Writing Instruction For At-Risk Students 

  

            Q. You don't often hear about big gains in writing achievement in low-income schools. It must be one of the most difficult tasks in education, to bring young students who are basically illiterate up to the standards of writing proficiency. What strategies work?  

  

Here are some common-sense ideas from a longtime Texas teacher, Donna Garner. She has a special interest in helping at-risk students become good writers. 

She has taught secondary-level students. But these tips are solid for any age, and for the whole range of abilities, too, not just kids who are struggling academically. 

You might share them with your child's teachers or school board members, work toward the adoption of these policies in districts where they don't exist, and keep them in mind when encouraging or tutoring your own child: 

  

            -- Homework in English is graded for completion instead of accuracy. If a student follows the directions and completes the assignment on time, he receives a 100 even if every answer is wrong. Therefore, when a student makes a zero on a homework grade, it indicates that he is not putting forth the proper effort.

            -- English grammar is a competency-based subject; language subskills must be taught gradually and systematically, in stair-step fashion, and at-risk students must commit to excellent attendance habits or they'll fall behind quickly.  When a student does not keep up day-by-day with his work, he cannot move to the next higher level because he does not have the foundation upon which to build the more sophisticated work. It is vitally important that students master each day's work so that they can move ahead successfully.  

            -- Mrs. Garner suggests extra teacher time for at-risk students who seek it. She offers tutorials on Tuesdays, Wednesdays, and Thursdays for 45 minutes after school. Normally she can stay later if a student needs extra help.

            Here are some of her other modifications: 

  

Individualized grammar packets -- lowered reading level, sequential presentation 

  

Peer tutoring 

Individualized spelling list -- retesting of spelling words after writing corrections 

Individualized reading list with reading level noted -- self-selection 

Grade incentives given for book reports 

Study skills techniques 

Short-term goal setting 

Oral book reports 

Short answer tests 

Graphic organizers for writing process 

Computer writing lab 

Writing partner 

Flashcards and other manipulatives 

Search and find library unit -- tactile/kinesthetic 

Use of memory devices  

Use of  memorization, teacher origination, and student origination levels 

Teacher-modeled responses 

Guided practice on tests 

  

Newspaper articles provided in order to make topics relevant  

Writer's conference with individual students when essays returned 

Essays marked for content and grammar 

Use of computer lab to input and bold corrections after essays marked  

Notebooks used as organizational tool 

Visual aids (overhead projector, VCR, blackboard, posters) 

Tape recorder 

Constant oral drill and repetition 

Directions reviewed frequently 

Grammar concepts introduced, reviewed, drilled, applied, and tested  

Assignments broken into short segments 

Preferential seating 

Attention-getting cues constantly given 

Class rules clearly defined 

Minimum amount of note-taking 

Directions not given until room is free of distractions 

Hands-on library unit