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Language
Arts and Writing
Use the links below to access our archive
of various approaches to teaching students with language-based
learning disabilities language arts and writing skills. Printable
templates are provided.
Expanded Kernel Sentence Framework
From
Talking to Writing: Strategies for Scaffolding Expository
Expression
A
Landmark School Teaching Guide by Terrill M. Jennings and
Charles W. Haynes
© 2002
Landmark School, Inc. and Terrill M. Jennings and Charles
W. Haynes
For the Secondary School Teacher
Expanded
Paragraph/ Brief Essay Framework
From
Talking to Writing: Strategies for Scaffolding Expository
Expression
A
Landmark School Teaching Guide by Terrill M. Jennings and
Charles W. Haynes
© 2002
Landmark School, Inc. and Terrill M. Jennings and Charles
W. Haynes
Process
Writing: An Overview for Teachers and Parents
The
Trickster in African and African-American Folktales
A
Landmark School Writing Unit by Janet Parady and Margo White
© 2003
Landmark School, Inc. and Janet Parady and Margo White
Sample
Graphic Organizer for a Single Paragraph
Sample
Paragraph Template for a Single Paragraph
Taking Purposeful Research Notes by Keryn Kwedor
Research can be a tedious and difficult process. When it comes to taking
meaningful notes and organizing them effectively, many students get overwhelmed.
Some get stuck on this stage, while others skip it all together, making the research
process even more frustrating. Use this method to help your students take notes for
research projects in a purposeful, organized manner."
For Teachers
of Students at all Levels
Written Expression and Academic Competence
The Essential Role of Writing in School
Academic competence rests on three complex skill sets. One is literacy skills;
students’ fluency in reading, writing, and speaking have an enormous influence on
their success in school. Written expression is a literacy skill. The other two skill sets
that lead to academic competence are study skills and self-regulation and self-efficacy
skills.
To be effective with all of our students, and particularly those who struggle with
written expression, we need to be familiar with the skills that create academic
competence and their interrelationships.
- Patricia W. Newhall, Landmark School Outreach Program
Apply Language-Based Teaching Strategies in Science Class
"When t eachers instruct the language in a given science unit, students can
more easily understand the concepts. Language-based exercises and
hands-on activities used in conjunction to teach science concepts offers
students with language-based learning disabilities opportunities for
success in science class."
-Sophie Wilson, Landmark Elementary-Middle School Science Department Head
Linking Differences in Brain Function to Interventions
Language-Based Learning Disabilities
Understanding Language-Based Learning Disabilities Booklet Series
by Patricia W. Newhall
Expository Writing Across the Curriculum
Writing
A Landmark School Teaching Guide
by Jean Gudaitis Tarricone
© 1995 Landmark School, Inc. and Jean Gudaitis Tarricone
The Writing Process: Teach the Thinking Phase
Teaching Independent Minds: A Landmark School Teaching Guide
by Patricia W. Newhall
© 2008 Landmark School, Inc.
Written and Oral Expression
Students with language-based learning disabilities often experience difficulty with
written and oral expression. Using diamante poems, which follow a specific,
structured format, students utilize different parts of speech to create a poem on any
given topic or opposing topics. When students have completed their poems, they can
share them with the class.
What is a diamante poem? A diamante poem is a poem in the shape of a diamond.
Rhyming is not necessary but each line requires a specific type of word like adjectives
and –ing words. Diamante poems can be about one topic or about two opposite
topics.
Single
Topic Diamante Poem Template
Opposing
Topic Diamante Poem Template
Proofreading
An
important component of the writing process, and one
that often challenges
students
with language-based learning disabilities is proofreading,
an element of
editing focusing
on the concrete skills of spelling, capitalization, punctuation,
and
sentence
structure. Printable template provided.
Phonology
Thinking About Language: Helping Students Say What They Mean
and Mean What They Say
A Landmark School Teaching Resource
© 2003 Landmark School, Inc. and Roberta Stacey
Help Your Students Incorporate Descriptive Language in their Writing
Try this practical teaching strategy utilized at the Landmark School. Provide your
students with opportunities for success when incorporating descriptive language into
their writing. Printable template provided.
Expressive Language: Word-Finding Difficulties and Strategies
by Kristen Mallett Bator, MS, CCC-SLP
For a student with a language-based learning disability, word-finding difficulites cross
all domains of language, and as a result, affect learning in varied ways. Teachers and
parents can help students to build language stores and to develop strategies to recall
words. The goal is to build funds of knowledge, increase connections between
representations, increase the responsiveness to cueing, and to develop the skill to
self- monitor and self-cue.
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