Reflection: Students with Disabilities Structuring and Brainstorming Our Own Writing - Section 3: Independent Practice


I learned I had to scaffold instruction for 2 of my strugglers differently than I did for our honeybee writing.  These 2 students struggle the most.  In our last activity these students tried hard but their writing was so large and went all over the paper that they couldn't read their work when they needed to.  I asked my principal (who used to be a special education teacher) what I could do to modify the work.  She told me to write a Tree Map very lightly in pencil and have them trace over it so it can be darker.  They could work independently and still be able to read the work for the next day's lesson.   My other strugglers did much better than these first two and I expected as much from them as my main stream students.  I didn't call these students back with the others but kept checking on them as I circulated around the room.

  Scaffolding Independent Practice For Strugglers
  Students with Disabilities: Scaffolding Independent Practice For Strugglers
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Structuring and Brainstorming Our Own Writing

Unit 4: Analyzing Author's Craft and Expository Writing on Crabs
Lesson 2 of 6

Objective: SWBAT take the most important information from the story and categorize it on a Tree Map to structure their own writing.

Big Idea: In this activity students will learn how to synthesize information from a text and put only the most important information on their Tree Maps.

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