Core Skills Analysis
English Language Arts
- Will practiced organizing a multi‑paragraph report on dysgraphia, demonstrating his ability to structure expository text with a clear introduction, supporting details, and conclusion.
- He refined spelling, punctuation, and sentence‑level conventions while revising the report, aligning with grade‑8 writing conventions.
- Will incorporated visual‑text connections by selecting images and designing slides on Google Slides, showing understanding of how multimodal elements support written ideas.
- Through feedback on the draft, Will evaluated his own work and made evidence‑based revisions, a key component of the writing process.
Tips
To deepen Will’s mastery, have him create a short script for his slide deck and record a voice‑over, turning the presentation into a podcast‑style narration. Next, set up a classroom “writer’s workshop” where students peer‑review each other’s slides using a rubric focused on clarity, evidence, and visual design. Then, challenge Will to research one assistive‑technology tool for dysgraphia and add a comparison slide, blending research skills with his personal experience. Finally, organize a mini‑conference where he presents to a small audience and reflects on which presentation strategies helped him communicate his ideas most effectively.
Book Recommendations
- Fish in a Tree by Lynda Mullaly Hunt: A middle‑grade novel about a girl with dyslexia who discovers strengths through supportive teachers, highlighting the power of alternative learning strategies.
- Out of My Mind by Sharon M. Draper: Follows an eleven‑year‑old girl with cerebral palsy who uses a communication device to share her thoughts, encouraging empathy for students with communication challenges.
- The Curious Incident of the Dog in the Night-Time by Mark Haddon: A mystery narrated by a teen with autism, showcasing a unique voice and the value of clear, logical storytelling.
Learning Standards
- 8.W.1 – Will wrote an expository report, organized ideas, and provided evidence, meeting the standard for thesis statements and evidence‑based claims.
- 8.RV.1 – By selecting precise terminology for dysgraphia and using context clues to define new words, Will expanded his academic vocabulary.
- 8.W.1 – Revision based on feedback demonstrates the SOL expectation to edit and improve written work.
Try This Next
- Create a slide‑by‑slide rubric worksheet that prompts Will to assess content accuracy, visual appeal, and citation of sources.
- Design a quick‑fire quiz with five multiple‑choice questions on dysgraphia facts he researched, to be embedded in the final slide as a review activity.