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Remedial Instruction IN English Final Handout 1 docx
BSED English (BLAW 2019, English 3)
Cebu Roosevelt Memorial College
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REMEDIAL INSTRUCTION IN ENGLISH
Remedial Teaching
Intended for students who, for one reason or another, have fallen behind the rest of the class. At the beginning of a remedial course, the teacher has to assess with care the strengths and weaknesses of her students. The remedial class teacher is expected to pay greater attention to individual weaknesses and needs. The ultimate aim is to help such students learn to the best of their ability and to bring them back into the mainstream classes as far as possible. (Handbook on Remedial Teaching in Secondary Schools, 1997)
Objectives of Remedial Teaching (Education Bureau in Hongkong, 2007)
1. To provide learning support to pupils who lag far behind their counterparts in school performance.
By adapting school curricula and teaching strategies, teachers can:
Provide learning activities and practical experiences to students according to their abilities
and needs.
Design individualized educational programmes with intensive remedial support to help
pupils consolidate their basic knowledge in different subjects, master the learning methods, strengthen their confidence and enhance the effectiveness of learning. 2. Provide systematic training to develop pupils' generic skills: interpersonal relationship, communication, problem-solving, self-management, self-learning, independent thinking, creativity and the use of information technology
Principles of Helping Pupils with Learning Difficulties
Teaching preparation Before preparing for their lessons, remedial teachers should identify pupils' diverse learning needs as soon as possible so that they may design appropriate teaching plans to facilitate pupils' effective learning.
Devise various learning activities Since pupils have different characteristics in learning, teachers must devise different learning activities with the same teaching objective to develop pupils' varied abilities and skills in problem solving. It is more effective for teachers to adopt a series of relevant and simple teaching activities than assigning one long teaching activity since pupils may acquire the required knowledge and skills through diversified activities.
Design meaningful learning situations Remedial teachers should specifically design meaningful learning situations, language environments (especially for English subject), games or activities so as to provide personal learning experiences for pupils and stimulate their interest and initiative in learning.
Teaching approaches Teachers should give concrete examples before proceeding to abstract concepts by way of simple and easy steps at a pace in line with the learning abilities of students. Teachers may teach new concepts from different perspectives by various approaches so that pupils can grasp the ideas through meaningful and repeated illustrations. Teachers should encourage pupils' active participation by more frequent use of teaching aids, games and activities. They can also make use of information technology and all the teaching resources available to help pupils understand the main points.
Provide clear instructions Pupils with learning difficulties are less competent in understanding written language. Therefore, remedial teachers should give pupils short and clear instructions to avoid confusion. They must explain clearly the arrangement of each learning activity. If necessary, they may ask pupils to repeat the steps of activities so that every pupil may understand the instructions.
Summarize the main points At the course of teaching, teachers should always sum up the main points in teaching and write the key phrases on the board to enhance pupils' audio and visual memories. Teachers can guide their pupils to link up the knowledge they learn from class with their life experiences so as to enhance the effectiveness of learning. Besides, guiding pupils to repeat the main points in verbal or written form is also an effective way of learning.
Enhance learning interest and motivation Suffering from frequent frustrations in their work, pupils with learning difficulties may gradually lose their interest in learning. Therefore, teachers should adapt the curriculum to meet the needs of pupils. With lesser pupils in the IRTP, teachers can design interesting activities coupled with reward scheme to stimulate pupils' interest. It is most important to help pupils overcome their learning difficulties so that they may gain a sense of achievement and recover their confidence and interest in learning.
Encourage pupils' active participation in class activities Pupils with learning difficulties usually lack self-confidence and are more passive in class. They seldom ask questions or express their views. Remedial teachers should patiently encourage active participation in class. Pleasurable learning experiences may help enhance pupils' interest in learning.
Focus on the learning process Teaching should not only focus on the transmission of knowledge. It is also important to see that pupils are benefited from the entire learning process. Teachers should provide ample opportunities in class for pupils to practice and think what they have learnt, and allow them to solve problems by different means. Teachers should also carefully observe the performances of pupils and give them appropriate assistance, feedback and encouragement so as to help them acquire the learning skills, solve their problems and understand their own capability, thus enhancing self-confidence and improving their learning skills.
