Written Mechanics
Strategies
SPELLING, HANDWRITING, MATH, TRANSITION, AND ATTENTION STRATEGIES
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.
Proofreading Checklists
 (S)
– Space
 (P) – Punctuation
 (A) – Appearance
 (C) – Capitalization
 (E) – Error Analysis
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.
Types of Strategies
Spelling,
Handwriting,
Math,
Transition,
Attention
and;
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.
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.
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).
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/nonworksheet 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.
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.
Attention Strategies
Teach
and Maintain
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.
Reference
Maanum,
J. L. (2009). Written
mechanics strategies. In J. L. Maanum,
The general educator’s guide to
special education, 3rd Ed. (pp. 187199). Thousand Oaks, CA: Corwin.