Problems In Writing- General Approaches At Tier 1, 2 And 3

Question 1

Problems on writing

Answer 1

Struggle most with mechanical aspects of writing (hand writing, keyboarding, spelling, etc.)

Lack of self regulatory strategies for planning and organizing there ideas for writing……

Question 2

Writing

Answer 2

One of the most complex skills

Question 3

Two key areas of competence

Answer 3

1. Lower order transcription skills
   - handwriting, keyboard and spelling
2. Self- regulated planning for creating, sequencing and expressing ideas through effectively composed sentence

Question 4

Students with learning difficulties up and display following weaknesses:

Answer 4

For ability to plant execute and device written works

A tendency to spend two little time thinking before beginning to write

Difficulties formulating a goal for writing engine rating relevant idea

Inability to decide upon an appropriate structure for writing on a given topic

Slowness and an efficient in executing the mechanical aspects of writing or typing

Limited output in the available time

Question 5

Teaching approaches

Answer 5

Traditional approaches “skills based”

More recent approach “process writing”

Question 6

General approaches at tier 1
1. Writers’ workshop

Answer 6

• Principle “writers working together”, cooperating and providing feedback to one another
• Stages of the writing process
  Pre writing, drafting, revising, and publishing
• Choices of topic is usually made by the writer/ student brother than the teacher
  - student begin to work in dependently
  - ccess to information technology and word processing is usually appreciate
  - children share the writings and feedback and advice come from teachers and from peers

Question 7

General approaches at tier 1
2. Shared writing

Answer 7

Emerges naturally within writing workshop or can be made part of any other lesson that involves students writing for an audience

Question 8

General approaches at tier 1
3. Guided writing and strategic training

Answer 8

• thought to be more effective in posturing students writing skills then unstructured use of process method
• students are typically thought to use self questioning and self instruction
• Aspects of writing process
  (self monitoring, self checking for self
  clarity, self connection)
• Use of strategy such as LESSER and MORE
  • L list your idea
    E examine your list
    S select your starting point
    S sentence one will tell us what the first
    idea
    E expand on this first idea with another
    related sentence
    R read what you have written, revise if
    necessary, repeat for the next
    paragraph
    
    • More- reduce the problem of limited
      output

Question 9

General approaches at tier 1
4. Paired writing

Answer 9

• Working with a partner
  (Peer tutoring, cross age tutoring, parent child tutorial groupings and in adult literacy classes)

Question 10

Tier 2 and 3

Answer 10

• 2 categories (students who exhibit difficulties in writing)
  - students who have learning difficulties
  of a cognitive or physical nature that
  impair ability to write
  - reluctant and unmotivated students
  who can write but do not like to so
• 2 stages of writing process
  - planning what to write
  - revising and polishing the final product
• Writing Apprehension - a state of anxiety that causes them to avoid the task of putting pen to paper or using a keyboard whenever possible

*Students speed difficulties and those lacking in confidence benefit from:
- talking through the topics first, to think
around the main theme and generate a
sequence of related ideas
- noting down some vocabulary
- drawing a graphic organizer to show
how ideas will be linked

Question 11

General approaches at tier 2 and 3
1. The skeleton story

Answer 11

• Teacher used writing frames or templates and rubrics design to scaffold the task of composing
• Providing a few stem sentence that most be completed using the students’ own ideas and words

Question 12

General approaches at tier 2 and 3
2. Patterned Writing

Answer 12

• The use of familiar stories with repetitive and predictable sentence pattern that can be used as a stimulus for writing and your relation on the same theme

Question 13

General approaches at tier 2 and 3
3. Sentence Combining

Answer 13

• involves reconstructing of several symbol sentences into a more interesting sentence

Question 14

General approaches at tier 2 and 3
4. Story Web

Answer 14

• It is a form of graphic organizer that provides writers with a starting point for generating ideas for writing

Setting. Character
Title
Problem. Solution

Question 15

General approaches at tier 2 and 3
5. Expanding an idea

Answer 15

• Informative or narrative writing can be expanded beyond simple statement

Procedures
- Begin by writing a short declarative sentence
- Write two or three sentences that add information to and are connected with the first sentence. Leave a space between each sentence
- Write more sentences in the spaces
- Edit the sentences into appropriate paragraph and combined same short statement into longer complex sentences

Question 16

General approaches at tier 2 and 3
6. Writing is summary

Answer 16

• Procedures or strategy on writing a summary
• provide true or false statement➡️ students will answer and arrange it in to logical summary
• provide some sentence starter in a sequence ➡️ students will complete the unfinished sentence and in doing so write the summary
• provide a summary with key words or phrases omitted ➡️ the student will complete the close passage by supplying the missing word
• present a simple multiple choice questions ➡️ by selecting appropriate response and writing these down the student create a brief summary os ep