https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa Made with a bold sensibility en-us 2020-10-27 11:55:43 UTC 2020-11-20 02:31:52 UTC hello@padlet.com tcollins32 https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/865274225 2020-10-27 11:56:14 UTC https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/865274225 tcollins32 https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/865277083 They need so much practice and are so resistant to the process. It is like pulling teeth. Then I question whether any of the skills I teach in isolation transfer to their writing.]]> 2020-10-27 11:57:31 UTC https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/865277083 jennet https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/881959059 Retention is the grand struggle.  Retention and application...  the child will remember learning the "FLOSS" rule, when it's spoken of by name, however not apply it with a word they hear and need to write.  
It's as tho the process of composition is new every time - and the lessons need SO much repetition they don't  have the chance to become habits.]]> 2020-11-02 11:49:59 UTC https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/881959059 marleneaferguson https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/882045826 They need so much repetition through many different modalities to retain previously learned skills. It slows their ability to close their achievement gap.]]> 2020-11-02 12:35:28 UTC https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/882045826 https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/900396488 The skills they learn don't always transfer across subjects. In the lesson/classwork, they may apply the rules beautifully but then it does not transfer to their homework or sentence writing within different subjects. Definitely takes LOTS of practice and repetition. ]]> 2020-11-07 19:45:17 UTC https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/900396488 https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/924883221 I am working with a 45 year old man who has made great progress in his reading ability, but is a reluctant writer. He will read and copy sentences filling in an odd verb or noun but has no concept of parts of speech and sentence structure. He doesn’t read for pleasure and is unaware of the flow of ideas through writing. We are working on writing an ‘interesting’ sentence based on the events of his day. He sees ‘no point‘ in writing other than to complete a form or document! ]]> 2020-11-15 18:09:35 UTC https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/924883221 https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/928673204 Giving the students continuous practice and repetition of the skill in both isolation and in application. The students can be frustrated when applying the  strategy from isolation (i.e. writing a noun, verb, adjective) to a sentence or even to a paragraph. (i.e. including a noun, verb, and adjective in their sentence or paragraph).  Also, being able to explain the importance of the skill to students who are resisting.   ]]> 2020-11-16 18:42:17 UTC https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/928673204 https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/944161252 Being able to retain skills learned in curricular classes. When it comes to writing lyrics, it often seems like students do not know where to start. If they do, they often use dead words and take awhile to find descriptive words and phrases that may create imagery. I always start with an image to help facilitate the imaginative process for their own writing later on in the lesson.]]> 2020-11-20 02:24:33 UTC https://padlet.com/tcollins32/zzdtn3dkkgc0jsoa/wish/944161252