Show concern for the performances of individual pupils Pupils may encounter different problems in their studies, therefore, teachers should carefully observe the learning process of individual pupils in class. Whenever necessary, they should provide individualized remedial teaching before and after class, during recess or lunchtime, so that they can remove their learning obstacles as soon as possible. When marking assignments, teachers should take note of the common errors of pupils and deliver the correct concepts and knowledge to them promptly.
Organization of the Remedial Classroom
A. Curriculum Base goals and standards for language learning on theory and research. Relate teacher beliefs and knowledge about instruction to research. Organize the curriculum framework so that it is usable. Select materials that facilitate accomplishment of school goals. B. Instruction The program must identify instructional strategies and activities for learners. Instruction must be based upon what we know about the effective teaching of language skills. Those involved in designing or selecting instructional activities need to consider the variables that contribute to success in language learning, given its interactive and constructive nature. Time must be provided in the classroom for practice. Composing should be an integral part of the program. Students should be given opportunities to become independent and to self-monitor their progress. The climate in a school must be conducive to the development of students.
Reward Scheme The reward scheme has positive effect in enhancing pupils’ motivation. It aims at guiding pupils to set their own objectives and plans, and positively reinforcing their good performance. No matter what reward is provided, the most important thing is to help pupils cultivate an interest in learning and gain a sense of satisfaction and achievement during the learning process.
Remedial Instruction Overview and Terminologies
Emergent/Beginning literacy skills
- These are the skills that form the foundation of speaking, reading, and writing and develop into conventional or traditional reading and writing.
- Students who perform poorly in the classroom might have a weakness in one or more of the emergent/beginning literacy skills areas. It is advisable to assess students’ knowledge of emergent literacy skills if they are having difficulty reading.
“All babies are born equal. Not one can speak, count, read, or write at birth, but by the time they go to kindergarten they are not equal: (Trelease 2001, p).
A. Concepts of Print Neuman and Celano (2001) write that many children have very limited experiences with print. As a result, they have not developed concepts of print. Specific instruction is needed in order for children to learn letters, sounds, and story structure. (Reutzel, Fawson, Young, Morrison, and Wilcox, 2003)
Terms Concepts of Print - the foundational, or emergent literacy, skills involved in how to hold a book and turn the pages, identifying a word or sentence, where to begin and end reading a page, having the eyes move in the correct direction, retelling a story, or relating the author’s ideas to one’s own experiences. Directionality - moving one’s eyes in the correct direction for reading the printed form of language. Story Structure – the ability to identify the characters, plot, and setting of a story. Visual Discrimination – the skill of seeing likeness or differences among objects, pictures, letters, numbers, or words. Words and sentences – identifying the individual words and sentences on a page, identifying that sentences are made up of words, and recognizing that these words and sentences contain meaning are important concepts of print. Note: the best way to teach students concepts of print is to provide many experiences with books and writing. Explicit Instruction: Reading Big books Environmental Print – the print that surrounds us is an excellent source for teaching students that they can be successful in reading. Students can easily identify many of the symbols and can feel successful as readers. Language Experience – provides an authentic learning experience for students. It helps students understand that the printed word carries meaning. It is most often used with the beginning readers, but can be successfully used with adults learning to read. Roach Van Allen (1968) and Russell Stauffer (1970) provide thorough discussions of the Language Experience Approach. Hoffner (2003-2004) provides insight into the Language Experience Approach with the secondary students in content areas. What I think about, I can talk about. What I can say, I can write down. What I can write, I can read. I can read what others write for me to read.
B. Letter identification
Being able to identify and name the letters of the alphabet was found to be one of the best predictors of reading success by Durrell (1958). Knowing letter names assists students in associating phonemes, or sounds, with graphemes, or letters (Walsh, Price, aandGillingham 1988).
Terms
Grapheme – the physical representation of a symbol from a standard alphabet. Letter identification – the skill of naming a graphic symbol belonging to a standard alphabet. Note: Do not simultaneously teach letters with similar appearances.
