Yesterday’s Twitter conversation with some colleagues turned into a talk about how we can help our slower learners. Lots of us have them, right? And Riggs teachers have them too. For example, you may notice that during your daily spelling dictation lesson a few of your pupils are consistently struggling to keep up with the rest of the class.
These kids seem slightly lost, to put it mildly. And perhaps you’ve noticed that they rarely speak up during lessons.
Millions of children struggle with learning disorders in American classrooms, but do all of them have to? For example, can we prevent reading failure? And can we correct it? By teaching correct knowledge intensively and well, can we teach older children, struggling and diagnosed children, wounded and troubled and poor children how to read as well? What about children who have lost all hope, all confidence?
Have your students been using the Riggs Institute's Basic Spelling and Usage Dictonary to help them increase their word and world knowledge? If so, how has that been going for them?
Have your students also been using this dictionary for daily reading practice and as a resource during sentence-writing work? How has that been going? We'd like to hear from you. Are your students becoming more powerful readers and writers with the help of this time-tested learning tool? I bet so.
We all want our students to become masters. But what is mastery? Can we define and describe it in plain English? Can we measure it? Can we use our definitions and measurements to help students become masters?