Specialized instruction in Written Expression: Assessing writing

Content Language Objectives The participants will be able to orally explain how to use screeners to determine the specially destined instruction in written expression using academic language after -guided review of the writing assessment tools using visuals and graphic organizers

Assessment for Writing Domain Tools Translating: Spelling (phonics) WIST Core Phonics Spelling Inventory Spelling CBM Writing Samples Translating: Expressive Syntax (Grammar) Grammar Inventory Correct Writing Sequence CBM Translating: Mechanics (rules of writing; capitol, punctuation etc) Writing Rubrics Transcribing: Handwriting HWT Screening Print TOOL Minnesota Handwriting Assessment Language Processing CELF TOWL/TEWL Mental Control Classroom Impact Questionnaire Informal memory inventory

Scoring the HWT Handwriting Screener

Memory 1. Omitting the letter/number is a memory error. 2. Writing an unrecognizable letter/number (like a squiggle) is a memory error. 3. Writing the wrong letter/number (lowercase f for capital F or vice versa) is a memory error. 4. Lowercase i, j without the dot is a memory error.

Memory 5. A letter or number that is reversed/backward 6. A letter that uses wrong size - Oo, Ww, Ss 7. A letter in the wrong place - Pp, y

Orientation 8. Reversals, or backward letters are orientation errors. No orientation error for: 9. Symmetrical letters/numbers. They cannot be reversed and are not scored.

Placement 10. A letter/number (or part) that should be on the baseline but is outside the gray area (more than 1/16” above or below the line) is a placement error. a. Letter/number parts that should be on the line but are above the gray area b. Letter/number parts that should be on the line but are below the gray area Note: Measure questionable placement. Line up the 2nd Grade Placement Tool with the writing line (not the letter).

Sentence 11. Not using a capital to begin is a sentence error. 12. Mixing capital and lowercase letters is a sentence error. 13. Putting too much space between letters in a word (w r o n g) is a sentence error. 14. Putting words too close is a sentence error. 15. Forgetting ending punctuation is a sentence error.

Name You will not mark errors for this category. Instead, note the stage of development. Does the student use: - All capitals (CHRIS) - Transitioning mix (ChRis) - Title case (Chris)

Other Concerns Formation- starting at the bottom and moving up Size- too large for grade level Neatness Speed- too slow and too fast Posture- slumped, feed unsupported, Pencil Grip- awkward grip Helper hand- doesn’t use this hand to hold the paper Other- Cognitive concerns

On-line Scoring System http://www.hwtears.com/hwt/online-tools/screener

Report

Interpreting Handwriting BOE

Assessment for Writing Handwriting -HWT Screener -Rubric

2nd Grade Expectation is 94% HWT Report 2nd Grade Expectation is 94%

Assessment for Writing Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way) Fish Bone Analysis: a process for interpreting the Body of Evidence Developmental Stage of Spelling: Memory: 71 Orientation:67 Placement: 79 Sentence:20 Overall: 59 # of Orthographic errors on spelling: # of Phonologic errors on spelling: Alphabet Skills: Reading and Decoding: Spelling Skills: Formation: Size: Neatness: Speed: Posture: Pencil Grip Writing Writing CBM CWS: Writing Content: Writing Organization: Writing Style and Fluency: Language Usage: Parts of Speech: Subject/Predicate Identification: Sentence types : Sentence Identification: Syntax CLOZE: Grammar (Writing CBM CWS, Grammar Assessment) Written Composition (Writing CBM with Rubric )

HWT Report Mark for concern + for no concern

Assessment for Writing Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way) Fish Bone Analysis: a process for interpreting the Body of Evidence Developmental Stage of Spelling: Memory: 71 Orientation:67 Placement: 79 Sentence:20 Overall: 59 # of Orthographic errors on spelling: # of Phonologic errors on spelling: Alphabet Skills: Reading and Decoding: Spelling Skills: Formation: - Size: + Neatness: + Speed: + Posture: + Pencil Grip: - Writing Writing CBM CWS: Writing Content: Writing Organization: Writing Style and Fluency: Language Usage: Parts of Speech: Subject/Predicate Identification: Sentence types : Sentence Identification: Syntax CLOZE: Grammar (Writing CBM CWS, Grammar Assessment) Written Composition (Writing CBM with Rubric )