C. Phonemic Awareness Is the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words. Before children learn to read print, they need to become more aware of how the sounds in words work.
Remediation through Phonemic Awareness 1. Sound Isolation. In sound isolation, use conspicuous strategies.
Example: The first sound in sun is /ssss/.
- Blending (Example: /sss/ - /uuu/ - /nnn/ is sun). In blending instruction, use scaffold task difficulty.
activities.
- Segmenting (Example: The sounds in sun are /sss/ - /uuu/ - /nnn/) In phoneme segmentation instruction, strategically integrate familiar and new information.
Word Analysis Skills
- These are the skills that students use when identifying words as they are reading. These are used automatically by proficient readers. This automatic use of word analysis skills allows readers to focus on comprehension – interacting with text and attaching meaning to printed symbols.
- It is the goal of educators to have students who are independent in their skills of word analysis. If students have not developed sufficient skills in word analysis in the early childhood grades, they will have difficulty encountering the high density of vocabulary presented to them in grades four and above (Taylor 1996).
- Materials read by students in high school contain over 100, 000 different words (Nagy and Anderson 1984).
Having good word analysis skills or developing automaticity in decoding words is not sufficient to be a proficient reader. This must be combined with fluency and comprehension.
A. Sight Word Recognition
Terms Sight words – are words that can be recognized instantly and pronounced without resorting to the use of word analysis. High Frequency or Basic Sight Words – are words most frequently used in written text.
3 basic sight word lists:
- “Dolch Basic Sight Words” - account for approximately 70 % of the words children encounter in grades 1 through 3, and approximately 40% of the words that appear in adult text.
- Edward Fry’s “Instant word list” - is a second high-frequency word list. The first 100 words on the list account for about 50 % of all printed materials. The 300 words on this list account for about 65 % of all printed materials. These are the words most frequently used to generate text in basal readers and other narrative materials.
- Graves (1986) estimated that the listening vocabulary of first-grade students is 10,000 words.
Pavio (1971), Wolpert (1972), Reynolds and Flagg (1977), and Jiganti and Tindall (1986) provided research supporting the promotion of mental imagery in learning words.
Four main principles of instruction by Blanchowicz and Fisher (2000): 1. Students should be actively involved in learning new words. 2. They should make personal connections to new words. 3. They should be surrounded – immersed – in learning new words. 4. They should see the words in multiple contexts and have many repeated exposures to them.
Note: The goal of vocabulary instruction is not to have students memorize a list of words and write definitions. Rather, it is to provide opportunities for students to understand and use words. Wide reading provides many opportunities for students to encounter new words in multiple contexts beyond the classroom.
A. Remedial Vocabulary Instruction Vocabulary is initially acquired in four ways:
reading and conversation direct instruction (when a teacher or auto-instructional program is used intentionally to build vocabulary power) self-instruction (when words are looked up in a dictionary or when a child asks other people for meanings of words) mental manipulation (while thinking, speaking,and writing)
- Considerations in remedial vocabulary instruction Connect vocabulary instruction to the natural processes of word learning. The literature on vocabulary acquisition tends to divide the teaching of vocabulary into five phases. These are:
a. Disposition – opening the student’s mind and will to engage new words. b. Integration – establishing ties between the meaning of a new word and the student’s existing knowledge. c. Repetition – provisions for practice distributed over time, as well as opportunities for frequent encounters with the word in similar and differing contexts. d. Interaction and meaningful use – social situations conducive to using new words in interactions with others and, thus, mentally referencing new words in listening, reading, writing, and speaking. e. Self-instruction – maintaining an awareness of new words outside the classroom.
Concept-Based Approach to Vocabulary Building a. Identify the relevant and irrelevant features of the concept in question. b. Provide examples of the concept. c. Provide examples of irrelevant but loosely related concepts with which it might be compared. d. Relate the concept by some possible smaller or subordinating concepts. e. Relate or categorize the concept by some possible larger or superordinating concepts. f. Relate or categorize the concept alongside equal or coordinating terms.
