Specialized instruction in Written Expression: The challenges of Learning to Write Robert W. Frantum-AllenPDU Nov 20, 2012 Session Two 1Schedule December 18, 2012 spelling 101January 15, 2013 spelling 102February 26, 2013 grammar 101March 5 2013 grammar 102March 19, 2013 composition 101April 2, 2013 composition 102April 16, 2013 composition 103May 7, 2013 final review

ObjectivesHow to score the HWT Handwriting Assessment Interpretation of the Diagnostic Writing Assessment Handwriting Basics Handwriting VS Keyboarding

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 the Diagnostic Assessment Why Writing is so difficult!Memory Processes short termmemorylong termmemoryworking memory Automatic Pilot Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the readerHigher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new ideaWriting Processing Model

Planning Translating Transcribing Context ProcessorOrthographic ProcessorPhonological ProcessorMeaning ProcessorPhonicsGrapho-motor Processor Writing Reviewing Holy Crap! Processing Speed 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

Basic Writing Battery Spelling -WtW-Core Phonics-WSCHandwriting -HWT Screener-Rubric Grammar -TMG Screener- CWS Composition -Rubric -TWW

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:Orientation:Placement:Sentence:# 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 18Interpreting 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 22HWT 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:

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 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 24Interpreting 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 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 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: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 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 31Interpreting 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! 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

36Rules 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. 37Rules for ScoringSee Handout for DetailsCapitalization: Beginning of sentences, proper nouns counted, incorrectly capitalized are incorrect

CWS 5CWS 3CWS 338Rules for ScoringSee Handout for DetailsCapitalization: Beginning of sentences, proper nouns counted, incorrectly capitalized are incorrect

CWS 3

CWS 439Rules 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 840

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 741Rules for ScoringSee Handout for DetailsSyntax: Must be syntactically correct to be counted. Words that begin with a conjunction are correct

CWS 8CWS 542Rules for ScoringSee Handout for DetailsSemantics: Semantically correct

CWS 5CWS 443Correct Writing Sequence

15 CWSHandwriting (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:

Writing Organization:

Writing Style and Fluency:

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 45Interpreting 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

Alphabet Skills: 100%

Reading and Decoding: 96%

Spelling Skills: 100%Assessment for Writing

Fish Bone Analysis: a process for interpreting the Body of Evidence 49Handwriting Basics Research When students automatism correct letter formation early in writing development, their spelling skills are likely ot be stronger -Beringer and Wolf ,2009; Graham, 1999; Graham, Beringer, Abbott, Abott and Whitaker 1997Dysgraphia A specific learning disability that affects the production of handwriting

Visual-Spatial Processing Visual Spatial Form mental images of observed objects Observe fine details of fine objects Make connections between real objects and drawings, photographs and media images Storage and retrieval of mental imagesCommunicating descriptions of previously perceived objects Visualize objects based on verbal descriptions

Motor Planning

The process of taking in sensory information about one's environment as well as one's own place in space, movement, force, and so on in order to successfully imagine and complete a motoric taskJohn Olsen in First Grade

5555HWT Background HWT was started by Jan Olsen, an occupational therapist.

In 1975 her first grade son, John came home crying.John said that he had the worst handwriting in the room.Jan called the teacher, who said that it was true. Johns was the worst. Teacher suggested testing, but a complete evaluation revealed no underlying cause for his difficulty.

Jan asked the teacher to show her how to help John but the teacher said she didnt know what to do. She had had no handwriting training at all

When Jan realized that his teacher couldnt help, she went into Mother Power Mode She was determined to help him by using an OT approach - She offered to do a task analysis of printing:Started with the easy Capitals Moved to LowercaseThen to Words & Sentences

Teacher supported this and let Jan try a new approach. She asked Jan to come every morning for 15 minutes to teach four struggling students.

Results The success of those 4 children was the start of HWT.

John Olsen After a Few Weeks

5656AFTER: People talked and started sending handwriting children to Jan.

