Slide 1Janet M. Sturm, PhD, CCC-SLP
Central Michigan University
How It All Started
Nicole
Loves to be the “teacher”
• Writing – Lists and word attempts in sentence-like frames
Beginning Writers
“…beginning writing skills are defined as starting with emergent writing (drawing, scribbling, and writing letters) and ending with conventional writing abilities, usually acquired by second or third grade for typically developing children. More generally, a beginning writer is one who is learning to use written language to express communicative intent.”
Sturm, Cali, Nelson, & Staskowski (2012) p. 299
Beginning Writers with Disabilities
Existing Assessments of Beginning Writing
“…no measure currently exists to bridge single-letter writing and spelling and
beginning composition abilities.” (Coker & Ritchie, 2010, p. 178)
Challenges with Existing Measures of Beginning Writers
Not comprehensive
Writing Sample A Writing Sample B
Writing Sample C
SROD UF DEF POT 1 . Hir I whs sentn din rind. SROD UF DEF POT 1. Grade 5
My role model is my dad because he waled on tools, moshens, and matel baerols. I think it’s verey intuorasting to do because I like to fix thing’s, and it’s fun to do waleding. Grade 8
Pow Pow Pow, I think it would be a good idea for teachers to have a gun permit. It would reduce violence in schools and outside of schools. It will also protect themselves as well as the students. I think it would be a great idea for it. Grade 11
(Tennessee Department of Education, 2010)
Progress Monitoring
you see the visible progress students are
making as writers along the way, so that you
be able to track the success of your teaching.
Calkins, Ehrenworth, & Lehman, 2012
Five Purposes for the Writing Quantity and Quality Outcome Measures – They will:
quantify evidence of small but significant changes so that educators can celebrate growth with students and their parents.
serve as a functional outcome measure for periodic assessment probes and classroom-produced writing artifacts
offer instructionally relevant information about what to target next
be easy for educators to learn and use reliably
identify small differences in beginning writing skills
Sturm, Cali, Nelson, & Staskowski, 2012
Measures for Emergent Beginning Writers
Developmental Writing Scale
Developmental Writing Scale
Measure Purpose Directions
Total Intelligible Words To quantify number of intelligible words produced by a beginning writer.
Count the total intelligible words written. A second reviewer may do the same.
Total Unique Words To quantify number of unique words produced by a beginning writer.
Count the number of unique (different) words written).
Total Number of Letters To quantify the number of letters written or selected (on an alphabet board, choosing letter tiles, or on a keyboard) by a student writer).
Count the number of letters written or selected during a single writing session. This measure used for students who are not yet writing words.
Topic Diversity To quantify the variations in self-selected topics chosen by beginning writers.
Review the picture and text and assign each writing sample a topic (based on overall gist) using key words.
Formative & Summative Measures of Beginning Writers
Measure Purpose Directions
Developmental Writing Scale
To identify the overall developmental writing level of the beginning writer.
Review the writing sample and use the descriptions above to assign a single level to the sample. If you are debating between two levels, assign the lower level.
Text Type Diversity To quantify the types of texts used by beginning writers.
Each writing sample will be assigned a type of genre. The genre assigned will be the predominate genre used in the sample (greater than 50%).
