Does anyone have suggestions/strategies for helping kids stay focussed/organized while completing seatwork? I have noticed that my 4th grader makes many “goofy” errors, such as only completing part of what is required on an assignment or failing to answer some questions while believing she has completed them. For instance, if an exercise states that the student should underline the verb in each sentence and then write that same verb in the past tense in the line provided, she will correctly write the verb but fail to underline. These items will then be marked incorrect or, at best, partially correct. Other times, she seems to respond to different instructions than those provided or actually leaves easy questions unanswered. She has a dx of sensory integration difficulties and mild to borderline CAPD and is in a small, independent school. I have suggested that she underline or highlight key words— she tends to have good reading comprehension and understands this concept. I’ve also suggested that she find some way of making sure she has completed each item or seen each component of a question such as circling each number as she has completes it, touch each answer with her pencil in a multiple choice format to make sure she looks at each choice before responding, and also to use a spare blank paper to help cover some of the work sheet to reduce the visual load. Also, am trying to get her to go back and double check her answers for correctness and completeness as time permits. Interestingly, I see less of these types of errors in her tests. I thinks she is more focussed and motivated during in a test situation, though seatwork counts equally toward the grades. (The classroom is also quieter during tests.) Her classroom teacher is very interested in any strategies because quite a few of her students are making these types of mistakes on homework and seatwork, as well as on tests. There is a fair amount of chatter allowed during seatwork time. Any strategies or leads (articles, websites etc)would be much appreciated. I am encouraged at this teacher’s openness and find that my daughter is more likely to employ techniques taught (or at least sanctioned) by school than those just suggested by little ol’ me. I’d like her to develop some stategies for ensuring completion before the academic content accelerates. At least at this point, I know she knows the material. I also feel that if she is given some stragegies to work with and still has lots of these types of errors (and she’s a very motivated student) that I’ll need to look at testing re: possible attentional difficulties. I also find it curious that quite a few of her classmates are making these types of errors…Switching topics, I am also hoping to work with my daughter on note-taking and writing during the summer in preparation for fifth grade. This is the first year she has been able to write a one to two-page book report without being totally in hysterics—i.e.,buckets of tears and stress. (And, I agree with some of the other posts about it being counterproductive to expect children to write research papers and the like before they are ready and before they have consolidated more basic skills (e.g., solid paragraph writing).) Does anyone have experience with Step-up to Writing? Can this program be used readily from a manual or is extensive training required? The little I know makes me think it would provide very helpful structure for writing and for note taking. I’ve also seen the Visualizing/Verbalizing program alluded to as a way to teach note-taking. I have the manual—haven’t looked at it in awhile— but am not sure how it would be used to teach note taking. Any advice? Also, I have seen Lindamood Bell advertise CD ROMs for V/V practice. How helpful is this CD ROM and how much prior V/V work do student and teacher need to have for it to be useful? Thanks so much in advance for any helpful hints! I read this board frequently and always learn so very much from all of you!!
Inspiration
I love this software- it is very powerful and easy to use. In fact, I did a presentation with it last month. Make sure you and your daughter take time to fo the tutorial included with the program and then play with it for a while though. My daughter uses it regularly, but we neglected to play with it and get used to the linking commands etc., so the first run through was quite frustrating. Check out the templates that are included too. Enjoy! Robin
Re: "Careless" errors, Note-taking queri
: If the teacher recognizes that the chatter is a problem, why doesn’t she do something about it? If some need quiet to work, then quiet it could be in the classroom.If though she won’t go there, then are earplugs possible for the kids who need them? I admit to having a few students who need absolute quiet to work well but I take those few students and put one in the hall, another in an empty office, etc. I can’t give 17 students each their own private quiet space but I can easily distribute the four or five who really need the quiet.If she doesn’t have a hall or an empty office nearby, earplugs or headphones might work well. I’ve seen them used before in just this kind of situation.Does anyone have suggestions/strategies for helping kids stay
: focussed/organized while completing seatwork? I have noticed that
: my 4th grader makes many “goofy” errors, such as only
: completing part of what is required on an assignment or failing to
: answer some questions while believing she has completed them. For
: instance, if an exercise states that the student should underline
: the verb in each sentence and then write that same verb in the
: past tense in the line provided, she will correctly write the verb
: but fail to underline. These items will then be marked incorrect
: or, at best, partially correct. Other times, she seems to respond
: to different instructions than those provided or actually leaves
: easy questions unanswered. She has a dx of sensory integration
: difficulties and mild to borderline CAPD and is in a small,
: independent school. I have suggested that she underline or
: highlight key words— she tends to have good reading comprehension
: and understands this concept. I’ve also suggested that she find
: some way of making sure she has completed each item or seen each
: component of a question such as circling each number as she has
: completes it, touch each answer with her pencil in a multiple
: choice format to make sure she looks at each choice before
: responding, and also to use a spare blank paper to help cover some
: of the work sheet to reduce the visual load. Also, am trying to
: get her to go back and double check her answers for correctness
: and completeness as time permits. Interestingly, I see less of
: these types of errors in her tests. I thinks she is more focussed
: and motivated during in a test situation, though seatwork counts
: equally toward the grades. (The classroom is also quieter during
