cell respiration
Least Intensive Interventions
Mnemonic Device
Teach the student strategies to write lengthier stories with organized content. Use a mnemonic device such as “WWW, What = 2, How = 2” which translates into a story grammar checklist: WHO is the main character; WHERE the story takes place; WHEN the story occurs; WHAT the main character(s) do or plan to do; WHAT happens next; HOW the Story oncludes; and How the character(s) feel about their experiences.
Courtesy of: http://www.interventioncentral.org Journaling
Encourage the student to write every day to increase written expression skills. Short daily writing assignments can build students’ writing fluency and make writing a more motivating activity. Have the student self-monitor and graph his/her progress, which will increase his/her motivation and writing fluency as well. For example, have the student count up the number of words he/she has written in the daily journal entry (whether spelled correctly or not) and have him/her record.
Courtesy of: http://www.interventioncentral.org Outline
Teach the student how to build an outline for his/her writing. There are several methods for doing this that may help him/her organize and plan what to write. He/She can build an outline by talking through the topic with another student first. After the conversation, the student can jot down an outline from memory to capture and record main ideas of the discussion.
Courtesy of: http://www.interventioncentral.org Proofreading
Teach the student to proofread by using a memory strategy such as SCOPE proofreading elements. (1) Spelling: Are my words spelled correctly; (2) CAPITALIZATION: Have I capitalized all appropriate words, including first words of sentences, proper nouns and proper names?; (3) ORDER or words: Is my word order (syntax) correct?; (4) PUNCTUATION: Did I use end punctuation and other punctuation marks appropriately?; (5) EXPRESSION of complete thoughts: Do all of my sentences contain a noun and verb to
Mnemonic Device
Teach the student strategies to write lengthier stories with organized content. Use a mnemonic device such as “WWW, What = 2, How = 2” which translates into a story grammar checklist: WHO is the main character; WHERE the story takes place; WHEN the story occurs; WHAT the main character(s) do or plan to do; WHAT happens next; HOW the Story oncludes; and How the character(s) feel about their experiences.
Courtesy of: http://www.interventioncentral.org Journaling
Encourage the student to write every day to increase written expression skills. Short daily writing assignments can build students’ writing fluency and make writing a more motivating activity. Have the student self-monitor and graph his/her progress, which will increase his/her motivation and writing fluency as well. For example, have the student count up the number of words he/she has written in the daily journal entry (whether spelled correctly or not) and have him/her record.
Courtesy of: http://www.interventioncentral.org Outline
Teach the student how to build an outline for his/her writing. There are several methods for doing this that may help him/her organize and plan what to write. He/She can build an outline by talking through the topic with another student first. After the conversation, the student can jot down an outline from memory to capture and record main ideas of the discussion.
Courtesy of: http://www.interventioncentral.org Proofreading
Teach the student to proofread by using a memory strategy such as SCOPE proofreading elements. (1) Spelling: Are my words spelled correctly; (2) CAPITALIZATION: Have I capitalized all appropriate words, including first words of sentences, proper nouns and proper names?; (3) ORDER or words: Is my word order (syntax) correct?; (4) PUNCTUATION: Did I use end punctuation and other punctuation marks appropriately?; (5) EXPRESSION of complete thoughts: Do all of my sentences contain a noun and verb to
References: (Bos & Vaughn, 2002) When students regularly use a simple, portable, easily memorized plan for proofreading, the quality of their writing can improve significantly Proofreading: Use Selective Proofreading With Highlighting of Errors (Frus, n.d./18 November 2006) Spelling: Leverage the Power of Memory Through Cover-Copy-Compare (Murphy, Hern, Williams, & McLaughlin, 1990)