Motor Imaging It appears that even the highest forms of vocabulary and concept learning have psychomotor foundations, or equivalents. Hence, motor movements associated with certain stimuli can become interiorized as a “symbolic meaning” (Piaget, 1963 in Manzo and Manzo, 1993). There are three considerable advantages to knowing this where remediation is concerned:
a. First, since physical-sensory or pro-prioceptive learning can be interiorized, they also can be self- stimulating, and as such, they are easier to rehearse and recall with the slightest mental reminder, as well as from external stimulation.
b. Second, pro-prioceptive learning is so basic to human learning that it is common to all learners, fast and slow, and hence, ideal for heterogeneously grouped classes. c. Third, the act of identifying and acting out a word becomes a life experience in itself with the word - a value that Frederick Duffellmeyer (1980) in Manzo and Manzo (1993) demonstrated when he successfully taught youngsters words via the “experiential” approach.
A. Graphic Organizers
Terms Graphic organizers – provide visual representation of the relationships among words. Usually geometric shapes and lines are used to slow these relationships. They provide opportunities for students to develop a more thorough understanding of words by seeing relationships and being active in the learning process (Blanchowicz and Fisher 2000). Definition word maps – help students see visual representations of definitions (Schwarts and Raphael 1985). The concept is presented, and students organize information to which concept belongs, its properties, examples, or illustrations of the concept. Logo and pictomaps – at the emergent literacy stage, students may not have developed the skills needed to decode words. A pictorial representation of the words and their relationships is presented. Semantic feature analysis – is a grid that assists students in identifying similarities and differences among concepts that are related to each other. It helps students make comparisons. Semantic maps - are a diagrammatic way of showing relationships among concepts, ideas, by using circles and lines. Word walls – are working bulletin boards (Padak 2001). It is a chart with atheme or focus determined by the teacher. These charts are posted around the room and used as a way of studying word patterns and word relationships.
Explicit Instruction: Word walls can be created for any topic or skill being studied in class. The use of word walls is limitless. Logo and Pictomaps Semantic Maps Definition Word maps Semantic Feature analysis
B. Morphology
Terms Morphology – is the study of word formations that include compound words, contractions, and affixes. Knowledge of morphemes helps children expand their vocabulary beyond root words and aids in comprehension of printed materials. Affix – a prefix, suffix, or inflectional ending that is added to a root word to change the function of the word or to add its meaning. Compound word – a word that is formed by combing two or more words. Contraction – formed by omitting one or more letters or sounds from an expression and replacing the omitted letters with an apostrophe. Root word – the word that is left after you take away all affixes. Description of compound words - Usually do not create much difficulty because students already know each of the smaller words that make up the compound word. Students who have difficulty with compound words may not have recognized that the words are made by combining already known words. Attention should be drawn to the compound words’ makeup. Description of Contractions - Usually do not create problems because they maintain the same meaning and often have similar structures. Directing students’ attention to the “lazy way of writing” is often sufficient during silent or oral reading.
C. Context
Fluency – Being able to decode words automatically, group them meaningfully, and read with expression. Being fluent in reading allows students to focus on comprehension – interacting with text and attaching meaning to printed symbols. It also helps students develop more positive self-image as readers.
Oral Reading – communicating an author’s message by reading aloud to an individual or an audience.
Fluency instruction has been found to result in improved reading comprehension (Dowhower 1987). Blachman (2000) concluded that “without accuracy and fluent word recognition, there will always be constraints in comprehension.
Round Robin oral reading instruction is used as a method of fluency. It involves having students turning a page in their textbooks and selecting a student to begin reading orally.
Problems with fluency may stem from a variety of causes: inadequate sight vocabulary, poor decoding skills, an overdependence on word analysis skills, or inattention to punctuation.
A. Major Fluency Strategies
Antiphonal Reading – groups of students are assigned to read parts of a selection or text in unison. Choral reading - students read together text in unison and the selection is not divided into parts for different groups of students to read. Echo reading – fluency is modeled. Students immediately echo a phrase read by a skilled reader. Paired reading – a capable reader and a student who is having difficulty reading materials written at an instructional level are paired or partnered together. Radio reading – students are asked to think back to the days when people sat around the living room in anticipation of stories being told on the radio. In radio reading, one student is the announcer. This promotes listening skills and audience reading. Readers’ theater – students practice reading their script parts. After practicing their parts, they present the script to an audience of parents or peers without memorizing the script. Repeated readings – students practice reading a selection until it is read perfectly. Tape – assisted reading – students read along in their books as they listen to an audiotaped recording of their book by a fluent reader. This has been called “talking books”.
