Struggling writers are magical creatures that hide in the wild of your classroom. Yet with a keen eye you can spot them,  identify their type and tame them.

Have you seen this type of struggling writer?

You give a writing assignment.

You expect all the students to plan out their writing, write, reread their writing, change a few details…

But no!

Suddenly a few of them arrive back at your desk, and declare

“I’m DONE!

or   I’ll call this type : “The Grande” writer

Basically, they are declaring, “I’m done! Thank you, next!”

So, what is happening with these writers?

Writing is a process that includes many stages.

One thing clear about these writers, they are not taking advantage of the pre-writing stage.

Or as Steve Graham explains, these students “compose by drawing any information from memory that is somewhat appropriate, writing it down, and using each idea to stimulate the generation of the next one.”

They write in a completely linear fashion.

No looking back for these writers.

No planning, rereading, revising, editing etc.

For example, if they were to write about dogs, this type of writer – “Grande” writer – would go with whatever was in their mind until fully exhausted of information. They would not take out a mind map, brainstorm a list or even talk to another student about what they know. All of these things, pre-writing activities would have improved their writing. These writers would have been able to review their ideas, pre-select, order ideas and then write a more coherent, lengthier piece.

You might enjoy this pop culture reference. I love this image of Gromit, from Wallace and Gromit, laying down track. This is exactly how these writers write. Throwing words out until they have no more.

So basically, if a “Grande” walks up to your teacher desk.

Pause, turn your head quickly, look at the student and say,

“Excuse me, can I see your graphic organizer?”

And that my friends, is how you tame the “Grande” writer.

Until Next Time,

Love Coach Clark

 

References

Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities By: Steven Graham, Karen R. Harris, and Lynn Larsen (http://www.ldonline.org/article/6213/)

 

 

I hear it all the time…

“CLARK, there is nothing in the ELA curriculum that tells us what to teach?”

OH yes there is…

Where?

In the illustrative outcomes!

the what??????

OK! Let me make this easier….

Here!

So, over the last few days I made this guide to support planning in Alberta English Language Arts classrooms, grades K to 6.  In my past work as an ELA consultant, teacher’s have said, there is no tangible content in the curriculum.  My intention of this guide to pull out those tangibles. By tangibles I mean direct references to literature (topics), writing tools, forms of writing and expression, self assessment/feedback and presentation possibilities.  

Link to the resource is at the bottom.

FIRST UP!

Inspired by Bonnie Raitt – LET’S GIVE THEM SOMETHING TO TALK ABOUT!

CHAPTER 1: Where do ideas come from?

I’m serious!

Students need to have exposure to literature, discussion, found objects, guest speakers. They need something to talk about. Something to talk about, leads to…something to write about.

Next!

Inspired by NKOTB- STEP BY STEP

CHAPTER 2: How can students organize information?

Students need to tools to record information like graphic organizers, how to sketch and how to take jot notes. The need to know…”Step by Step”!

NEXT!

Inspired by Elvis Costello  –  Everyday I Write the Book!

CHAPTER 3: How can students represent information?

Students need to be able to express information in a variety of ways and forms.  Yes, books are great but students can make many, many things!

NEXT!

Inspired by Shawn Mendes – Treat You Better

NEXT!

CHAPTER 4: How can students self assess and provide feedback?

Students need to know how they are doing by seeking feedback and self assessing.  They need to be like Shawn, reflecting and thinking about their work.

FINALLY!

Inspired by INSYNC – Bye! Bye! Bye

CHAPTER  5: How can students present information to other audiences?

Students need to be able to present to peers in a variety of ways!  The puppet show, whatever happened to the puppet show?

THE RESOURCE

Here is the link to the guide on my companion website!

Enjoy!

Until Next Time,

Coach Clark