: tests.) Her classroom teacher is very interested in any strategies
: because quite a few of her students are making these types of
: mistakes on homework and seatwork, as well as on tests. There is a
: fair amount of chatter allowed during seatwork time. Any
: strategies or leads (articles, websites etc)would be much
: appreciated. I am encouraged at this teacher’s openness and find
: that my daughter is more likely to employ techniques taught (or at
: least sanctioned) by school than those just suggested by little
: ol’ me. I’d like her to develop some stategies for ensuring
: completion before the academic content accelerates. At least at
: this point, I know she knows the material. I also feel that if she
: is given some stragegies to work with and still has lots of these
: types of errors (and she’s a very motivated student) that I’ll
: need to look at testing re: possible attentional difficulties. I
: also find it curious that quite a few of her classmates are making
: these types of errors…: Switching topics, I am also hoping to work with my daughter on
: note-taking and writing during the summer in preparation for fifth
: grade. This is the first year she has been able to write a one to
: two-page book report without being totally in
: hysterics—i.e.,buckets of tears and stress. (And, I agree with
: some of the other posts about it being counterproductive to expect
: children to write research papers and the like before they are
: ready and before they have consolidated more basic skills (e.g.,
: solid paragraph writing).) Does anyone have experience with
: Step-up to Writing? Can this program be used readily from a manual
: or is extensive training required? The little I know makes me
: think it would provide very helpful structure for writing and for
: note taking. I’ve also seen the Visualizing/Verbalizing program
: alluded to as a way to teach note-taking. I have the
: manual—haven’t looked at it in awhile— but am not sure how it
: would be used to teach note taking. Any advice? Also, I have seen
: Lindamood Bell advertise CD ROMs for V/V practice. How helpful is
: this CD ROM and how much prior V/V work do student and teacher
: need to have for it to be useful? Thanks so much in advance for
: any helpful hints! I read this board frequently and always learn
: so very much from all of you!!
thanks for suggestions
Earplugs might be workable. Funny thing is that though the teacher acknowledges that many of her students are making careless errors, I don’t think she perceives chatter to be a “problem.” Rather, she seems to be from the school of thought that children will be more involved and less stifled (but more off-task, I would ask?) if they are allowed to talk to one another as they work. And, I’m sure there are kids who do work well with background noise, while others (including my daughter)will do better in quiet. She’s more likely to accept the idea of earplugs or any other strategy if the teacher presents it, though.Thanks also to those who suggested I look into Inspiration software. That has been on my “to do” list for quite some time. Any other suggestions re: writing, note-taking, and increasing attention to detail on seatwork are always welcome! Take care!
Re: "Careless" errors, Note-taking queri
Hi, My 4th grade son reacts similarly to what you described of “carelessly” leaving off half answers and not completing work when he thinks that he has…It is frustrating.His dx is a “short term auditory memory” problem. So, any verbal directions given in class hardly register with him. (This shouldn’t affect written homework)What has worked for us on homework is to work with him one on one. Or I will check his work. IF he knows I am checking his work, he has far fewer ‘forgotten’ answers. If he does the work himself and puts it away in his backpack, he will get many of the answers wrong because he wasn’t paying attention to the written directions. I don’t know at this point if he there is a LD involved or just laziness. Could be either. Good luck at your home. :)
Inspiration
My now, fifth grade son, was diagnosed in third grade with expressive langauge disorder which means wirting a paragraph, never mind an expository piece is a real challange. We use a lot of graphic organizers which the school provides, but give him any writing assignment which he has not been systematically taught, and he falls apart.Early in the fall of 2000, we purchased the ispiration program as my son is a very visual learner and loves the computer, as well as lacks organizational skills. We have found that we do not have the tears nearly as much, he actually asks to do the wiriting sample because of the “neat” stuff inspiration has in it, and it tremendously helps keep him on topic and assists with the organization issue. Although, sometimes, I do find that he does get off topic because he just loves to use the program and his love of computers. We always proof read his outlines checking for staying on topic and organization. There is an improvement. It was well worth the money we invested. There are many less tears and fighting.Good Luck!
I too am planning to work with my 4th grade daughter on writing this summer. Have you looked at the Inspiration software? This is what I am planning to use to help with organization. Haven’t gotten it yet, but have seen it recommended highly by some of the tutors on these boards. It provides a variety of ways to visually organize information. We will probably use Writing Strands (popular among homeschoolers) along with creative writing of stories, to get started.Inspiration website is http://www.inspiration.comMary: Switching topics, I am also hoping to work with my daughter on
: note-taking and writing during the summer in preparation for fifth
: grade. This is the first year she has been able to write a one to
: two-page book report without being totally in
: hysterics—i.e.,buckets of tears and stress. (And, I agree with
: some of the other posts about it being counterproductive to expect
: children to write research papers and the like before they are
: ready and before they have consolidated more basic skills (e.g.,
: solid paragraph writing).) Does anyone have experience with
: Step-up to Writing? Can this program be used readily from a manual
: or is extensive training required? The little I know makes me
: think it would provide very helpful structure for writing and for
: note taking. I’ve also seen the Visualizing/Verbalizing program
: alluded to as a way to teach note-taking. I have the
: manual—haven’t looked at it in awhile— but am not sure how it
: would be used to teach note taking. Any advice? Also, I have seen
: Lindamood Bell advertise CD ROMs for V/V practice. How helpful is
: this CD ROM and how much prior V/V work do student and teacher
: need to have for it to be useful? Thanks so much in advance for
: any helpful hints! I read this board frequently and always learn
: so very much from all of you!!