Writing InterventionIntervention Plan/Lesson Plan with

Stages of Strategy Instruction

Teacher’s Name: Date: 4/18/11

Subject: Lesson Focus: Writing

Initials of Students who are the focus of the lesson:

Anticipated Grade Level(s) of students:

1. [leave blank unless you are implementing the lesson]

4th grade

Rationale for the Intervention/Method: The students receiving this lesson are struggling in writing narratives. They can read a grade level text at the instructional or independent level of fluency, and they can comprehend it however, they are unable to but all this together to write a narrative. They need help organizing their thoughts so that they can write papers.

Student(s) Strengths/Weaknesses (provide specific details and behaviors on the underlying deficits that this lesson is suited for, add rows as needed)Strengths: WeaknessesCan read and comprehend a 4th grade level independently.

Cannot organize these thoughts to help with the writing process.

Lesson Plan Objectives (add objectives as needed) Use this format: Given [list condition/instruction/materials] … Student will be able to do … [what observable behavior] … what criterion levels [what criterion levels indicate acceptable performance]. Add rows as needed (hit tab in table)Objectives1. Given small group instruction on the story organizer strategy and a picture prompt,

student will be able to pick a topic, organize ideas, and write a story about the picture that includes the 7 story parts (WWW, What = 2, How =2).

Materials: (list/describe/include examples of passage materials, text structure genre, types of vocabulary words, organizers, if relevant)2. POW and WWW mnemonic charts3. Graphic organizers (WWW, What = 2, How =2)4. Paper, pencils and scratch paper5. Freddie the fish and the sly fox stories

Writing Intervention

Social Skills/Norms/Rules for the Lesson: (list/describe/include examples, if relevant). These are the social norms and rules for your small group instruction. [Let us assume this lesson is planned for a small group]6. This is going to be a group of about 6-8 students who are struggling with writing and

organizing their ideas. I will have them sitting at a half circle table, with me on the other side, so all of the students can clearly see me. We will all have the same cue cards, and sample narratives in front of us. There will be some partner work, where I allow them to work with the person sitting next to them. During this partner time, I will have them only speak loud enough so that their partner can hear them. As they work in pairs, I will listen in on each group and give extra feedback to help them monitor their progress. After group work, the student will have the opportunity to work on their own, which I will have them look at a picture and use the POW strategy. I will walk around during this time, making sure they are on track with the organization of their paper and answering any questions that the students might have. Finally, at the end I will bring it back together in the group to review what we did and what we learned.

7. The children will follow the class rules of being respectful to other classmates. This is important because every student has his or her right of opinion so it is essential that every student listen’s to every other student.

Instructional Procedures/Steps.Include the specific language, activities and strategies for accomplishing the following sections of the lesson.Step 1: Pretest and Obtain Commitment from StudentsLesson Opening

8. Good morning! I hope you are ready to learn a new strategy to help you write better. I am going to teach you some of the tricks for writing. First, we will learn the story organizer strategy, or trick that good writer use then we will write. Then we will learn the trick for writing good stories.

9. Today we are going to learn about the story organizer strategy. Does anyone know what the story organizer strategy is?

10. The story organizer strategy has 7 parts. Here is the mnemonic and organizer that we are going to use. The 7 parts are (point to each): WWW + What =2 How = 2

a. W: Whob. W: Wherec. W: Whend. What: What does the main character(s) want to do?e. What Happened? 1st 2nd 3rd f. How does the story end?g. How does the main character feel?

2. Based on you pretest performance we did the other day in class you guys, will need to

Writing Interventionimprove on picking, organizing and writing ideas. In addition, you will need to know the POW and WWW What=2 How=2 charts to insure that your writing sample is perfect. By using these story parts, your stories will improve in length (longer) and quality (all the story parts will be present that make a good story).

3. When skilled writers write, they pick an idea to start with. They then go to the graphic organizer to help organize their story and notes. Then the story will be written to ensure that all the story parts are continued. Are you ready to learn the story organizer strategy?

4. Ok good lets set goals. We are going to set a goal for everyone to write a story by the end of two weeks that will include all the seven important story elements in it the good writers use.

5.Tips (Opening): What will you say and do to start the lesson?

o State the purpose and goal, and describe the reading/writing/skills that students will learn

o Connect the skill/lesson to student’s pretest performance (what skills they need); o Connect the skill to past learning/lessons/activate background knowledgeo Obtain Commitment to learn the skill/strategy; Have students set a goal, etc.]:

Step 2: Describe the Skill/Strategy: Explain What, How, When, and Why1. The strategy we are learning today is story organizer strategy. This is an important

strategy because is it emphasizes that good writers answer who the main character is, when the story takes place, where the story takes place, what the main character does, what happens next, how does the story end, and how does the main character feel? In addition, this strategy might help you identify, organize and write a story.

6. You will use this strategy when you have to write a story or any sort. You can also use it when in English, science, social studies or just writing for fun. You can use this strategy when you write narrative stories about main characters. So this would be a good strategy to use in English classes, language arts classes, or if you were writing about a character in social studies. It would not be a good strategy to use in science class when you are asked to write a report.

