1. Written Mechanics Strategies SPELLING, HANDWRITING, MATH, TRANSITION, AND ATTENTION STRATEGIES

2. Written Mechanics Strategies  Written mechanics strategies are for students who struggle with the mechanics of writing.  Examples of strategies that can be used are:  to provide frequent reminders,  help students find their own errors,  model for the student how to find mechanical errors,  use of peer editing,  oral student and teacher writing (e.g., dictate),  written correction, and;  provide proof-reading checklists.

3. Proofreading Checklists  (S) – Space  (P) – Punctuation  (A) – Appearance  (C) – Capitalization  (E) – Error Analysis

4. Activity (Dictate Sentences and Proofread)  (1) Grab a partner;  (2) Incorrectly copy sentences, exactly the way your partner says onto a piece of paper;  (3) Allow your partner to identify your errors using the proofreading checklist;  (4) Explain corrections to your partner;  (5) Switch partners and repeat steps 1-4.

5. Types of Strategies  Spelling,  Handwriting,  Math,  Transition, and;  Attention

6. Spelling Strategies  Memorize high-frequency words;  Air writing;  Craft writing using glitter;  Write in the sand;  finger-painting;  partnered back writing;  use of individual chalkboards or whiteboards;  magnetic letters;  play games (e.g., Scrabble);  computer spelling games; memory aids; and practice errors.

7. Signs of Incorrect Hand-writing  Unable to write in the lines;  incorrect letter formation;  disorganized written work;  sloppy written work;  unreadable writing; and,  very slow writing.

8. Handwriting Strategies  Teach and model new letters;  the requirement of correction of incorrect letters on assignments;  teacher air writing demonstrations;  flexibility with students’ letter formation;  teacher observation; and,  the providing of students with special materials (e.g., pencil grips, pencil types, and writing paper).

9. Mathematics Strategies  Strategies for aiding in student knowledge of mathematics include hands-on activities (e.g., pattern blocks, base-ten blocks, and interlocking cubes), graphing activities, and using non-textbook/non- worksheet type strategies. Repetition, or assigning students many problems does not work as well as providing support to students. A teacher should be present to help students understand the mathematical concepts. Examples of mathematical support assistance are “number square/5’s and 10’s” and “number squares/hundreds chart.” I have provided a hand-out.

10. Transition Strategies  The strategies include keeping students informed of schedule changes, teach the expected behavior for each transition, create a cue to inform students of the end of an activity, allow for ‘down-time’ prior to transition, be available to all students who will need help to transition, and provide class incentives when a great transition occurs.

11. Attention Strategies  Teach and Maintain

12. Whole-Group Response  Anytime a teacher needs to check a classroom of students for understanding, use a whole-group response. Maanum (2009) states, “whole-group responses help students to be actively involved in the learning process” (p. 198). Whole-group responses include the use of individual whiteboards or chalkboards, simultaneous answers, and the yes or no whole-class responses (e.g., thumbs up or down, red or green card, happy or sad face, etc.). Students who understand the assignment will stay on task. Also helpful is to give a manageable amount of work, set a time limit, and ensure a low sound level.

13. Reference  Maanum, J. L. (2009). Written mechanics strategies. In J. L. Maanum, The general educator’s guide to special education, 3 rd Ed. (pp. 187- 199). Thousand Oaks, CA: Corwin.