in writing sentences grammatically correct. 
Paper/pen spelling test of 9/44 words.
Oral spelling test of 6/44 words.
Frayer model of 3/44 words.
Writing strategies: Organizing writing
Day 1
1	 Spelling Patterns 
2       Sentences of paragraph in time order
3	Adverbial and coordinating conjunctions

Day 2
Work out midline exercises
Assignment: Every year students must learn 300 words. 
Write a story using 22/44 words.
Oral spelling test of 1/44 words.
4	Review spelling patterns 
        Organize information by main idea
        Write a paragraph with a clear main idea. Use the process of writing. Start with a thinking map. Followed by writing a draft. With 
        the teacher's help, the student revises and edits the draft.
5	Write a paragraph with a clear main idea. Use the process of writing. Start with a thinking map. Then, write a draft. 

Week 3  (Two Days) 
Work out midline exercises
Assignment: Target: Every year students must learn 300 words. 
Write a story using 22/44 words.
Paper/pen spelling test of 11/44 words.
Oral spelling test of 6/44 words.
Frayer model of 3/44 words.
Writing strategies: Organizing writing
Day 1
Work out midline exercises
1	Organize thoughts using a Thinking Map and an outline to write an essay of three paragraphs to support a thesis statement
2       Remove the sentence that does not belong 
3       Choose the best main idea or topic sentence
4      Distinguish facts from opinion and counterclaim
5      Choose evidence to support a claim
6      Identify supporting details in informational and literary texts

Day 2 
Work out midline exercises
Target: Every year students must learn 300 words. 
Write a fiction story using 22/44 words.
Paper/pen spelling test of 11/44 words.
Oral spelling test of 6/44 words.
Frayer model of 3/44 words.
1    Organize thoughts using a Thinking Map or an outline to write an introduction paragraph
2.   Practice matching prefixes to sentences
3.   Identify supporting details of a claim and counterarguments
4.  Elements of an effective introduction 
5. Conjunctive adverb

Week 4  (Two Days) 
Wrapping up skills we learned and practice: Did we reach our goal of 300 words? 
Work out midline exercises
Day 1
1 Identify thesis statements
2 Elements of an effective introduction and conclusion
3 Identify counterclaims
4 Elements of an effective conclusion
5 Practice prefixes
6 Revise using strong verbs

Day 2
7 Correct everyday errors
8 Process of Writing: Step #3 and #4: Revision, and finally, $5 Publishing
9 Action verbs for a topic sentence and paragraph
10 Imagery
11 Commas