Spelling Assessment

Phonological and Orthographic Errors Spelling Stage of Development WtW Phonological and Orthographic Errors More than 50% after 3rd grade of phonological errors is a concern Spelling Stage of Development Emergent- prek -1st grade Later name- K to early 3rd grade Within Word- 1st to mid 4th grade Syllables and Affixes- 3rd grade to 8th grade Derivational- 5th to 12 th grade

Grading a Spelling Inventory Practice

Grading a Spelling Inventory Word Phonoloigcal Orthographic Sal Sell Les Less Forck Fork Sip Slip smop Shop Cond Coin Flot Float Driv Drive Spoon spon

Core Phonics 2 + errors on a 5 items tests is a concern after 2nd grade 3 + errors on a 10+ items tests is a concern after 2nd grade

Interpreting Spelling

Assessment for Writing Spelling -WtW -Core Phonics -WSC

Phonological and Orthographic Errors Spelling Stage of Development WtW Phonological and Orthographic Errors More than 50% after 3rd grade of phonological errors is a concern Spelling Stage of Development Emergent- prek -1st grade Later name- K to early 3rd grade Within Word- 1st to mid 4th grade Syllables and Affixes- 3rd grade to 8th grade Derivational- 5th to 12 th grade

Core Phonics 2 + errors on a 5 items tests is a concern after 2nd grade 3 + errors on a 10+ items tests is a concern after 2nd grade

Assessment for Writing Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way) Fish Bone Analysis: a process for interpreting the Body of Evidence Developmental Stage of Spelling: Within Words Memory: 71 Orientation:67 Placement: 79 Sentence:20 Overall: 59 # of Orthographic errors on spelling: 95% # of Phonologic errors on spelling: 5% Alphabet Skills: 100% Reading and Decoding: 96% Spelling Skills: 100% Formation: - Size: + Neatness: + Speed: + Posture: + Pencil Grip: - Writing Writing CBM CWS: Writing Content: Writing Organization: Writing Style and Fluency: Language Usage: Parts of Speech: Subject/Predicate Identification: Sentence types : Sentence Identification: Syntax CLOZE: Grammar (Writing CBM CWS, Grammar Assessment) Written Composition (Writing CBM with Rubric )

Grammar and Composition Assessment

TMG Parts of Speech: Knowledge Check the grade level expectations to determine is this is a problem Parts of Speech: Knowledge Subject/Predicate Identification: Knowledge Sentence types : Knowledge Sentence Identification: Knowledge Helps to determine what to teach

If there are NO grade level expectations then TEACH IT! TMG If there are NO grade level expectations then TEACH IT! CLOZE- hints at a processing disorder Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader Automatic Pilot

Determining the Correct Writing Sequence (CWS) A correct Writing Sequence (CWS) is a pair of adjacent, correctly spelled words that are acceptable within the context of the written phrase. CWS takes into account punctuation, syntax, semantics, spelling, and capitalization. When scoring CWS, a caret (^) is used to mark each correct word sequence. A space is implied at the beginning of the sentence. Place a caret (^) between words that are (1)mechanically (spelled correctly, appropriate capitalization, (2) semantically, and (3) syntactically correct; calculate the sum of the number of carets = CWS There are many rules for CWS! Please refer to page 3 and 4 in the How to Conduct a Writing CBM (yellow) handout

Rules for Scoring See Handout for Details Spelling: Words must be spelled correctly CWS 8 Show each carrot and explain the correct sequece. Have the participants do the second sentence in their practice book. Then show the anwer. CWS 3

Rules for Scoring See Handout for Details Capitalization: Beginning of sentences, proper nouns counted, incorrectly capitalized are incorrect CWS 5 CWS 3 CWS 3

Rules for Scoring See Handout for Details Capitalization: Beginning of sentences, proper nouns counted, incorrectly capitalized are incorrect CWS 3 CWS 4

Rules for Scoring See Handout for Details Punctuation: At the end of sentences, commas not counted unless in a series, where they must be used correctly, other punctuation not counted CWS 12 CWS 8

Rules for Scoring See Handout for Details Punctuation: At the end of sentences, commas not counted unless in a series, where they must be used correctly, other punctuation not counted CWS 8 CWS 7

Rules for Scoring See Handout for Details Syntax: Must be syntactically correct to be counted. Words that begin with a conjunction are correct CWS 8 CWS 5

