- Rarely write letters or notes.
- Need help completing forms such as job
applications.
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- Start with tasks that interest them and as they see success, begin to
introduce writing tasks that are more difficult.
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- Struggle to produce a written product.
- Produce short sentences and text with
limited vocabulary.
- Make spelling errors, may confuse
letter order, miss middle syllables,
spell exclusively by sound and/or
fiind some words may be completely
unrecognizable.
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- Teach the basic framework for writing (planning, writing and revision).
- Within this, incorporate strategies to assist with the process such as: think
sheets that use a series of prompting questions to help plan writing tasks,
mind-mapping, putting sentences on index cards and organizing them into
paragraphs.
- Work on vocabulary and spelling by introducing word-building strategies to
teach prefixes, suffixes and combining words.
- Create personal dictionaries.
- To also help with spelling, you may choose to access some of the following
strategies: develop a list of trouble words and highlight the problem areas,
use chunking, help with tracking the sound sequence, use See, Say and
Spell or Fernald-Keller technique trace to increase visualization of the word.
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- Omit critical content or put information in
the wrong place.
- Omit transition words.
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- Build vocabulary and writing process.
- Encourage learners to devise a series of prompts to help them through the
writing process.
- Build vocabulary list of transition words (chronological, cause effect,
comparison and contrast words).
- Work on using the words in sentences and understanding the meaning.
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- Do not communicate a clear message.
- Express thoughts that don’t contribute to
the main idea.
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- Introduce the main components of a story such as main character, action
and outcome so they understand the basics of a narrative.
- Use mind-mapping to help organize thoughts.
- Provide a list of writing process steps to help write a composition.
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- Use sentences that contain errors in
syntax or word choice.
- Fail to clearly indicate the referent of a
pronoun. Unable to determine which
noun they are referring to, i.e. “She
glanced at him while looking through the
window.”
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- Work on sentence structure – provide grammar checklist to help them
recognize and self-monitor problem areas.
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