Remedial Instruction in READING
B. Correcting Perceptual and Decoding Deficits in Word Recognition We can identify the student who has insufficient competence in the visual analysis of words in two ways. First, the student, when pronouncing words verbally, selects inappropriate elements to sound out and often he/she tries again and again to use the same analysis even when it does not work. The second way can be done when the teacher shows him/her the word covering up parts of it, if the student is able to recognize it, then at least one of his/her problems in word recognition is faulty visual analysis (Ekwall & Shanker, 1988).
C. Definition of Terms 1. Alphabetic Knowledge: understanding that letters represent sound so that words may be read by saying the sounds represented by the letters, and words may be spelled by writing the letters that represent the sounds in a word. 2. Sight-Word Knowledge: all words any one reader can recognize instantly (with automaticity) not necessarily with meaning. 3. Basic Sight Words: a designated list of words, usually of high utility. 4. Knowledge on Sound-Symbol Correspondence: (a.k. graphophonic knowledge) the readers’ ability to use phonics, phonemic, and structural analysis knowledge.
D. Correcting Sight-Word Knowledge Deficit 1. Write a sentence on the chalkboard with the new word used in context. Underline the word.
- Let students read the sentence and attempt to say the new word using context clues along with other word-attack skills. If you are introducing a new story, it is especially important that you do not tell them each new word in advance, as this deprives them of the opportunity to apply word-attack skills themselves.
- Discuss the meaning of the word or how it is used in talking and writing. Try to tie to something in their experience. If possible, illustrate the word with a picture or a concrete object.
- Write the word as students watch. Ask them to look for certain configuration clues such as double letters, extenders, and descenders. Also ask them to look for any well-known phonograms or word families, e. ill, ant, ake, but do not call attention to little words in longer words.
- Ask students to write the word themselves and to be sure have them say the word while they write it.
- Have students make up and write sentences in which the word is used in context. Have them read these sentences to each other and discuss them.
E. Correcting Basic Sight Vocabulary Deficit 1. Have the students trace the word; write it on paper, or use chalk or magic slates. 2. Have the students repeat the word each time it is written. 3. Have the students write the word without looking at the flash card; then compare the two. 4. Create “study buddies.” Match learners in the classroom with fellow students who have mastered the words. Take time to teach the “tutors” how to reinforce new words. Provide a big reward to both tutor and learner once the learner has attained the goal. 5. Provide reinforcement games for students to use on their own or with their study buddies. Games may be open-ended game boards or developed by levels according to the sub-lists. 6. Provide charts, graphs, and other devices for students to display their progress. These serve as excellent motivators, especially since students are competing with themselves rather than each other. 7. Use your imagination. Have students dramatize phrases, build a sight-word “cave,” practice words while lining up, read sight-word “plays,” etc.
F. Correcting Knowledge on Sound-Symbol Correspondence Vowel Rules or Principles and Accent Generalizations
- In words containing a single vowel letter at the end of the word, the vowel letter usuallyhas the long vowel sound. (Note that this rule refers to words and not just syllables.) There is a similar rule for single word letters at the end of syllables.
- In syllables containing a single vowel letter at the end of the syllable, the vowel letter may have either the long or short vowel sound. Try the long sound first. (Note that this has the same effect as rule 1.)
- A single vowel in a syllable usually has the short vowel sound if it is not the last letter or is not followed by r, w, or l. When explaining this to students it is often helpful to indicate that a single vowel in a closed syllable is usually short. Students should be taught that a closed syllable is one in which there is a consonant on the right-hand side. They will also need to know, as indicated above, the r, w, and l control rules.
- Vowels followed by r usually have a sound that is neither long nor short
- A y at the beginning of a word has the “y” consonant sound; y at the end of a single-syllable word, when preceded by a consonant, usually has the long I sound; and y at the end of a multi-syllable word, when preceded by a consonant, usually has the long e sound. (Some people hear it as short i.)
