Writing for Proficiency K-3

NKCES Summer Institute 2014

Written Expression: A Spectrum of Skills

Grammar

Syntax

Spelling

Punctuation

Content

‘Style’

Oh my, Is this communicating?

The patient refused autopsy.

The patient has no previous history of suicides.

Patient has chest pain if she lies on her left side for over a year.

On the second day the knee was better, and on the third day it disappeared.

The patient is tearful and crying constantly. She also appears to be depressed.

Discharge status: Alive but without my permission.

The Three Modes of Writing

Opinions/Argument

Informational/ Explanatory

Narrative

Purpose1. To change the

readers point of view

2. To bring about some action on the reader’s part

3. Or, to ask the reader to accept the writer’s explanation or evaluation of a concept using reason and logic to demonstrate the validity of the writer’s claim

Purpose1. To increase

readers knowledge of a subject

2. To help readers better understand a process or procedure

3. Or, to provide readers with an enhanced comprehension

Purpose1. To inform2. To instruct3. To persuade

4. Or to entertain

using experiences that are real or imaginary, using time as a deep structure

Two Major Text StructuresInformational (Expository)

The purpose of expository text is to inform the reader of an event or provide general information. OpinionInformativeExplanatoryResearch

Narrative (story)

The purpose of narrative text is to entertain the reader or present a story.StoryPersonal Narrative FableNovelPlay

What is in Appendix C?

Appendix C contains annotated student writing samples that demonstrate the criteria required in a particular grade to meet the CCR standards for these specific types of writing: argument, narrative and informative/explanatory text.

The table of contents, found on page 4 of Appendix C, indicates the type of writing, the content and the grade level each student sample represents. Additionally, each sample includes an annotation at the top of the page about the circumstance under which the piece was written. For example, the piece may have been written in response to a class assignment, with or without feedback and support from the teacher or peers, for an on-demand assessment, or even as the result of a long-term, research-based inquiry project. To further illustrate text types and purposes, there are examples of argument, narrative and informative/explanatory text included in the collection of student samples.

Tier 1 Interventions:If a child…                                                               Then…

Scribbles                                               Ask about the story

Drawing a picture                               Have the child tell the story

Writes a string of random letter   Praise concepts about print

Writes one or two words                   Tape the telling of the story

Is reluctant to spell words                 Model how you spell

Writes too broadly                             Zoom in

Writes like a list                          Ask questions about details

Rubric for Handwriting

Rubrics for Paragraph Writing

Simplified data sample

Written Expression (WE)-CBM

Identify WHO has a problem

(benchmark screening)

What is the problem?

(error analysis)

Instructional Planning

(progress monitoring and instruction)

Name the Problem

What is the problem?

What do the numbers say?

Fluency amount of text Total words written

Legibility readability , handwriting

Letter formation analysis

Conventions Spelling, punctuation, capitalization

% errors in conventions ** Differentiate between specific types of convention errors.

Syntactic Maturity sentence lengths/types

% of complete sentences- % of sentence types

Semantic Maturity Vocabulary type-token ratio

Content Organization holistic scoring rubrics

Writing Process planning observational/holistic scales

Error Analysis

Thinking through Interventions

Group Students according to analysis

Look at all the samples of student work (including yours) from today. If this was your class, ask yourself What are the common skills the groups need?

(A student may be in more than one group) What are the skill gaps?How might I extend the learning for students?How could I continue to reinforce the learning

through the next lesson/unit?

CBM research norms (Mirkin, P.K.,

Deno, S.L., Fuchs, L., Wesson, C., Tinal, G., and Kuehnle, K. 1981)

Grade Words written in 3 minutes

1 15

2 28

3 37

4 41

5 53

Estimated Targets (Best Practices in School Psychology V; The ABC’s of CBM; Intervention

Central)

Grade Time of year

TWW WSC CWS

1 Fall/Spring

7-8/14-20 5/10 NA

2 Fall/Spring

12-24/25-30 20/27 NA

3 Fall/Spring

23-36/34-36 32/33 14/26

4 Fall/Spring

33-41/41-46 38/44 23/37

5 Fall/Spring

37-51/42-57 48/55 34/41

Use with caution! Local norms should develop over time.

AIMSweb Benchmarks for CWS

Grade Level

90 %tile Total CWSFall

75%tile Total CWSFall

50%tile Total CWSFall

90 %tile Total CWS

Winter

75%tile Total CWS

Winter

50%tile Total CWS

Winter

2 21 13 7 32 22 14

3 34 24 15 44 33 23

4 46 35 24 55 44 32

5 56 45 32 63 51 39

DIEBELS benchmarks for %CWS

Levels of Challenge:

97% - 100% Accuracy

Independent

90% -  96% Accuracy

Instructional

< 90% Accuracy Frustration

Determining Area of NeedData is reviewed by RtI team to support below level

performance.

If need is determined, the team decides on Tier II & Tier III interventions.

One of four areas of focus for the writing intervention is selected: Physical Production of Writing/Handwriting

Mechanics & Conventions/GrammarWriting Content

Organization Idea Development

Writing Production/Revision

What Does the Research Say is Effective K-3?