While tutoring, Jan developed HWT materials and strategies

Posture and Pencil Grip Handwriting Principles

Clear the desk of books and materials not needed Hips against the back of the chair, feet flat on floor, back straight, head highForearms on the desk with elbow are off the edgeWrist should be straight and whole hand is below the base lineThe hand that does not write holds the paperHandwriting lessons should never be on the floor or standingThese are critical because it is about providing structure to eliminate the barriers. When children are learning how to write they dont have fully functioning executive functioning skills so they not capable of organization yet. This must come from the teacher. Bad habits in handwriting are hard to break. They are easier to break when structure is in place that eliminates distraction. 58

The Correct Grip

Tripod GripQuadropod Grip5959Demonstrate, Demonstrate, Demonstrate: Problem - Children are having pencil grip problems because we dont model- teach grip. History For past 20+ years, teachers havent been trained to teach handwriting/grip. Fact - A pencil is a tool. Tool use is not developmental. Tool use requires instruction.

About a Tripod Grip & a Quadropod GripA tripod is held with the thumb, pointer and middle finger. A quadropod is held with the thumb, pointer and middle and ring fingers are holding the pencil; The ring finger and pinky are tucked into the palm.The middle finger may rest next to the index finger.The pencil will rest on the ring finger.This is a good grip for extra stability very nice for those who need extra support. (perhaps special needs or low tone or others - Jan uses it too)

How can we teach pencil grip? most importantdemonstrateTeach children to pick up a pencil - separately from writing or drawing Use the Rock, Rap, Tap & Learn CD Track 9 Picking Up My Pencil song Use the Pencil Pick-Ups pages of workbook (well go over on next slide)

Writing Tool Size

Type of Handwriting SystemType of handwriting system

The three big systems currently in use in the US include (click) Zaner-Blozer which was invented in the early 20th century for the business world, and (click) DNealian and Modern Manuscript which are fairly new additions.

The system doesnt really matter but there are some benefits of one from another.

If you want to take the approach that handwriting is about sticks and balls and incorporate Handwriting with out Tears then the Zaner-Blozer might be best.

If you like the idea of continuous strokes (especially for kids with poor visual spacetial sense and poor motor skills) then Modern Manuscript and DNealian might be best. DNealian was invented as a means to bridge between manuscript and cursive but gets criticized because of the monkey tails.

I prefer DNealian because it adds an aesthetic value to handwriting, making it more Artistic. For todays purposes we are going to focus on DNealian.

Discuss MonART

62

Print to Cursive Keep it Simple, Keep it Familiar

Handwriting Without TearsOther Method63632008 Edition 3rd Grade Teachers Guide pg. 18We are teaching an easier, more functional cursive than you probably learned.

The goal is to have it beLegibleEasy to learnConnectedFaster than printing Scope and Sequence Upper Vs Lower Case BbOnce again refer to your district curriculum. One prevailing thought is to start only with lower case and building the motor memory ties to the audition and vision to mastery and then teach the upper case. There are many more lower case letters in all written text then upper case. Once the concept is understood then teach the upper case. 65Capitals with Letter Cards

66662008 Edition Kindergarten Teacher Guide pg. 40LETTER CARD Audience Participation Props: Letter D Card and Wood Pieces - Audience places Letter D card in front of them.

Introduce the (smiley face)The is easy to recognize. The orients the child to the top right-side-up The orients the child to the left left-to-right orderSay, English is a top-to-bottom, left-to-right language for reading and writing. Audience Participation - Have audience: Take 1 big line, point it to the and place it on the Ds big lineTake 1 big curve and place it on the Ds big curve Say: When the big line is on the left side (under the ) The next part will be on the right side

Children are ready for D card if they: Can match the wood pieces (big line, little line, big curve, little curve) Can move the wood pieces to place on top of card Can imitate and follow very simple directions

Tip Children with Autism often do well with the cards because of their preference for visual learning.

Also2008 Edition Kindergarten Teacher Guide pg. 41Back of Card: Audience please read detailed instruction

Lets Do the Math

67672008 Edition Kindergarten Teacher Guide pg. 22

Presenter explains by writing examples on flip chart Capitals start in 1 place the top ABEFCapitals are 1 size ALL TALLCapitals are in 1 position DOG

BUT Lowercase start in 4 or more places a b e f Lowercase have 2 sizes TALL DESCENDING smallLowercase have 3 positions d o g

Do the math!CAPITALS - 1 x 1 = 1 x 1 = 1If a child starts at the top itll be rightLowercase 4 x 2 = 8 x 3 = 24If a child starts anywhere, he has a 1 in 24 chance of getting it right!

