I seriously dread when I see those little clips move to the revising step of the Writing Process....aaaaahhhh!!! Because let's be honest. We all know what happens next. Maybe students re-read their writing - maybe not. Maybe they do some things...cross out a word, add a word... But they don't really revise, do they?
AND then, what do they do? They move their clip to the editing step and then, almost immediately to the final draft!
So how do we teach revising and editing skills to mastery? How do we assess student independent application of the skills? And after they become master revisors and editors, how do we hold them accountable for usage?
We use MULTI-SENSORY checklists!
Editing and revising checklists help students...
-evaluate specific features of their writing and academic learning
-increase self-awareness of writing conventions
-keep the pen in the writer’s hand
Visuals and mnemonic devices support...
-multi-sensory needs which...
--help commit learning to memory!!!
So get checking!!
~By Miss Rae
Some of our students are reading over two years below grade level! This is not only shocking, but can also seem like a daunting task!
So how do we ever get these students to grade level?
We have to create comprehensive guided reading lesson plans.
First, assess your students. Determine their lagging skills.
Students usually fall into two categories for what is holding them back in reading.
The first group are those that struggle with decoding (sounding words out). The second are the students who are unable to summarize, retell, or answer questions about a text. This is the comprehension group.
If your students are struggling with decoding, use a phonics skill lesson plan for short targeted practice. If your students are struggling with comprehension, use a comprehension skill and strategy lesson alongside your guided reading lesson. If students are lagging in both areas, use a daily or weekly integrated plan to target both areas simultaneously.
Students who are typically reading significantly below grade level require an integrated approach to reading, targeting both areas: phonics and comprehension.
Comprehensive guided reading lesson plans should incorporate:
-extensive teacher-student interaction,
-multisensory learning methods,
-all components of reading: decoding (single word accuracy/automaticity), comprehension, vocabulary, sight word, fluency, plus + encoding,
-special emphasis upon mastery of foundational reading skills and...
-independent application of comprehension strategies to help ALL students access the general education curriculum!
Check out some Comprehensive guided reading lesson plans!
Related Blog Posts...
There’s at least one student each year who reverses his/her b’s and d’s or just writes uppercase B’s and D’s (well, because that was an easier strategy to learn).
Should teachers be concerned?
Are reversals a sign of dyslexia?
Reversing letters is common until around age 7.
Here are some tricks to reverse reversals…
1. Have students fist pump themselves with their palms facing towards them. Stick their thumbs up and you have a b/d (this is a great indiscreet trick for older students too)
2. Draw a bed with the letters b and d - bd - draw a stick finger person laying down whose head lays down on the b
3. Draw a bat and ball to create a b and a drum with a drum stick for a d
4. Make an uppercase B and then, erase it's top b
5. Practice visual tracking with activities like the one in the image
Practice, practice, practice! But if there is no progress after all of that practice, then, a teacher should be concerned.
If dyslexia is the reason for the letter reversals, teachers may also note that students struggle with letter and number sequencing.
And a word of caution... there is no evidence to suggest letter reversals are more common among dyslexic children, compared to same-aged peers learning how to read and write; however, it is more so that most children grow out of letter reversals, whereas students with dyslexia may be slower to. AND don't forget to rule out a visual processing disorder.
By Miss Rae
The most important component of special education - next to the students - is the data!
Data is a special educator's lifeline.
We employ data for eligibility determinations. We use it to monitor progress toward a student's IEP goals. We use it to set goals for students, determine extended year programming, report at meetings, and qualify our statements in meetings and on special education documents. We need the data to justify the TEAM's decision about a student's plan.
We know the importance of data.
The hard part is tracking it!
Here's how I do it?
I review at my students’ IEP goals and objectives. During this process, I pair each objective with an assessment. For example, if a student has a sight word reading goal using the Fry Word List, I pull out the Fry Word List.
When I’m finished pairing assessments, I set a schedule for each probe. I typically begin the year with a full battery of assessments to obtain a baseline for a student’s goals and objectives. Some objectives are then tested weekly. For example, I will complete a weekly running record on a student’s reading. Other objectives I may assess monthly. This may be a student’s writing objective regarding a narrative piece of writing. As a result, I will plan to have a completed narrative writing piece once per month. I put this schedule into my Google Calendar and check this step off of my To Do List!
I organize my students’ goals and objectives along with the assessments I have chosen for each on tracking forms. All forms contain a student’s name, goal(s), and objectives. The forms, then, vary by the assessment schedule. For example, some goals and/or objectives may need a spot for weekly tracking while others may need a monthly.
When a student is assessed, I record the score (AKA the data) directly onto the form along with the date. This keeps my data all on one form that I can pull out on the spot when it is needed.
So, if a parent states “Ben says he completes all of his work, but you lose it,” you can pull out your trusty form with evidence that Ben has completed 30 percent of his assignments in the last month.
Or when it’s time to write Special Education progress reports, you don’t have to dread it. The data is at your fingertips.
The tool I use for this is my IEP Data Collection Progress Monitoring Forms and Cards for this.
You can grab my IEP Data Collection Progress Monitoring Forms and Cards from Miss Rae’s Room Teachers Pay Teachers Store HERE!
If you need to track behavioral data, check out my BEHAVIOR Data Tracking Forms & Points Sheets!
I break out the three-hole punch and get wild! I keep all of my tracking forms in a binder (because I grew up in the 80s, okay?!).
When my caseload is on the small side, it makes my life easier to organize my binder sections by student. In this way, when I need my data for a particular student, I can quickly find it, and I don’t have to flip from section to section when I am writing reports.
However, as caseloads sometimes grow over the years, it has become more efficient to have the sections organized by assessments. So when my Google Calendar alerts me that I need to test math fact fluency, I can quickly flip to the section containing the sight word assessments and tracking forms for that probe.
I also keep reference sheets in my binder for easy access. For example, I always keep a reference page that correlates reading levels from Fountas and Pinnell to Reading A-Z to lexile levels.
Hi! I'm Miss Rae! I'm a Special Education Coordinator with a passion for creating research-based resources for DiVeRSe learners and helping teachers make their lives easier! #teacherrealtalk #missraesroom