Specialized instruction in Written Expression: Assessing writing

Specialized instruction in Written Expression: Assessing writing 1Content Language ObjectivesThe 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 DomainTools Translating: Spelling (phonics) WISTCore Phonics Spelling Inventory Spelling CBMWriting Samples Translating: Expressive Syntax (Grammar)Grammar InventoryCorrect Writing Sequence CBMWriting Samples Translating: Mechanics (rules of writing; capitol, punctuation etc)Writing Rubrics Writing Samples Transcribing: Handwriting HWT Screening Print TOOL Minnesota Handwriting Assessment Writing Samples Language Processing CELFTOWL/TEWLWriting Samples Mental Control Classroom Impact QuestionnaireInformal 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 upSize- too large for grade levelNeatnessSpeed- too slow and too fast Posture- slumped, feed unsupported,Pencil Grip- awkward gripHelper hand- doesnt use this hand to hold the paper Other- Cognitive concernsOn-line Scoring System http://www.hwtears.com/hwt/online-tools/screener

Report

Interpreting Handwriting BOE Assessment for Writing

Handwriting -HWT Screener-Rubric HWT Report

2nd Grade Expectation is 94%Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way)Written Composition (Writing CBM with Rubric ) Grammar (Writing CBM CWS, Grammar Assessment)Memory: 71Orientation:67Placement: 79Sentence:20Overall: 59# of Orthographic errors on spelling:# of Phonologic errors on spelling:

Writing CBM CWS:Parts of Speech:Subject/Predicate Identification:Sentence types :Sentence Identification:Syntax CLOZE: Writing Content:

Writing Organization:

Writing Style and Fluency:

Language Usage:Writing Formation:Size:Neatness:Speed:Posture:Pencil GripDevelopmental Stage of Spelling:

Alphabet Skills:

Reading and Decoding:

Spelling Skills: Assessment for Writing

Fish Bone Analysis: a process for interpreting the Body of Evidence 17HWT Report

Mark for concern+ for no concern Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way)Written Composition (Writing CBM with Rubric ) Grammar (Writing CBM CWS, Grammar Assessment)Memory: 71Orientation:67Placement: 79Sentence:20Overall: 59# of Orthographic errors on spelling:# of Phonologic errors on spelling:




Language Usage:Writing Formation: -Size: +Neatness: +Speed: +Posture: +Pencil Grip: - Developmental Stage of Spelling:

Alphabet Skills:

Reading and Decoding:

Spelling Skills: Assessment for Writing

Fish Bone Analysis: a process for interpreting the Body of Evidence 19Spelling Assessment WtW

Spelling Stage of DevelopmentEmergent- 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 Phonological and Orthographic ErrorsMore than 50% after 3rd grade of phonological errors is a concern Grading a Spelling Inventory Practice

Grading a Spelling Inventory Spelling WordPhonoloigcal OrthographicSalSell LesLessForckForkSipSlipsmopShopCondCoinFlotFloatDrivDriveSpoonspon

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-WSCWtW

Spelling Stage of DevelopmentEmergent- 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 Phonological and Orthographic ErrorsMore than 50% after 3rd grade of phonological errors is a concern 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 Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way)Written Composition (Writing CBM with Rubric ) Grammar (Writing CBM CWS, Grammar Assessment)Memory: 71Orientation:67Placement: 79Sentence:20Overall: 59# of Orthographic errors on spelling: 95%# of Phonologic errors on spelling: 5%




Language Usage:Writing Formation: -Size: +Neatness: +Speed: +Posture: +Pencil Grip: - Developmental Stage of Spelling: Within Words

Alphabet Skills: 100%

Reading and Decoding: 96%

Spelling Skills: 100%Assessment for Writing

Fish Bone Analysis: a process for interpreting the Body of Evidence 29Grammar and Composition Assessment TMG

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

CLOZE- hints at a processing disorder Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new ideaSelf-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the readerAutomatic Pilot If there are NO grade level expectations then TEACH IT! 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 = CWSThere are many rules for CWS! Please refer to page 3 and 4 in the How to Conduct a Writing CBM (yellow) handout

33Rules for ScoringSee Handout for DetailsSpelling: Words must be spelled correctly

CWS 8

CWS 3Show each carrot and explain the correct sequece.Have the participants do the second sentence in their practice book. Then show the anwer. 34Rules for ScoringSee Handout for DetailsCapitalization: Beginning of sentences, proper nouns counted, incorrectly capitalized are incorrect

CWS 5CWS 3CWS 335Rules for ScoringSee Handout for DetailsCapitalization: Beginning of sentences, proper nouns counted, incorrectly capitalized are incorrect

CWS 3

CWS 436Rules for ScoringSee Handout for DetailsPunctuation: At the end of sentences, commas not counted unless in a series, where they must be used correctly, other punctuation not counted

CWS 12CWS 837

Rules for ScoringSee Handout for DetailsPunctuation: At the end of sentences, commas not counted unless in a series, where they must be used correctly, other punctuation not counted

CWS 8CWS 738Rules for ScoringSee Handout for DetailsSyntax: Must be syntactically correct to be counted. Words that begin with a conjunction are correct

