Assessing and Correcting Reading and Writing Difficulties: Chapter Thirteen

For our last reading response of the course, we skipped ahead to chapter 13, which focused on teaching writing to struggling students.Writing has five main processes, which are as follows:Brainstorming—a time for generating ideas, stimulating thinking, making plans and creating the desire to write.Composing—Drafting thoughts, getting ideas down on paper and getting a purpose and …

Advertisement

Fieldwork Reflection #1 With Picture!

Dates: Monday, March 18, Wednesday, March 20, and Friday, March 22, 2013 Site: St. Paul Lutheran School, All day kindergarten Cooperating Teacher: Mrs. Novak Total hours together: 3 hours Total for EDU344: 4 hrs 30 mins out of 20 hours I began my fieldwork at St Paul’s on a Monday in Mrs. Novak’s all-day kindergarten …

Assessing and Correcting Reading and Writing Difficulties: Chapter Three

Shocking as it may seem, there was a period in my life when I didn’t like to read. Let me set up the back story: from kindergarten to 4th grade, I attended a Lutheran school. While I loved reading at the time, I dreaded the multiple choice tests I would have to take after completing …

Assessing and Correcting Reading and Writing Difficulties: Chapter One

The one message that really stood out for me from the opening chapter was the emphasis on the struggling reader as a unique individual not bound to the common stereotypes that currently pervade our education system. Nobody fits into a box, neatly labeled with terms like “dyslexic” or “ELL.” Instead, we educators should view every …