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