Education Assistance

Directions: Answer each discussion question in 150 words and each response in 100 words. Must use incite citation in APA style.

Discussion Question 1 (answer in 150 words)
1. What are some strategies you can share to help reluctant or struggling writers in the classroom? What resources, technology, and digital tools can you implement to advance student literacy development in your future practice?
2. What disciplines could benefit the most from integrating reading and writing to enhance the lessons? How can a teacher provide ingenuity in the instruction of this area? Provide specific examples

Response Questions (answer in 100 words)

1. Consider one of your teachers who helped you a lot with writing. What did they do differently than other teachers?
2. Jacqueline wrote: At this age and grade level, I would assume that most students with disabilities would already be receiving services. However, I know that many slip through the cracks. I would begin by figuring out exactly what the student is struggling with. Do they have problems spelling or do they just have messy handwriting and not like to show people? Do they have trouble putting together sentences or expressing their ideas on paper? (Lee, 2021). Once I figured out what they were struggling with I would come up with a plan to help them. In all honesty, some students just need practice. For those kids I would have them journal or do some type of writing activity for morning or bell work. Some students may have anxiety during timed writing assignments. If needed, those kids would get additional minutes. It’s really all about what the specific child needs. Theres no single solution.
There are so many resources available online to help students who are struggling. Grammarly is a great resource, but it is pricey. I found several other resources on the following site: https://www.collegerecruiter.com/blog/2015/01/30/10-resources-improve-grammar-writing-skills/ They include Gammar Monster and EssayMama, both I’ve never heard of. To me, the best resource is practice though. I would have students edit random essays to figure out where they can improve, and write as much as possible.

3. Stephanie wrote: Science classes could benefit the most from integrating reading and writing to enhance the lessons. To accomplish this integration, teachers use nonfiction texts to combine literacy instruction with inquiry-based science instruction (Shiverdecker & Fries-Gaither, 2015). Before starting a new unit or experiment, students can read nonfiction texts to build their background knowledge of the subject while also building their curiosity and raise questions about the work they are about to do (Shiverdecker & Fries-Gaither, 2015). The use of nonfiction texts also shows students examples and applications of what they have learned in the classroom being applied to the world outside the classroom.
One of the goals of a science teacher is to get students to think like a scientist, to form questions and then break down how to solve them, to think outside the box to solve problems they encounter in their life outside the classroom. Working with nonfiction texts can help students learn how to record data, use charts, diagrams, maps, symbols, and formulas, and put their artistic talent to work creating drawings and blueprints for their designs. Students may be assigned to record data in the format of a scientist’s field journal, but before they start their work they can research nonfiction tests of other scientists and their field journals to see examples of how it has been done before them (Shiverdecker & Fries-Gaither, 2015).