2. [Note. This lesson was preceded by 2 lessons in which students were taught to identify the story parts in a written story. In these lessons, I read stories to my students to develop vocabulary and discuss features of a good story. An example of one such story is shown below:]

Freddie the fish:

Last summer, Freddie, a big fish with black and white stripes, lived in a big pond just outside of town. One day, Freddie was happily swimming around the pond when he saw a big, juicy worm floating in the water. Freddie was hungry and decided that the

Writing Interventionworm would be a nice snack. He swam silently over to the worm and bit into it. Suddenly he felt himself being pulled through the water and into a boat! Oh, no! He had been caught by a fishermen! Freddie felt sad and wished he had been more careful.

What makes this a good story? (student raises his hand- it follows along with the story organizer)

Very good! It does follow along making it an exceptional example of a good story.

Now we are going to look at this story and see if it includes all the parts from the story organizer.

My trip to Mexico

One day I went to Mexico. It was a blast I met people there. I went horseback riding. I saw a box holding an armadillo. I went to a waterfall. I tried to catch a frog with one leg. I couldn’t catch it. It was fun in Mexico.

Now what do you guys think about this story? Yeah you are right it is not organized at all and leaves out lots of information about the story.

3. This strategy consists of POW and WWW What=2, How=2 :

POW

P- pick my idea

O- organize my notes

W- write and say more

W-W-W What=2 How=2

Who is the main character?

When does the story take place?

Where does the story take place?

What does the main character do or want ot do; what other characters do?

What happens then? What happens with the other characters?

How does the story end?

How does the main character feel; how do other characters feel?

4. I know you are a good writer, but these strategies will help you to become even

Writing Interventionbetter. I bet you have been using some sort of strategy without even knowing it. Why do you think this strategy will help you write a better story?

5. Now I am going to pass around your cue cards for this strategy so we can go over it to make sure that you understand what is expected of you and what you are supposed to do.

Tips: How will you introduce and describe the Skill/Strategy [script this portion]?

o How will you describe the skill/strategy? Name the skill/strategy and the strategy steps. Include the strategy language

o Explain What the skill/strategy is, How to perform the strategy, When the skill/strategy can be used (e.g., what situations & situations when it should not be used), and Why it is important (give rationale for the skill/strategy). Present information about the benefits of using the strategy and the results that students can expect

o Activate Background Knowledge for the skill/strategy/contento Present examples/nonexamples of skill/strategy/concepts for students [example of

what fluency sounds like; nonexample]

Step 3: Model the Skill/Strategy (I Do It)6. (Lesson two)You know class we have been working on strategies, today we are going

to put it all together. Before I start writing my story, I need to remind myself of the POW and WWW What=2 How=2 . Our goal is to improve our writing.  Why do you think it is important to writing effective stories?

7. OK the first letter is P, which stands for pick my idea. To do this I must be creative. I have to think free. Let me look at this picture to help me. What ideas do I get from this picture? Oh, I got it. I can write about a young boy and his dog playing.

8. The second letter is O, which stands for organize my ideas. I will use my organizer. I am going to make notes in my seven story parts.

9. Ok let me look at this graphic organizer. The first box says who. Ok so who is my story about? While it is about a boy named Robert and a dog named Duke. All right, that part was easy what is next. When? My story will take place during a summer afternoon. Ok now I have to choose where. My story will take place in Robert’s backyard. Good those three where easy enough. Next on the story organizer is what. The main character is going to be playing catch with his dog. Next, the dog will fetch the ball and bring it back to Robert where he will drop it and like Roberts face. Two more questions left. I can do this. Next up is how. The story will end with Robert and Duke going for a swim and they both will feel happy.

Writing Intervention10. The third letter is W. Write a good story. Use my story parts and think of million

dollar words as I write. All right now, I will write my story.

A fun summer day

One hot summer day, Robert was playing with his dog Duke in his backyard. Robert and Duke started by playing fetch. Duke fetched the ball and brought it back to Robert where he dropped it and licked Roberts face. Robert laughs and decides that he needs to get this slobber off his face so he jumps into the pool. Duke follows and they swim in the pool for the next thirty minutes. They both feel happy and refreshed from this hot weather.

11. What did you notice that I did that worked while? What made it successful?

Tips: Model the steps of the skill/strategy from beginning to end. How will you …. [provide an instructional script]

o Name the strategy and strategy steps (present supports/scaffolds, if there is one, such as cue card or organizer,)

o Use Think-aloud and model the language, inner thoughts, process, and practices: What you will say and do to model each step of the strategy

o Describe both the physical and mention actions (inner speech, decisions) associated with each step of the strategy

o Explain (or elicit) purpose for each stepo Model reading the passage fluentlyo Model statements that show students how you self-instruct, self-monitor, and self-

evaluate e.g., “How am I doing”; “Did I reading behavior/read fluently ? I can get the answer/fix it if I [see Reutzel article, for example].)

o If relevant, demonstrate and model the use of cue cards, or organizers (include these artifacts)

o Ask questions of students to check for understandingo Remind students of the “what, how, when, and why” for literacy skills, strategy

talk, actions, steps, and practiceso Use varied modes of presenting concept (visual, oral, listening, speaking, reading,

writing, video, etc.) if relevant

Step 4: instructional Scaffolds (Materials) that you will Present/Model (If relevant)

12. POW

P- pick my idea

O- organize my notes

W- write and say more

13. W-W-W What=2 How=2

Writing InterventionWho is the main character?