Rules for Scoring See Handout for Details Semantics: Semantically correct CWS 5 CWS 4

Correct Writing Sequence 15 CWS

Interpreting Grammar BOE

Assessment for Writing Grammar -TMG Screener - CWS

TMG Parts of Speech: Knowledge Check the grade level expectations to determine is this is a problem Parts of Speech: Knowledge Subject/Predicate Identification: Knowledge Sentence types : Knowledge Sentence Identification: Knowledge Helps to determine what to teach

If there are NO grade level expectations then TEACH IT! TMG If there are NO grade level expectations then TEACH IT! CLOZE- hints at a processing disorder Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader Automatic Pilot

Assessment for Writing Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way) Fish Bone Analysis: a process for interpreting the Body of Evidence Developmental Stage of Spelling: Within Words Memory: 71 Orientation:67 Placement: 79 Sentence:20 Overall: 59 # of Orthographic errors on spelling: 95% # of Phonologic errors on spelling: 5% Alphabet Skills: 100% Reading and Decoding: 96% Spelling Skills: 100% Formation: - Size: + Neatness: + Speed: + Posture: + Pencil Grip: - Writing Writing CBM CWS: Sig. Below Benchmark Writing Content: Writing Organization: Writing Style and Fluency: Language Usage: Parts of Speech: 10% Subject/Predicate Identification: 5% Sentence types: 5% Sentence Identification: 5% Syntax CLOZE: 25% Grammar (Writing CBM CWS, Grammar Assessment) Written Composition (Writing CBM with Rubric )

Interpreting Written Composition

Assessment for Writing Composition -Rubric -TWW Have the child revise their writing the next day

Writing Rubric Intermediate writing rubric is more detailed as greater skills is expected. Goal is to score 3 except for organization, style/fluency/ language use and handwriting in the primary grades k-2

Assessment for Writing Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way) Fish Bone Analysis: a process for interpreting the Body of Evidence Developmental Stage of Spelling: Within Words Memory: 71 Orientation:67 Placement: 79 Sentence:20 Overall: 59 # of Orthographic errors on spelling: 95% # of Phonologic errors on spelling: 5% Alphabet Skills: 100% Reading and Decoding: 96% Spelling Skills: 100% Formation: - Size: + Neatness: + Speed: + Posture: + Pencil Grip: - Writing Writing CBM CWS: Sig. Below Benchmark Writing Content: 3 Writing Organization: 1 Writing Style and Fluency: 1 Language Usage: 2 Parts of Speech: 10% Subject/Predicate Identification: 5% Sentence types: 5% Sentence Identification: 5% Syntax CLOZE: 25% Grammar (Writing CBM CWS, Grammar Assessment) Written Composition (Writing CBM with Rubric )

Putting it all together to make instructional decisions

Assessment for Writing Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way) 2nd Grader: Writing Benchmark is below level, Executive Functioning is strong Developmental Stage of Spelling: Letter Name Alphabetic Memory: 100% Orientation: 95% Placement: 90% Sentence: 50% # of Orthographic errors on spelling: 25% # of Phonologic errors on spelling: 75% Formation: not a concern Size: not a concern Neatness: not a concern Speed: slight concern Posture: not a concern Pencil Grip: not a concern Alphabet Skills: 95% Reading and Decoding: 95% Spelling Skills: 10% Writing Writing CBM CWS: 12%iles Writing Content:2 Writing Organization:2 Writing Style and Fluency: 1 Language Usage: 2 Parts of Speech: 0% Subject/Predicate Identification: o% Sentence types : 0% Sentence Identification: 0% Syntax CLOZE: 0% Grammar (Writing CBM CWS, Grammar Assessment) Written Composition (Writing CBM with Rubric )

Assessment for Writing 1 Interpreting the Body of Evidence 1. Possible processing speed issues (handwriting and writing rubric) 2. Possible phonological processing (type of spelling errors) 3. Possible orthographic processing or lack of instruction in orthography 4. Possible lack of instruction in grammar skills 5. Instruction in the writing process is evident but is being impacted by poor transcribing skills 6. Working memory is impacted by lack of automaticity of low level transcription skills 4, 5 3 2 5

