Week 6 Jigsaw C &R Chapter 10

Chapter ten discussed the different challenges that students may be faced with when learning to write. I found the areas of difficulty and recommendations helpful. I couldn’t help but tie these areas of difficulty to students I’ve taught and/or are currently teaching. The tables were helpful because they almost act as how to instructions to help these struggling students. I especially liked the idea of using a Popsicle stick with a smiley face to be placed after words to help younger students with spacing. I think one key idea in this chapter was that all teachers are responsible for teaching all students. This chapter did a great job of providing teachers with ideas and strategies to add to our teaching toolbox. I also saw the connections between reading, speaking, and writing. For example if a student is struggling with expressive knowledge, and doesn’t say the word or sentences correctly this will also show up as errors in their writing as well. The biggest takeaway for me in regards to ELL students who may struggle with writing, is the idea that teachers don’t necessarily need to know how to speak that child’s language, but they definitely need to be aware of its structure and the similarities or differences it has with English. I was surprised that there aren’t a whole lot of writing screening tools for pre k to second grade students. Therefore, it is up to the teachers to create ways to assess students. Once students have been identified as needing help with writing the teacher cause use the RTI system as a means for successful intervention implementation.

Since the chapter mentioned that teachers do not have access to a wide set of screening tools to assess writing and must use informal procedures, what are some ways that you have been successful in doing this with your younger students?

This chapter mentioned how students who struggle with handwriting can be given access to modifications such an Alpha Smart or use dictation. I have had a handful of students who have had access to these tools to use at their discretion in the regular classroom. I struggle sometimes with these modifications though because sometimes I think the majority of these students handwriting could improve if they were just asked to practice more. Especially when I can see with time how their handwriting has improved which is even more frustrating. At the same time, I am also a big believer in the idea of “getting to the answer however you can”. Meaning that we all have different ways of expressing or showing our learning. Sometimes I think people are too quick to suggest modifications and ignore looking at whether or not the student has had sufficient instruction and time.  What are your thoughts about these modifications?