- In words ending with vowel-consonant-silent e the e is silent and the first vowel may be either long or short. Try the long sound first. In teaching this rule, stress that the student should be flexible; i. try the short vowel sound if the long one does not form a word in his or her speaking-listening vocabulary. It has been demonstrated that students who are taught to be flexible in attacking words when applying rules such as this become more adept at using word-attack skills than those who are not taught this flexibility.
- When aj, ay, ea, ee, and oa are found together, the first vowel is usually long and the second is usually silent.
- The vowel pair ow may have either the sound heard in cow or the sound heard in crow.
Remedial Instruction in LISTENING A. Factors Affecting Students’ Listening Comprehension
Internal factors – refer to the learner characteristics, language proficiency, memory, age, gender, background knowledge as well as aptitude, motivation, and psychological and physiological factors
External factors - are mainly related to the type of language input and tasks and the context in which listening occurs B. Internal Factors
Problems in language proficiency (cover problems on phonetics and phonology like phonetic discrimination, and phonetic varieties; problems in grammar; and lexicological problems)
Poor background knowledge
Lack of motivation to listen
Psychological factors
Other internal factors (age, attention span, memory span, reaction and sensitivity) C. External Factors
Speed of delivery and different accents of the speakers
The content and task of listening materials
Context - refers to the spatial-temporal location of the utterance, i. on the particular time and particular place at which the speaker makes an utterance and the particular time and place at which the listener hears or reads the utterance.
Co-text - It refers to the linguistic context or the textual environment provided by the discourse or text in which a particular utterance occurs. Co-text constrains the way in which we interpret the response. Here we can infer that the person is not going to a picnic by judging from the co- text.
A: Are you coming to Baguio with us? B: I have a paper to finish by Monday.
D. How to Improve Students’ Listening Comprehension
Teach pronunciation, stress, and intonation of the critical sounds of English
Practice sound discrimination, liaisons, and incomplete plosives
Recognize stressed and unstressed words
Enrich vocabulary
Teach grammar
Practice inferring information not directly stated
Improve skills in predicting
Teach note-taking skills
Remedial Instruction in SPEAKING
A. What makes speaking difficult (Brown, 2001) 1. Clustering 2. Redundancy 3. Reduced forms 4. Performance variables 5. Colloquial language 6. Rate of delivery
- Stress, rhythm, and intonation
- Interaction
B. Teaching Pronunciation Below are techniques and practice materials (as cited in Murcia, Brinton, and Goodwin, 1996) in teaching pronunciation which have been used traditionally and continue to be utilized in speaking classes.
- Listen and imitate. Learners listen to a model provided by the teacher and then repeat or imitate it.
- Phonetic training. Articulatory descriptions, articulatory diagrams, and a phonetic alphabet are used.
- Minimal Pair drills. These provide practice on problematic sounds in the target language through listening discrimination and spoken practice. Drills begin with word-level then move to sentence- level.
- Contextualized minimal pairs. The teacher established the setting or context then key vocabulary is presented. Students provide meaningful response to sentence stem.
- Visual aids. These materials are used to cue production of focus sounds.
- Tongue twisters
- Developmental approximation drills. Second language speakers take after the steps that English- speaking children follow in acquiring certain sounds.
- Practice of vowel shifts and stress shifts related by affixation Vowel shift: mime (long i) mimic (short i) Sentence context: Street mimes oftenmimic the gestures of passersby. Stress shift: PHOtograph phoTOGraphy Sentence context: I can tell from these photographs that you are very good at photography.
- Reading aloud/recitation. Passages and scripts are used for students to practice and then read aloud focusing on stress, timing, and intonation.
- Recording of learners’ production. Playback allows for giving of feedback and self-evaluation.
C. The Use of Accuracy-based Activities Accuracy precedes fluency. Form-focused activities prepare students for communicative tasks. These activities have a high degree of control and focuses on specific language components. To strike a balance, Hedge (2000) describes how to make accuracy-based activities meaningful.