So not only do we believe in capitals firstbut we also feel strongly about teaching them in a developmental order based on the previous slide

Developmental Order of Teaching Capitals Some have more than one diagonal stroke Some can be reversed Some change direction during the strokeSome Capitals Are Easier than Others:2-3 year olds3-4 year olds4-6 year olds68682008 Edition Kindergarten Teacher Guide pg. 20Developmental Information about CAPITALSThis chart helps us know which capitals are easy and which are hardAudience participation:A hard H easy Z hard T easy

Children DO NOT have to know how to draw a square or triangle to begin learning letters They can start with easy letters that use just vertical and horizontal lines

BUT most K children can do all these shapes The K instruction and Grade 1 and 2 review is based on formation Pre-K is a slightly different order for developmental reasons (Refer to Pre-K Teacher Guide pg.10 & 66). Want to change the order?You can take a letter out of order for a childs nameMeagan wants to learn M! - OK

Capitol Clock Letters C G O Q SCGCapitol Begins with a Line A B D E F H IJ K L M N P RTUYCapitol Begins with a diagonal line V W X ZLower Case Clock Letters a c d f g o s qu adLower Case Begin with lines b e h j m n p r u ybm1, 2 or 3 Lines?Handwriting Principles

Teach the labels to the handwriting gridI prefer more technical terms top, middle, bottom, under the bottom along with mnemonicsThe clock mnemonic might be helpfulTopMiddleBottomUnder

Other programs use cute mneumonic such as clouds, airplanes, flowers and worms. Other uses fish for below the line but the need to learn and hear the vocabulary of top, middle, bottom and under. It is critical they know these terms as you are going to be spending a lot of time in multi-sensory reading connecting the tactile with the hearing and vision. If they dont master these terms then too much working memory is spent on trying to figure out what you are asking.75Handwriting Principles

1024482108Clock mnemonic

I like to take an actual clock face and laminate it onto a super enlarged hand writing sheet. The critical times for handwriting are two, four, ten and eight Oclock. I will demonstrate how I use the clock as we focus on the individual letters.76Do You See the Problem?

The More You Do, The Worse You Get Phenomena!

7777Look at these papers!These are from Jans collection. When children come for tutoring, she asks to see their handwriting papers. These are typical, and very revealing examples.

gggg Oh dear they look like sperm! Theyre going in the right direction, but the tails arentDo you really think this practice is helpful?

Ffff He copied this f from the model.He copied this f from the copy of the model.He copied this f from the copy of the copy of the model. Etc. By the time he got here, his f was ruined

It happens in cursive too.

BEST PRACTICE What you practice is what you get! Children write their best next to the model.We want childrens best.We give them a model for every letter.

Note: Giving children a model for every copy is also left-hand friendly!In some workbooks and worksheets, left-hand cant see what theyre copying

HWT Double LinesTake a look at spaceWhy Double Lines?Because double lines help children develop an innate sense of letter size and placement. Double lines make all lines easy!

78782008 Edition 1st Grade Teacher Guide pg. 48We use just 2 lines a base line and a mid line.The bottom (base) line keeps writing straightThe top (mid) line controls the size

Small letters fit inside the lines. in the middle space

Tall letters extend above the lines. to the top space

Descending letters go below the lines. to the bottom space

Why Double Lines Work7979LETTER SIZE AND PLACE ACTIVITY - Try this for:Children who mix sizes Children who do not know small, tall, and descending letters

Use words from the Dolch list* and teach them in 3 groups.Teach words with small letters e a o n i r s w u c m v x z, can, come, in, is, me, one, was, so, etc.Teach words with tall t h l d b f k and small letters. it, to, at, into, the, that, will, little, etc. Note: d is the only tall letter that does not start up high! Teach words with descending g j y p q , tall, and small letters.like: my, play, up, they, yes, get, just, etc.Introducing these letter placements in an organized fashion will help the child master the skill. Handwriting will be beautiful!

List of the 250 sight words frequently used in K-3rd grade Just Google Dolch to find the words. There are other frequently used word lists too.

Our goal is not to keep them on 2 line paper forever but to get their writing fluid enough so they can write on any style of paper.

We need to teach letter placement in an organized fashion to help the child master the skill. I see so many children who havent been taught placement have problems on all kinds of 2 line paperthe key is demonstrationand organized practice!

the b d reversal issue bdbdInstruction time on the 30 min lesson30 Minute Lesson Plan

5-10 minutes of instruction per day is typically adequate