CWS 8CWS 539Rules for ScoringSee Handout for DetailsSemantics: Semantically correct

CWS 5CWS 440Correct Writing Sequence

15 CWSInterpreting Grammar BOEAssessment for Writing

Grammar -TMG Screener- CWS TMG

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

CLOZE- hints at a processing disorder Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new ideaSelf-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the readerAutomatic Pilot If there are NO grade level expectations then TEACH IT! Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way)Written Composition (Writing CBM with Rubric ) Grammar (Writing CBM CWS, Grammar Assessment)Memory: 71Orientation:67Placement: 79Sentence:20Overall: 59# of Orthographic errors on spelling: 95%# of Phonologic errors on spelling: 5%

Writing CBM CWS: Sig. Below Benchmark Parts of Speech: 10%Subject/Predicate Identification: 5%Sentence types: 5%Sentence Identification: 5%Syntax CLOZE: 25%Writing Content:



Language Usage:Writing Formation: -Size: +Neatness: +Speed: +Posture: +Pencil Grip: - Developmental Stage of Spelling: Within Words




Fish Bone Analysis: a process for interpreting the Body of Evidence 46Interpreting Written CompositionAssessment for Writing

Composition -Rubric -TWWHave the child revise their writing the next dayWriting 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-2Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way)Written Composition (Writing CBM with Rubric ) Grammar (Writing CBM CWS, Grammar Assessment)Memory: 71Orientation:67Placement: 79Sentence:20Overall: 59# of Orthographic errors on spelling: 95%# of Phonologic errors on spelling: 5%

Writing CBM CWS: Sig. Below Benchmark Parts of Speech: 10%Subject/Predicate Identification: 5%Sentence types: 5%Sentence Identification: 5%Syntax CLOZE: 25%Writing Content: 3

Writing Organization: 1

Writing Style and Fluency: 1

Language Usage: 2Writing Formation: -Size: +Neatness: +Speed: +Posture: +Pencil Grip: - Developmental Stage of Spelling: Within Words




Fish Bone Analysis: a process for interpreting the Body of Evidence 50Putting it all together to make instructional decisionsHandwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way)Written Composition (Writing CBM with Rubric ) Grammar (Writing CBM CWS, Grammar Assessment)Memory: 100%Orientation: 95%Placement: 90%Sentence: 50%# of Orthographic errors on spelling: 25%# of Phonologic errors on spelling: 75%

Writing CBM CWS: 12%ilesParts of Speech: 0%Subject/Predicate Identification: o%Sentence types : 0%Sentence Identification: 0%Syntax CLOZE: 0%Writing Content:2

Writing Organization:2


Language Usage: 2Writing Formation: not a concernSize: not a concernNeatness: not a concernSpeed: slight concernPosture: not a concern Pencil Grip: not a concern Developmental Stage of Spelling: Letter Name Alphabetic




2nd Grader: Writing Benchmark is below level, Executive Functioning is strong 52Assessment for Writing

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 skills5. Instruction in the writing process is evident but is being impacted by poor transcribing skills6. Working memory is impacted by lack of automaticity of low level transcription skills

14, 5325Assessment for Writing

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 Treatment Plan Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way)Written Composition (Writing CBM with Rubric ) Grammar (Writing CBM CWS, Grammar Assessment)Memory: 50%Orientation: 10%Placement: 10%Sentence: 19%# of Orthographic errors on spelling: 25%# of Phonologic errors on spelling: 75%

Writing CBM CWS: 25%ilesParts of Speech: 30%Subject/Predicate Identification: 40%Sentence types : 70%Sentence Identification: 90%Syntax CLOZE: 90%Writing Content:1



Language Usage: 3Writing Formation: major concernSize: major concernNeatness: major concernSpeed: slight concernPosture: major concernPencil Grip: major concernDevelopmental Stage of Spelling: Letter Name Alphabetic




4th Grader: Writing Benchmark is below level, Executive Functioning is weak during writing tasks 55Assessment 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 skills5. Instruction in the writing process is evident but is being impacted by poor transcribing skills6. Working memory is impacted by lack of automaticity of low level transcription skills

14, 5325Assessment for Writing

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 instructionExtra 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 strategiesTranscribing 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 Treatment Plan Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way)Written Composition (Writing CBM with Rubric ) Grammar (Writing CBM CWS, Grammar Assessment)Memory: 100%Orientation: 100%Placement: 100%Sentence: 100%# of Orthographic errors on spelling: 0# of Phonologic errors on spelling: 1/1

Writing CBM CWS: 52%ilesParts of Speech: 90%Subject/Predicate Identification: 80%Sentence types : 79%Sentence Identification: 90%Syntax CLOZE: 90%Writing Content:1



Language Usage: 3Writing Formation: no concernSize: no concernNeatness: no concernSpeed: s no concernPosture: no concernPencil Grip: no concernDevelopmental Stage of Spelling: Derivational Relations




7th Grader: Writing Benchmark is below level, Executive Functioning is weak during writing tasks 58Assessment for Writing

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

132244Assessment for Writing

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 Treatment Plan

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Specialized instruction in Written Expression: Assessing writing