Writing Intervention

Writing intervention generally requires 2 -3, 60-min sessions a week to start. Writing intervention includes a focus on: handwriting, sentence writing, paragraph writing, essay writing (expository, persuasive, and narrative), the writing process (brainstorm through final draft), and a heavy emphasis on developing editing skills. I tend to use the Self-Regulated Strategy Development approach to supporting writing development in conjunction with other programs.

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To assess a student's writing, I will predominantly use components of the TOWL. When analyzing a student's writing, I look at sentence length and variety, sentence fluency, word choice, conventions, organization, and grammar. From here, I identify areas for student growth and begin working with students within the context of meaningful writing activities.

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When working on handwriting, I use Handwriting Without Tears to help students develop good pencil grip, proper alignment in chair/desk, and to become fluent in letter formation, sizing, and placement on the line. When working on specific writing skills, I use a combination of sentence structure templates, graphic organizers, editing mnemonics, and paragraph/essay mnemonics to help students organize their thoughts. We work heavily on learning how to generate ideas (via mindmapping tools), organizing ideas, and editing and refining ideas. I follow Jane Shaffer's paragraph writing curriculum to support students with writing a variety of paragraph types. Like math, I try to work on developing writing skills using grade level expectations around type of writing and length.

 

Find a list of programs used on my Overview.