Developmental Writing Scale for Beginning Writers (Sturm, Cali, Nelson, & Staskowski, 2012)
Level
1 Drawing only
2 Scribble writing which may include letter-like forms but with the majority of shapes not recognizable as letters
3 Some recognizable letters in strings but not grouped into words
4 Strings of letters grouped into “words” (i.e., with spaces between at least two groups of letters) but with no intelligible words
5 Strings of letters grouped into “words,” with only one possible real word (i.e., two or more letters in length) set apart, written repeatedly (e.g., dog, dog, dog), or embedded in a string of letters
6 Two to three different intelligible words embedded in strings, separated by spaces, or in a list format
7 More than three different intelligible words in a list format
8 More than three different intelligible words, with at least two of them in a partially formed sentence (i.e., grammatically related parts of a phrase, clause or sentence)
Developmental Writing Scale for Beginning Writers (Sturm, Cali, Nelson, & Staskowski, 2012)
Level
9 One to two complete sentences with a subject phrase and a verb phrase
10 A minimum of three sentences, but with no coherent topic (i.e., most sentences are not related)
11 Organized writing with three or more sentences on a coherent topic but with limited cohesion between sentences (i.e., sentences can be reordered without changing meaning)
12 Organized writing with a coherent topic (i.e., on a consistent theme) and use of cohesive devices (e.g., pronoun or synonym replacement, logical connectors, subordinating conjunctions, conclusions that refer to prior content) across three or more sentences, so that sentences cannot be reordered without changing meaning
13 Organized writing with a coherent main topic and 2 cohesive subsections (sub-topics or story parts) with at least two sentences elaborating the meaning of each
14 Organized writing with a coherent main topic and at least 3 cohesive subsections (sub-topics or story parts) with at least two sentences elaborating the meaning of each
Level 2: Scribble writing with the majority of shapes not recognizable as letters
Typically Developing Beginning
Disabilities
Level 4: Strings of letters grouped into “words” but with no intelligible words
Typically Developing Beginning Writer
Writer with Developmental Disabilities
iLCR6a iLKVKC CPRSB WRKe BRKe
Hya L kirio s pDriD
Level 8: More than three different intelligible words in a partially formed sentence
Typically Developing Beginning Writer
Writer with Developmental Disabilities
Tom car cars red fast.
Faster fun cars. mom
orange.
Love cars. The end.
Level 9: One to two complete sentences with a subject phrase and a verb phrase
Typically Developing Beginning
SLiDon A FASD onthefewtrrep
Mounika.
Alvin and the Chimpmuks
They sing and dance
Level 11: Organized writing with three or more sentences on a coherent topic but with limited cohesion between sentences (i.e., can reorder sentences)
Typically Developing Beginning Writer
Writer with Developmental Disabilities
that we don’t eat like bugs. I
want a frog to play with. I thak
frogs are mumloss because thae
swim.
to pick up our trash can to. I
don’t watch the garman out to my
window to. I love to watch the
recycling person to get my
recycling from my house to.
Kristen I went on a pane
so did I wish I was sleeping
flying,
Text Type Diversity Measure
Text Type Genre Function
Label Describe elements of a drawing.
Argument Opinion Express an opinion about a thing or event.
Persuasive Explain reasons for an opinion.
Informative Description Describe a specific thing or entity.
Report Describe a group or category of things.
Procedure Explain how an event happens.
Explanation Explain why an event happened or happens.
Narrative Recount Recount a past event.
Plan Plan a future event.
Story Create an imaginary event.
Poetry Poetry
Use carefully chosen words to create meaning or share emotion (May employ word order, connotation, imagery, figures of speech,
sound, or rhythm.)
© Sturm (2010). Permission may be granted for educational application, with an email to sturm1j@cmich.edu
Emergent Genres
Disabilities
Emergent OIXHFUTYYIDBON I My Cum is not he see Ball From yes we said to and
longe big tR
Label A DRAGIN
Me And My Daddy R Play with Mounika.
Car Red
Narrative Genres
Genre Typically Developing Writer Writer with Developmental Disabilities
Recount On monday my frid came over my house. We played and we had fun. She lath. She what houm I clin up my mas
We went camping. My Grandpa and Grandma were there . my Mom and Dad were there. My brother was there WE slept in tents and had a camp fire and we had a picnic.
Narrative Genres
Genre Typically Developing Writer
Writer with Developmental Disabilities
Plan The egg ra going to hatch. It will be fn. I am going to hav some new ketes. Thar mother is namd Prashes. My dad and mom prdet that sh is going to hav 7.
I want a thomas toy box for christmis des year. I am haveng my Brthday Prte at the rolrskating rekn I am ging to have Brthday CAK I am goingtohave whit CAK with vuniu frostingfrnds Name Dallas Bill Seth Larry Kahl Tristan Jared Jesse Dominic Cherry Cory Andy
Expository Genres
Disabilities
Opinion I do not like school. I am glad we got 5 mor days in school. onley I like part of the school. I like birds Like a canary. Canarys sing pretty. Canarys are tellow and they fly very good. I thank brids are very good pets to have in your house. Birds stat to be a egg then they crate then little birds.Humming birds bon't jumt eat flerow they eat one flerow.
