Re: Sally - Writing tips

[Guest guest]



Does he independently come up with the sentence or does he copy the sentence in his picture book? That's great if he can independently formulate a sentence. Does he speak well--in sentences? That's another difficult area...Mac is much better, but most of what he says isn't COMPLETE sentences so if you can't say a complete sentence it's difficult to formulate one in writing. I always have to take what he says and reword it into a complete sentence. For example, last night his word for spelling was Halloween and when I asked him for a sentence he said, "Me Kit trick or treat Halloween". We both knew what he meant but I had to add the words and rephrase a bit for his homework. Sounds like Freddie is doing great!!

Jill

Mom to Mac & Kit

[DownSyndromeInfoExchange] Writing tipsTo: DownSyndromeInfoExchange Date: Monday, October 27, 2008, 3:27 AMHi!I’ve been enjoying my time “lurking†here, and now I need some insights/advice. JMy daughter (7 w/ D.S.) is included in a 1st grade class with support. Her toughest area is writing—both the physical writing and generating ideas is tough for her. Writing time is at a time of day where there are no aides available to support her (grrrr…), so last week the school shared the idea that she work on some pre-writing skill worksheets during that time. The idea being that she could be independent with these worksheets, would not be practicing her letters “wrongâ€, etc. At first I agreed, but the more I think about it, the more it doesn’t make sense. Beyond the physical writing part, I want her to experience and practice the process of generating ideas. I’ve just asked the school to simply scribe her ideas onto her paper/journal so at the very least, she can make the connection that writing provides a way of getting the thoughts in your head onto paper. We’ll see what they say. I’ve had a very good working relationship with the school so far, and I expect that to continue. But, whew! It’s a ton of work getting them on-board with our vision for , helping to modify work, etc.! Sometimes I think it would be so much easier to teach her at home!So…all of that to ask: what kinds of in-class writing modifications have worked for your child(ren)? We do have “Handwriting w/o Tears,†and I use that at home with , as time allows. But in the mean time, while her physical writing skills develop, I would love some more ideas! :0Thank you,Sally(Mom to , 7 w/ D.S., and Robbie, 9 w/ “pre-teen attitude†syndrome!) Sally Bartlett

[Guest guest]

nna, That sounds like a brilliant idea! I can see the pictures being a real help in sentence formation. Is Freddie able to spell the words in his sentences on his own ? Or do you use a word bank of some sort for him to pull them from?I still remember 's first ever sentence she did totally on her own : " The white cat jumped on the bed." It was so exciting to see her do that even if she did have to copy the individual words off the mini office, she still put them together all by herself, so I do agree that the ability to read was key in her being able to do that.I have also noticed that her ability to speak in full sentences has improved, though it hasn't helped the rest of us with being able to understand her! ;-/ Which is why we started signing with

exact english.I am going to put parts of this thread on the blog. If anyone objects to their info being posted there, please let me know. Carol in ILMom to , 8 DS My problem is not how I look. It's how you see me.VOTE NOBAMA '08Join our Down Syndrome information group - http://health. groups.yahoo. com/group/ DownSyndromeInfo Exchange/ http://downsyndromeinfoexchange.blogspot.com/Listen to oldest dd's music http://www.myspace. com/vennamusicFrom: Freddies Mommy

To: DownSyndromeInfoExchange Sent: Tuesday, October 28, 2008 9:52:03 PMSubject: [DownSyndromeInfoExchange] Sally - Writing tips

I'm not sure what level of writing your daughter is at but our little guy Freddie is writing sentences (assisted). He reads phonetically and is able to sound out words as he writes them. The way he has it set up in class is that during "writer's workshop" Freddie has a little book full of pictures. The pictures are of Freddie out and about in town, with friends or family, doing things he likes to do, riding his bike or anything in general that he does outside of school. The pictures in the book are labeled with short sentences like; I ride my bike, me at the beach, daddy and me gardening, etc.... Nothing longer than five words. Each picture is labeled so he has hints. With the book he doesn't have to come up with a subject to write about. That part of the equation is already in place through the photos. It's a great visual aide for him. If he writes just one sentence a day, it is a complete success. His very first sentence was about Greg

the yellow

shirted Wiggle. It was too cute! The photos will be changed every month so it doesn't get stale for him.

When I say assisted I mean the para helps him stay on task. Freddie is easily distracted by his classmates around him, as are they of other kids. The para will help him move from word to word on paper. I think it would be very hard if Freddie didn't have the ability to read and sound out words? I think you have to build up to sentence writing. Other wise it is just an exercise in familiarity. Not something solid at that point. But it's always good to practice regardless.

Hope this helps?

nna

Mommy to Freddie 7yrs

Full Inclusion 1st Grade

"We can change the world one classroom at a time" - Gail on

From: The Bartletts <bartlettsiinet (DOT) com>

Subject: [DownSyndromeInfoEx change] Writing tips

To: DownSyndromeInfoExc hange@yahoogroup s.com

Date: Monday, October 27, 2008, 3:27 AM

Hi!

I’ve been enjoying my time “lurking” here, and now I need some insights/advice. J

My daughter (7 w/ D.S.) is included in a 1st grade class with support. Her toughest area is writing—both the physical writing and generating ideas is tough for her. Writing time is at a time of day where there are no aides available to support her (grrrr…), so last week the school shared the idea that she work on some pre-writing skill worksheets during that time. The idea being that she could be independent with these worksheets, would not be practicing her letters “wrong”, etc.

At first I agreed, but the more I think about it, the more it doesn’t make sense. Beyond the physical writing part, I want her to experience and practice the process of generating ideas. I’ve just asked the school to simply scribe her ideas onto her paper/journal so at the very least, she can make the connection that writing provides a way of getting the thoughts in your head onto paper. We’ll see what they say. I’ve had a very good working relationship with the school so far, and I expect that to continue. But, whew! It’s a ton of work getting them on-board with our vision for , helping to modify work, etc.! Sometimes I think it would be so much easier to teach her at home!

So…all of that to ask: what kinds of in-class writing modifications have worked for your child(ren)? We do have “Handwriting w/o Tears,” and I use that at home with , as time allows. But in the mean time, while her physical writing skills develop, I would love some more ideas! :0

Thank you,

Sally

(Mom to , 7 w/ D.S., and Robbie, 9 w/ “pre-teen attitude” syndrome!)

Sally Bartlett