1. SPE 423 Chapter 9: Assessing and Teaching Writing and Spelling FOCUS: WRITING

2. I NSTRUCTOR RESOURCES : Bring up “Success at the Core”: Beyond Brainstorming SUCCESS AT THE CORE User: e-mail is user name – ppate@asu.eduppate@asu.edu Password: s/m one http://successatthecore.com/teacher- development/featured-video.aspx?v=31

3. I NSTRUCTOR NOTES Bring up Intervention Central: Start at the home site http://www.interventioncentral.org/home

4. I NTASC S TANDARDS 2(h) The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs. 2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.

5. T AP RUBRIC ALIGNMENT Teacher Content Knowledge Teacher Knowledge of Students Activities and Materials

6. T ODAY : SWBAT apply strategies for working with students who struggle with writing using a case study and discuss how they can apply these strategies in their own classroom. Agenda:Objective: 1) Review of Assignments 5 min 2) Mini Lesson Presentations 20 min 3) Chapter Review – Chapter 9 20 min 4) Review of prior knowledge 10 min 5) Assessment for writing - CBM 20 min 6) Writing strategies and modifications/ accommodations 20 min 7) Application: Case study 35 min 8)Application: Exit ticket 5 min 9) Next Steps 5 min

7. REVIEW ASSIGNMENTS

8. A SSESSING AND T EACHING W RITING

9. N OTE TO INSTRUCTOR Since the students have taken a course on writing, EED 433, most of what the chapter discusses is covered in that course. The focus then for this presentation will be to review the information that they have previously learned about teaching writing and focus on accommodations and modifications for students who struggle. The students should have read the part of the chapter about writing prior to the lesson today.

10. R EVIEW OF PRIOR KNOWLEDGE

11. S TEP 1: MAKE A 3 COLUMN PAPER S TEP 2: DO A QUICK JOT FOR EACH TOPIC What do you know about assessing writing akills of your students? What do you know about teaching writing to all students whether they are struggling or not? What accommodations / modifications are you aware of for teaching writing

12. W HAT ARE YOU CURRENTLY SEEING … What are you currently seeing for working with struggling students in writing (composition) What are the challenges for these students in the classroom?

13. A SSESSMENT CBM

14. A SSESSMENT : What tools are used in this district to assess all of the students’ writing progress and needs? Are there tools that you mentors use other than the ones that the district provides?

15. RESOURCE EXPLORATION… BB Week 11 Internet sites Click on the first one – Intervention Central We are going to check out a few items.

16. #1 Go to Academic Interventions link at the top of the page. Look through some of the interventions. Be sure and look at the Writing ones.

17. #2 Now go on the the Behavior Interventions… Browse and try some of the links there

18. #3 Go on over to the “downloads” Click on a few of those to see what is available

19. #4 Go to CBM These are generators. If you need to generate your own CBM assessments you can do it here. First, Click on the Reading Fluency and Comprehension Measure Then click on the “Oral Reading Fluency” Try writing in something in the box and then click on “Download PDF”

20. T HEN … Go to the Written Expression Measures and click on the Written Expression Probe Generator Choose one of the probes on the side OR write one of your own and click on the Download PDF.

21. CBM: CURRICULUM - BASED MEASURES CBM are used frequently as probes for assessing a student’s progress in writing. The typical set up is: 1) the students are given a story starter 2) they are given 1 minute to think about it 3) they are given 3 minutes to write about it

22. CBM The teacher scores the student’s writing probe for several areas: 1) number of words written 2) number of letters written correctly 3) number of words correctly spelled 4) number of writing units placed in the correct order

23. CBM GUIDES BB Week 11 In Class activities CBM folder Let’s take a few minutes to look through some of the CBM materials that I have posted on Bb Keep up the one titled Curriculum Based Examples

24. L ET ’ S TRY SCORING … I will give you the directions You will write (Please make some errors as if you were a child) Exchange with your shoulder partner Score the probe You will use the Curriculum Based Examples for scoring – scroll down to page 20 for the directions

25. T HE EXAMINER STATES … I want you to write a story. I am going to read a sentence to you first and then I want you to write a short story about what happens. You will have 1 minute to think about the story and then have 3 minutes to write it. Do your best work. If you don’t know how to spell a word, you should guess. Are there any questions?

