TECHNICAL
WRITING FOR 3rd AND 5th GRADERS
I teach elementary (K-5) special education students in the Wichita, Kansas area. I have come to the conclusion that ALL the identified students I work with have writing difficulties.
Without actually looking it up, I
can safely say that every student on my caseload, with academic needs, qualifies
in the area of written language. I’m
guessing this is true for other resource and inclusion special education
students. Therefore, I decided
I’d share some ideas about how I try to help students with writing --
(composition – not penmanship) difficulties.
*** (don’t) TALK BEFORE YOU WRITE
In presenting a composition
assignment, I’ve found it motivating to first do a pantomime or “acting
out” of the “main idea of the assigned composition”. During this time, I
*** (don’t) talk. I “act out
the main idea.”
We
do spend a lot of time during prewriting activities
TALKING about the
composition assignment. Students are encouraged to “tell the story or
information” and share their ideas with the group. I make a point of TELLING
too, to provide a model for students to use for reference.
Students
are ALWAYS given an assignment sheet explaining the assignment and requirements.
(see below). I frequently ask students to re-read the assignment sheet if it
appears they are not “getting the idea” of what to write.
I also act out a bit of the pantomime to get their creative juices
flowing if/when they get “bogged down.”
Our current composition is
“technical writing”. Actually,
it’s also designed to re-enforce sequencing and following directions.
The assignment is for 3rd
and 5th graders. Assignment sheet given to the students follows….
Explain
how to wash dishes
1. List all the “things” you need to wash dishes
2. Explain the steps needed to successfully wash dishes
Start with clearing off the table
End with putting the clean dishes
away
3. Minimum of 50 words and 5 steps in the process
4. You must use complete sentences.
5. Use words such as --- first, next, then, later, finally
6. Edit your composition
--
Content = makes sense and is in a logical order
-- Capitals, punctuation, spelling, penmanship and neatness
FIRST
DAY
I pantomimed washing dishes until
the children “knew” the topic of the assignment.
Discussed assignment sheet (see
above)
Students instructed to complete step 1
Spelling doesn’t count. I check
their list and give proper spelling for these “key” words needed for the
composition. Students were told they’d be graded on the number of items
listed. A 5th grade boy listed 33 items.
He included cups, forks, plug, sink, hot water, cold water and so forth.
This student HATES to write stories but loves to generate lists.
SECOND
DAY
Students to write their rough
draft and self edit it
THIRD
DAY
Students are given a check off sheet
to additionally self check for needed components of a good composition. They are
encouraged to "buddy edit."
FOURTH
DAY
Complete final draft – draw
illustration if time allows.
If
time allows, students are also encouraged to type their compositions on the
computer.
ADDITIONAL “TRICKS”
During prewriting and rough draft
writing, keep the interest up by commenting on student progress.
Say things like,
“Fred is remembering capitals, Mary Jane has written
about 20 words, Sarah’s penmanship is beautiful today, Danny, would you like
to share your composition (so far) with the others?” --- I’ve found that
such comments can spur those still not writing to “get with it.”
HOW
MUCH HELP SHOULD A STUDENT BE GIVEN?
This is a really tough question
as it truly does depend on the STUDENT’S NEEDS.
You want to help enough, but not
too much.
One
technique I like to use is a “scribe”.
With this accommodation, the student dictates the story to a
para-professional or myself. I
write down exactly what is said. Students
have to tell me where to put all capitals, punctuation, and paragraph
breaks. If they don't indicate a capital is needed for the first word in a
sentence, I put a lowercase letter. Additionally, I ask the student to spell any
word that I don’t think he/she can spell. I write whatever spelling I am
given.
The dictated copy becomes the
child’s rough draft. The student edits and rewrites or types the finished
product.
Students
are encouraged to help others with spelling, idea generating and editing.
Many compositions lend themselves
to
Graphic Organizers.
Click
to see some.
These
are great tools to help student’s organize their thoughts.
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When the student is ready, the teacher will appear.
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IT’S YOUR CHOICE
Teaching composition writing takes TIME. Allow plenty of thinking and
talking time before requiring any writing.
DISCLAIMER
This information is for
educational purposes only. Much of the information is from classes and workshops
I’ve taken during my 30+ years of working with ADD & ADHD students –
sprinkled with my own comments, thoughts and insights.
Some information has been
acquired from the INTERNET. Be
aware that not all information on the WWW is accurate.
Use your own judgment.
This information is not
intended to replace information from your doctor, therapist, lawyer,
psychologist, nutritionist or psychiatrist.
Consult your child’s (or your own) doctor for additional input.
++++++++++++++++++++++++++
Editor: BJ Madewell
Wichita, KS area
316-733-9532
FAX not available
Email ADDchoices@aol.com
or ADDchoices@yahoo.com
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BJ Madewell
