Tips from Sylvie
Part 1: Note-taking, spelling, grammar, recitation
1 - Note-taking
When taking notes, some children have trouble figuring out
what’s important and what isn’t — what’s worth writing down and remembering.
So here are Sylvie’s 3 tips
To begin, the teacher hands out a worksheet for the lesson or chapter that includes the headings, subheadings, and a few key points. The students fill out this worksheet during class.
The teacher writes the key words on the board during the class.
At the end of the class, the teacher takes a photo of the board and sends it to the students.
The teacher can ask students to summarize the material in groups, with some students speaking and others writing, depending on each student’s preferences and abilities.
The best work is distributed to everyone. A bonus may be awarded to the best group.
And it means fewer papers to grade!
2 - Spelling and dictations
Some children with learning disabilities — including ADHD, dyspraxia, or dysorthography — find it difficult to complete dictations without making mistakes because they have to think about vocabulary, spelling, and grammar all at once while writing fairly quickly.
Fill-in-the-blank dictations
To offer options for important words
3 - Grammar
Some children have a lot of trouble with grammar rules.
Often, children understand the material right after class but forget it over time.
There’s no magic solution — it has to be memorized, just like the multiplication tables.
4 - Recitations and Reading Aloud
Here are Sylvie’s tips for recitations or reading aloud.
Read the text as if you were telling a story
You can record yourself
You can use a listening horn
Flaubert, a famous French author, used to shout out his texts.