26. STORY PROMPT You have just won the lottery for $20 million. What will you do?

27. N OW SCORE … Scroll down to page 20 on the one titled Curriculum Based Examples First count how many words were written. Then figure out how many correct writing sequences there were. (Use page 20 as a guide for the correct writing sequences)

28. INSTRUCTOR NOTE: You could have the students go through the CBM process. Have them go through the steps as if they were a student (tell them to be sure and make mistakes). Then have them exchange their papers and analyze them for errors using one of the scoring guides that are listed on the lesson plan that accompanies this ppt. OR: you could provide one or more samples and have them score those.

29. W RITING S TRATEGIES AND A CCOMMODATIONS / MODIFICATIO NS

30. T HE TEXTBOOK STATES : “When teachers implement effective intervention approaches that use both the conventions of teaching writing …, and strategies for improving written expression…, the results are quite positive.” Source: Vaughn, S., Bos, C. (2012). Strategies for Teaching Students with Learning and Behavior Problems, 8 th ed. Upper Saddle River, NJ: Pearson

31. T HERE ARE MANY STRATEGIES THAT WE CAN TEACH OUR STUDENTS. Here is one writing strategy that a teacher uses to help students develop ideas for writing. This comes from Success at the Core. “Moving Beyond Brainstorming”

32. G RAPHIC ORGANIZERS The textbook discusses how graphic organizers can benefit students. Go to this link for examples of many types of graphic organizers. http://wvde.state.wv.us/strategybank/Vocabulary GraphicOrganizers.html Each of you choose a different organizer and review it. Be ready to discuss how you see this organizer being used to support students who struggle.

33. O THER WRITING STRATEGIES : INSTRUCTOR: THERE ARE LINKS TO OTHER STRATEGY IDEAS FOR WRITING ON THE LESSON PLAN YOU CAN ALSO REVIEW THE IDEAS GIVEN IN THE TEXTBOOK. YOU CAN ASK THE STUDENTS TO BRING A WRITING STRATEGY IDEA THAT THEIR TEACHER USES OR THAT THEY HAVE SEEN IN THEIR BLOCK CLASS TO SHARE WITH THE CLASS

34. NOTE TO INSTRUCTOR: After completing whatever discussion that you feel is appropriate for your students, then use the IRIS center materials for further exploration. If you want your students to work on a strategy described in the Case study, then there are two modules recommended about the Self-Regulated Strategy Development. These are listed on the Case study and could be completed by the students prior to class or in class if you think it would be helpful. There is also a link to an Accommodations/Modifications guide on the lesson plan that you could use to review ideas to support the case study.

35. C ASE S TUDIES : We are going to be working on applying what we know about how to support students who struggle in writing. We will be using some IRIS center case studies.

36. C ASE STUDIES : Bring up your Iris Case study packet Each person read through the introduction information about SRSD model. NEXT: Go to the STAR strategies pages. There are STAR strategy pages for: Narratives Persuasive Essays Revising Strategies

37. A CCOMMODATIONS / MODIFICATIONS Discuss what accommodations/modifications that you know. When you are ready, send a representative from your table up to the board to write 2-3 that you discussed. Be sure and look at what is being written by others and don’t duplicate ideas.

38. A CCOMMODATIONS /M ODIFICATIONS Go to the link for the Accommodations/Modifications guide. Take a moment and review the ideas presented there. We will discuss the pros and cons of some of these ideas.

39. A PPLICATION : C ASE STUDY

40. C ASE STUDIES : Using the information about writing that you know from your previous classes, the textbook information, our discussion and the STAR resources, you will work with your partner to complete a case study about a student. First we will complete one together.

41. Y OUR TURN : You will work with a partner to complete the assigned case study.

42. C LOSING AND NEXT STEPS

43. E XIT TICKET : How can you apply some of these strategies in your classroom now or in the future?