Language Arts Remediation
does it have to be so... remedial?
You are awesome
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.
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.
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!
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