1. Provide daily time for students to write. Minimal Evidence

2. Teach students to use the writing process for a variety of purposes. Strong Evidence

3. Teach students to become fluent with handwriting, spelling, sentence construction, typing, and word processing. Moderate Evidence

4. Create an engaged community of writers. Minimal Evidence

What Works Clearinghouse: Teaching Elementary School Students to Be Effective Writers (2012)

Physical Production of Writing

Problem? Writing Competency Sample Intervention Ideas

___Y ___N Writing Speed. Writes words on the page at a rate equal or nearly equal to that of classmates

Teach keyboarding skills Allow student to dictate ideas into a tape-

recorder and have a volunteer (e.g., classmate, parent, school personnel) transcribe them

___Y ___N Handwriting. Handwriting is legible to most readers

Provide training in handwriting Teach keyboarding skills

Mechanics & Conventions of Writing

Problem? Writing Competency Sample Intervention Ideas

___Y ___N Grammar & Syntax. Knowledge of grammar (rules governing use of language) and syntax (grammatical arrangement of words in sentences) is appropriate for age and/or grade placement

Teach rules of grammar, syntax Have students compile individualized

checklists of their own common grammar/syntax mistakes; direct students to use the checklist to review work for errors before turning in

___Y ___N Spelling. Spelling skills are appropriate for age and/or grade placement

Have student collect list of own common misspellings; assign words from list to study; quiz student on list items

Have student type assignments and use spell-check

Writing ContentProblem? Writing Competency Sample Intervention Ideas

___Y ___N Vocabulary. Vocabulary in written work is age/grade appropriate

Compile list of key vocabulary and related definitions for subject area; assign words from list to study; quiz student on definitions of list itemsIntroduce new vocabulary items regularly to class; set up cooperative learning activities for students to review vocabulary

___Y ___N Word Choice. Distinguishes word-choices that are appropriate for informal (colloquial, slang) written discourse vs. formal discourse

Present examples to the class of formal vs. informal word choicesHave students check work for appropriate word choice as part of writing revision process

___Y ___N Audience. Identifies targeted audience for writing assignments and alters written content to match needs of projected audience

Direct students to write a ‘targeted audience profile’ as a formal (early) step in the writing process; have students evaluate the final writing product to needs of targeted audience during the revision process

___Y ___N Plagiarism. Identifies when to credit authors for use of excerpts quoted verbatim or unique ideas taken from other written works

Define plagiarism for students. Use plentiful examples to show students acceptable vs. unacceptable incorporation of others’ words or ideas into written compositions

Writing Preparation

Problem? Writing Competency Sample Intervention Ideas

___Y ___N Topic Selection. Independently selects appropriate topics for writing assignments

Have student generate list of general topics that that interest him or her; sit with the student to brainstorm ideas for writing topics that relate to the student’s own areas of interest

___Y ___N Writing Plan. Creates writing plan by breaking larger writing assignments into sub-tasks (e.g., select topic, collect source documents, take notes from source documents, write outline, etc.)

Create generic pre-formatted work plans for writing assignments that break specific types of larger assignments (e.g., research paper) into constituent parts. Have students use these plan outlines as a starting point to making up their own detailed writing plans.

___Y ___N Note-Taking. Researches topics by writing notes that capture key ideas from source material

Teach note-taking skills; have students review note-cards with the teacher as quality check.

Writing Production & RevisionProblem? Writing Competency Sample Intervention Ideas

___Y ___N Adequate ‘Seat Time’. Allocates realistic amount of time to the act of writing to ensure a quality final product

Use teacher’s experience and information from proficient student writers to develop estimates of minimum writing ‘seat time’ needed to produce quality products for ‘typical’ writing assignments (e.g., 5-paragraph opinion essay; 10-page term paper). Share with students.

Have students keep a writing diary to record amount of time spent in act of writing for each assignment. Require that this information be submitted along with the students’ assignment. (Additional idea: Consider asking parents to monitor and record their child’s writing time.)

___Y ___N Oral vs. Written Work. Student’s dictated and written passages are equivalent in complexity and quality

Allow student to dictate ideas into a tape-recorder and have a volunteer (e.g., classmate, parent, school personnel) transcribe them

Permit the student to use speech-to-text software (e.g., Dragon Naturally Speaking) to dictate first drafts of writing assignments.

Writing Production & Revision (Cont.)Problem? Writing Competency Sample Intervention Ideas

___Y ___N Revision Process. Revises initial written draft before turning in for a grade or evaluation

Create a rubric containing the elements of writing that students should review during the revision process; teach this rubric to the class; link a portion of the grade on writing assignments to students’ use of the revision rubric.

___Y ___N Timely Submission. Turns in written assignments (class work, homework) on time

Provide student incentives for turning work in on time.Work with parents to develop home-based plans for work completion and submission.Institute school-home communication to let parents know immediately when important assignments are late or missing.

ResourcesBrookins, C. (2013). Writing instruction and interventions that work. [PowerPoint Slides]. KEDC.org

Busch, T., Hall, T. (2007) Using curriculum-based measurement for progress monitoring in written expression. [PowerPoint Slides]. Retrieved from www.studentprogress.org/weblibrary.asp#expression

Graham, S., Harris, K. & Larson, L. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. The Division of Learning Disabilities of the Council for Exceptional Children. 16(2), (pp. 74-84). University of Maryland Learning Disabilities Research & Practice.

Oczkus, L. (2007). Guided writing: Practical lessons, powerful results. Portsmouth, NH: Heinemann.

Lane, C. (2012). Tier 2 Writing interventions: Supporting struggling students. Lee Pesky Learning Center. [PowerPoint Slides]. Retrieved from idahotc.com/Portals/23/Docs/training/Tier2-Reading-Training-97.ppt

Wright, J. (2012). RTI: Tier 2 for writing. [PowerPoint Slides]. Retrieved from www.jimwright.com/mixed_files/AWSA/wright_writing_breakout_AWSA_Feb_2012_PPT.pdf