Language Arts Remediation

does it have to be so... remedial?

You are awesome

Someone thought that you were great enough to be entrusted with the task of working intensively with our struggling readers and writers. That is an amazing feat.

We know the goal= provide remediation so that students pass the test.

However, the means in which to accomplish this is sometimes a little... fuzzy.

Common Remediation Myths

Remedial Students:

  • should write STAAR essays constantly
  • are more difficult to manage
  • should do plenty revising and editing practice passages to do well on this portion of the test
  • lack a specific curriculum


Writing should happen everyday, though students do not have to respond constantly to STAAR prompts.

Create genuine, and interesting, opportunities for students to write and write often. These can be different modes of shorter and longer pieces of writing that foster writing maturity. Even when students write in different modes from the ones that will be assessed on STAAR, they are able to develop and nurture good writing traits and practices that will transfer to all of their writing.

student difficulties

Remedial kids, like all kids, arrive with their own unique brand of needs. However, you have the fortune to approach these needs in ways that are tailored to each class period.

Remedial Classes do not have to look like academic classes. In these classes, the focus is to provide individualized instruction.

Make your class fit the bill: try using semi-circles and half-circles to provide students with your attention. You see them and what they are doing, but more importantly, they see you and what you are doing when you model reading, writing, and thinking.

Allow opportunities for movement. As you focus on text structures, for example, try a gallery walk or a carousel. Or, have students go across the classroom to briefly discuss their learning with other students.

There are many ways to actively engage these students. Remember, just as we may sometimes have preconceived notions about these classes, these students also have made up in their minds about certain things. Like, "it's a remedial class, and I won't like it."

Prove them wrong, and have a little learning fun!

curriculum, anyone?

Use What You Have

In the remedial classes, you may choose to provide the "double dip" phenomenon.

The "double dip" occurs when you structure your remediation class as support or extension for the Academic Language Arts class that each student has.

Students Should Read What They Write

If your focus is to provide great writing instruction, you should also provide great reading instruction.

  • Choose reading pieces, by genre
  • Match that same genre to the writing mode focus
  • Discuss text structures
  • Without being formulaic, teach students how to transfer what they have read to what you want them to write

let's make remediation work

Interested in planning together? Want specific pieces or lessons to use? How may I help you?

Email me, and I can visit you for a planning session or to do a model lesson. Or, simply answer a question or provide a suggestion.

I am here to support YOU.

Tori Benard, Language Arts Specialist