Nancy, As a learning disabilities teacher, I deal with this problem all the time! When I went through my National Boards I focused on this very problem. First, I always paired a weak writer with a strong writer. I had them take turns reading one another's work and giving a minimum of one positive comment about their writing and one comment to help them improve. Second, I had the student read their writing outloud to me word for word. If what they wrote wasn't what they said, I covered my finger over the words, and had them read it one word at a time. Then I would say, "does that sound right?" If they still weren't sure, I would then read their essay, etc. back to them exactly as it was written, pausing when I couldn't read a word due to spelling errors, and saying, "What is that word?" If it had poor grammar I would read it slowly back to them so they could her from another person. I also taught them to use spell and grammar check on the computer. Hope this is helpful.
Laurie Wasserman Gr. 6 LD/NBCT Teacher Leader Network/Boston Writing Project Andrews Middle School Medford, Massachusetts [email protected] -----Original Message----- From: [email protected] [mailto:[email protected]] On Behalf Of Nancy Carroll Sent: Saturday, March 13, 2010 10:01 PM To: [email protected] Subject: Re: [LIT] lit Digest, Vol 53, Issue 4 What do you do when the paper is still poorly written (poor grammar and spelling) even after self-editing? _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