I like cat Cat are nice I want a cat I love to watch the garbageman to pick up our trash can to. I don’t watch the garman out to my window to. I love to watch the recycling person to get my recycling from my house to.
Expository Genres
Genre Typically Developing Writer Writer with Developmental Disabilities
Description I have a dog named nutmeg. Nutmeg jumps on her fence a lot. My dog runs fast. My dog is specail to me. My dog wondreds aornd. My dog is a shatepnad. My dog is two years old. I love my dog.
Alvin and the Chimpmuks
They sing and dance
Darnames Luke and Prekss Day are my frends
and I play with vam.
Antonio’s Story
Level = 8
Level = 11
communicator
CCSS IEP Goals
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Method 1: When presented with two different personal photo choices that support informative topics (e.g., All about …), the student will choose a topic during 4/5 writing session probes. Method 2: When given single-word descriptive binary choices, the child will choose a word that will name (e.g., cat) and describe (e.g., little) what he/she is writing about during 4/5 writing session probes (instructor scribes response). Method 3: The student will be able to use a combination of drawing/photos and writing to name and describe a topic during 4/5 writing session probes.
Sturm (2012), p. 344
CCSS IEP Goals
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and instructors in small and larger groups. a) Follow agreed-upon rules for discussions (e.g., listening to others, taking turns speaking about the topics and texts under discussion). b) Continue a conversation through multiple exchanges.
During 4/5 Mini-Lesson sessions, ____ will spontaneously initiate at least one comment that contributes to the topic being discussed. During 4/5 Author’s Chair sessions, ______ will make consistent eye contact with his/her peers when they are speaking to her/him. During 4/5 Author’s Chair sessions, ______ will gain a peer’s attention by calling his/her name before asking a question or making a comment.
Speak audibly and express thoughts, feelings, and ideas clearly.
By the end of the school year, _____ will spontaneously initiate three different questions or comments during 4/5 Author’s Chair sessions.
CCSS and Communication Goals
Sturm (2012), p. 345
• Build self-confidence and intrinsic motivation
• Learn and use concepts about how to be a better writer and communicator
• Contribute during the mini-lesson
• Write independently
Independent Writing
• Comment or ask a question about another student’s writing
Author’s Chair
• 80% of the time OR 8/10 times
• During 4/5 Author's Chair sessions, ___ will initiate 2-3 spontaneous responses to a peer's writing (e.g., ambulance) that are linked in meaning to the topic shared (e.g., about paramedics).
Consider less traditional measures
• Duration
• ____ will increase total writing time from a baseline of 5 minutes to 10 minutes during writing session probes.
• Frequency
• By the end of the school year, _____ will compose at least ___ different genres (e.g., personal recounts, fictional narratives, descriptive essays, reports) on ___ occasions.
• Increases in specified criteria
• By the end of the school year, ______'s writing products will increase from a _____ to a ____ on the Developmental Writing Scale for Beginning Writers.
Identifying Student Goals
• Can be chosen for the student but have a greater impact on outcomes if the he or she chooses them.
• Narrow down (present choices) and guide students in helping identify their choice.
• Help students monitor his or her own performance (self-regulate).
• Should be displayed in a prominent place (e.g., Author’s Toolkit) & remind students about their goals each session.
Student Goals -
Communication
• I will listen to the authors sharing in Author’s Chair.
• I will make eye contact when I am talking with other authors.
• I will make at least 2 comments to 2 different authors.
• I will make positive comments to the other authors.
• I will tell why I Iiked an author’s writing.
Writing
• I will write lots of words.
• I will use interesting words.
• I will write at least 3 sentences.
• I will write on one topic.
• I will write different types of writing.
Celebrating Outcomes at Meet the Author - The Poster Session
Celebrating Outcomes at Meet the Author - Author’s Chair
The Power of Writing
Comment from an adolescent with severe speech and physical
impairments who was one of the first students who used the First Author software. As she developed as an author she enjoyed writing
fictional narratives with herself as the central character.