Assessment for Writing Treatment Plan Direct Instruction High Impact Accommodations Home to School Connection -Fully participate in the district writing block -Daily spelling instruction outside the classroom focusing on spelling patterns via auditory strategies -Daily grammar instruction outside the classroom with connections to in classroom writing assignments -Speed drills using spelling words Extra time to complete written assignments Peer assistance or cooperative writing assignments Preplanning of writing content and organization instruction Possible use of predictive writing software Spelling words taught emphasizing auditory strategies -Teach parents auditory spelling strategies -Emphasize spelling homework -Teach parents how to edit written assignments with their child

Assessment for Writing 4th Grader: Writing Benchmark is below level, Executive Functioning is weak during writing tasks Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way) Developmental Stage of Spelling: Letter Name Alphabetic Memory: 50% Orientation: 10% Placement: 10% Sentence: 19% # of Orthographic errors on spelling: 25% # of Phonologic errors on spelling: 75% Formation: major concern Size: major concern Neatness: major concern Speed: slight concern Posture: major concern Pencil Grip: major concern Alphabet Skills: 75% Reading and Decoding: 75% Spelling Skills: 10% Writing Writing CBM CWS: 25%iles Writing Content:1 Writing Organization:1 Writing Style and Fluency: 3 Language Usage: 3 Parts of Speech: 30% Subject/Predicate Identification: 40% Sentence types : 70% Sentence Identification: 90% Syntax CLOZE: 90% Grammar (Writing CBM CWS, Grammar Assessment) Written Composition (Writing CBM with Rubric )

Assessment for Writing Interpreting the Body of Evidence 1. Graphomotor issue- either organic or lack of instruction (consult with OT/PT to rule out processing) 2. Possible phonological processing (type of spelling errors) 3. Possible orthographic processing or lack of instruction in orthography 4. Possible lack of instruction in grammar skills 5. Instruction in the writing process is evident but is being impacted by poor transcribing skills 6. Working memory is impacted by lack of automaticity of low level transcription skills 4, 5 3 2 1 5

Assessment for Writing Treatment Plan Direct Instruction High Impact Accommodations Home to School Connection -Fully participate in the district writing block -Daily spelling instruction outside the classroom focusing on spelling patterns via auditory strategies -Daily grammar instruction outside the classroom with connections to in classroom writing assignments -Direct handwriting instruction -Direct keyboarding instruction Extra time to complete written assignments Peer assistance or cooperative writing assignments Preplanning of writing content and organization instruction Possible use of predictive writing software Spelling words taught emphasizing auditory strategies Transcribing until handwriting skills are mastered -Teach parents auditory spelling strategies -Emphasize spelling homework -Teach parents how to edit written assignments with their child -Add handwriting and keyboarding homework

Assessment for Writing 7th Grader: Writing Benchmark is below level, Executive Functioning is weak during writing tasks Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way) Developmental Stage of Spelling: Derivational Relations Memory: 100% Orientation: 100% Placement: 100% Sentence: 100% # of Orthographic errors on spelling: 0 # of Phonologic errors on spelling: 1/1 Formation: no concern Size: no concern Neatness: no concern Speed: s no concern Posture: no concern Pencil Grip: no concern Alphabet Skills: 100% Reading and Decoding: 100% Spelling Skills: 100% Writing Writing CBM CWS: 52%iles Writing Content:1 Writing Organization:1 Writing Style and Fluency: 1 Language Usage: 3 Parts of Speech: 90% Subject/Predicate Identification: 80% Sentence types : 79% Sentence Identification: 90% Syntax CLOZE: 90% Grammar (Writing CBM CWS, Grammar Assessment) Written Composition (Writing CBM with Rubric )

Assessment for Writing 1 Interpreting the Body of Evidence 1. Language processing concerns (consult SLP) 2. Organization issues related to executive functioning 3. Working memory issues due to poor executive functioning 4. Poor self regulation skills and higher level reasoning 2 2 3 4 4

Assessment for Writing Treatment Plan Direct Instruction High Impact Accommodations Home to School Connection -Fully participate in the district writing block -Strategy instruction for organizing thoughts -Pre-teaching or language experiences for writing topics -Direct vocabulary instruction -Direct instruction in figurative language Extra time to complete written assignments Graphic organizer for writing instruction Possible use of predictive writing software -Encourage participation in language enriched activities (take pictures and bring to school for writing materials) -Encourage vocabulary development outside school -Practice usage of figurative language -Practice language reasoning activies