- Contextualized practice aims to establish the link between form and function. The activity should highlight the situation where the form is commonly used.
- Personalizing language. Personalized practice encourages learners to express their ideas, feelings, and opinions. These activities help learners to use language in interpersonal interactions. A variety of gambits or useful expressions should be provided.
- Building awareness of the social use of language. This involves understanding social conventions in interaction. Communication strategies are directly taught and practiced through contextualized activities.
- Building confidence. The key is to create a positive climate in classroom where learners are encouraged to take risks and engage in activities.
D. Talking to Second Language Learners in the beginning level Cary (1997) suggests that teachers need to make speech modifications as a form of instructional support when teaching with second language learners.
- Speak at standard speed. This means providing more and slightly longer pauses to give students more time to make sense of the utterances.
d. Have negative self efficacy (competency) beliefs; e. Lack persistence; and f. Feel helpless and poorly motivated due to repeated failure.
B. Qualities of Strong Writing Instruction
In order for teachers to support all students' writing ability development, certain qualities of the writing classroom must be present. Four core components of effective writing instruction constitute the foundation of any good writing program:
- Students should have meaningful writing experiences and be assigned authentic writing tasks that promote personal and collective expression, reflection, inquiry, discovery, and social change.
- Routines should permit students to become comfortable with the writing process and move through the process over a sustained period of time at their own rate.
- Lessons should be designed to help students master craft elements (e., text structure, character development), writing skills (e., spelling, punctuation), and process strategies (e., planning and revising tactics).
- A common language for shared expectations and feedback regarding writing quality might include the use of traits (e., organization, ideas, sentence fluency, word choice, voice, and conventions).
C. Teaching Handwriting
- Curriculum Considerations
a. Place special emphasis on difficult-to-form letters and those that are frequently reversed like p, q, b & d. b. Introduce lowercase letters before upper-case letters, unless they are formed using similar strokes like C, c c. Group letters with common strokes, for instance o, c, d & a. d. Stagger the introduction of easily confused letters like b, d, p & q. e. Model the formation of individual upper- and lowercase letters and, for cursive, difficult letter transitions f. Guide letter formation through visual cues like verbal descriptions, numbered dots and arrows, even short anecdotes about letters. g. Conduct activities to reinforce letter recognition and naming h. Ensure that students practice using a comfortable and efficient tripod pencil grasp. i. Demonstrate appropriate posture and paper positioning for their handedness. j. Develop handwriting fluency through frequent writing and speed trials, but stress the importance of legible handwriting. 2. Strategies for Remediation
a. In the primary grades, allocate 60–75 minutes per week for handwriting instruction. b. Encourage students to compare letters to discover patterns and to highlight their similarities and differences. c. Give students opportunities to reinforce target letters by tracing them, copying them, and writing them from memory. d. Monitor students’’ handwriting and immediately reinforce for correct letter formation, spacing, alignment, size, slant, and line quality. e. Ask students to self-evaluate their handwriting and to set goals for improving specific aspects of their handwriting each day. f. Encourage students to correct poorly formed letters and to rewrite illegible work.
D. Teaching Spelling
- Curriculum Accommodations
a. Spelling vocabulary includes words drawn from children’s reading materials, children’s writing, self-selected words, high-frequency word lists and pattern words. b. Teach students phonemic awareness and phoneme-grapheme associations in kindergarten and first grade. Common spelling patterns (e., phonograms or rime families) are taught in first and second grades. Morphological structures (i., roots and affixes) and helpful spelling rules (e., add -es to make words ending in s, z, x, ch, or sh plural) are taught in second grade and beyond. c. Teach students systematic and effective strategies for studying new spelling words (e., mnemonic spelling links, multi-sensory strategies). d. Periodically review previously taught spelling words to promote retention. e. Monitor and reinforce correct use of spelling vocabulary f. Teach and encourage students to use dictionaries, spell checkers, and other resources to determine the spelling of unknown words g. Use wall charts to help students master spelling “demons” and other difficult words.
Remedial Instruction IN English Final Handout 1 docx
Course: BSED English (BLAW 2019, English 3)
University: Cebu Roosevelt Memorial College
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