Goals: Expand bare bones
Write phrases on cards and move around, check to make sure they make sense
*Has a short story to write: 3-9 pages, historical fiction.
*Has 2 paragraphs so far, I read those to myself
*Found 1 sentence that didn't make much sense, he edited appropriately.
*Asked how his short answer response from last week went
*"Good!" With double thumbs up
*This reminded him of edmodo assignment for fragments and run-on sentences
*Had difficulty figuring out how to edit on site.
*Reviewed short story assignment details
*The teacher had created a document with some pre-writing questions. She asked for details, but he limited how thoroughly he answered.
*Began writing paragraph 3. Had difficulty getting started: "How do I say this is the next day?"
* "You could start the paragraph with 'The next day'"
*Got stuck again after that sentence
*Talked through how the people to died.
*"Did you write any of that?" "Oh. No."
*Had a much easier time after we talked out the details.
*Uncomfortable typing on iPad on table and chair, so he stretched out in the floor.
*Counted sentences for each paragraph--strives for 4 to be a paragraph, Got disappointed why I suggested he add a small detail sentence to a paragraph, which would have added a sentence.
*A nurse shark saved Bo (the man character) and he began telling me all about nurse sharks, what the look like, etc.
*Had about a page and a half double spaced when he left.
**Look up 6+1 traits of writing (what his class is using).
**How does SUTW teach narrative writing?
Reflection:
Since Student 2 is now official, I figure I can begin sharing his data. I've been keeping up all along with his stuff, so he's well beyond all the initial data. For the most part, Student 2 has been working about a day behind Student 1 mostly because Student 2 actually brings in writing assignments and English homework to work on. Since most of this works in to what we're doing anyway, it's been working. Just another reason individual sessions are so wonderful.
This session really wore me out! He really struggled with this assignment, partly because he has attention difficulties anyway, partly because he did not really take the time to fully answer the teacher's pre-writing questions. Although, to be fair, asking a dyslexic student to read and write in that way may not have been the best idea. But, pre-writing is where we're headed, so he's just going to have to deal with this extra step.
Talking seemed to be the huge theme for the day. I noticed this in another session with this student when we worked on reading responses. He struggled and struggled over what to write until I had him talk it out, explain what he's thinking. "Tell me more." "What else?" He got a little frustrated I think, but this led to more thorough answers, and today a longer writing. Talking may end up being a major theme of my findings.
I really need to look up and study how Step Up to Writing teaches narrative writing. The academic therapist recommended the traffic light first "because it's easier to teach" which I certainly agree with so far. However, between the struggles today and this student's favoring narratives anyway, I think we may briefly work on expository and move on to narratives relatively quickly.
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