When does the story take place?

Where does the story take place?

What does the main character do or want to do; what other characters do?

What happens then? What happens with the other characters?

How does the story end?

How does the main character feel; how do other characters feel?

Tips: What scaffolds can you present that might help students to self-instruct, self-evaluate, or fix-up strategy performance (see examples below)

o Share comprehension rubrics or goals o Preteach vocabularyo Strategy Cue cards, if relevanto Graphic organizers, if relevanto Posterso Promptso Model partner reading procedure; fluency reading procedures; retelling procedureso Attach examples to this lesson.

Step 5: Guided Practice to use the Skill/Strategy (We Do It) (Do It With Me)

14. (lesson two and three)Now that I have shown you how to write, let us practice it together! We will begin by coming up with ideas to write on. Let everyone free his or her minds. Look at this picture and what do you see? Lets follow POW and WWW What=2 How=2Good, Let us use that idea of a championship soccer game.

15. Next, we have to fill out the story organizer to ensure we have all seven parts in our story.

16. Ok what comes first? Your right who does come first. So who is our story going to be about? (call on students) Avery- I think are story should be about a girl named Amanda. Ok great know when and where will this game happen? Blake- lets have it happen on a warm spring morning at the park. Ok that is great Blake. Moving on, what does the main character do? Sean- lets have her kick a game winning goal. Ok that is a good idea. Let’s see here the next aspect is the what happens next. Ashley- oh lets have the team lift her up and carry her off the field. Ok we know have the two how's left. How will it end? Katie- lets have it end with the players shaking hand at the end of the game with Amanda and the other players being excited and happy. Very

Writing Interventiongood Katie you answered both are final questions.

17. The last part of POW is to write. So together as a class, you are going to help me write this story.

The championship game

(Where should I start class? Good idea I will start there) One warm spring morning there was championship soccer game that Amanda was playing in. (what now? Good let’s use that great word you used) The game was almost over with the score tied two to two. Amanda hustled down the field as fast as she could and kicked the ball. The ball went soaring through the sky and landed right inside of the net. (wow I love this story you guys are going a great job) The buzzer went off and Amanda’s team won the game. Her teammates carried her off the field in victory of her shot. The team all cheered and then they went to go shack the hand of the other players with the feeling of happiness on their face. (wow you guys did a great job writing this story)

Does anyone have any questions about what we just did? Now you guys are going to rate our performance using this rocket chart. The rocket will be completely filled if we answered all the parts of the story that we needed too.

Tips: Recruit student involvement in the demonstration after modeling all of the stepso Ask students to name the skill/strategy steps, or the next step that should be

performedo Ask students to read with you (choral reading; echo reading; etc.) or comprehend

by applying the steps/strategies with youo Check for understanding by asking students about what they observedo Support students as needed, ask them to explain a step to their partners, prompt

them when they have difficulties; add scaffolds, cue cards, prompts, or organizers when they need more assistance

o Provide feedback or reinstruct as needed; correct misconceptions; expand on students’ answers

o Find ways to ensure that each child has opportunity to respond (e.g., taking turns, asking students to respond in unison; each student performs at their desk, etc.); ensure full participation of all students

o Call on a variety of students to explain/perform the strategy steps; ask students to respond in unison;

o Invite students to explain, justify, direct, teach, or make decisions; & support decisions with evidence

o Ask students to evaluate performance

Step 5.2: Collaborative Practice (Do It with Someone Else)

18. (lesson three)Ok now turn to your partners and look at the next picture the next

Writing Interventionparagraph together. You will clear your mind and pick an idea that you want to write on.

19. After you pick an idea with your partner, you are both going to make notes on your story grammar organizer to help you organize your paper. You will answer the WWW What=2 How=2 questions.

20. Teacher steps-in and assists in the process when student are stuck. Teacher checks for understanding of the process.

21. Each pair of students will evaluate how they did writing their story. They will then repeat steps 15-18 with 2 to 3 different pairings

22. Why is this strategy important? When do we use it? How do we use it?

23. Now it is your turn to write a story by yourself. Try to follow the strategies and ideas that we have presented in class. After you are done writing, you are going to share with your partner what you did and they will evaluate how you did.

Tips: Transfer control for the strategy by o Provide a script that shows how you will ask pairs of students to perform the

skill/strategy with a partner (provides more active practice)o What questions or self-prompts should they use during collaborative practice?o How will you ask partners to monitor, think-aloud or take turns (model turn-taking),

while they perform the steps of the skill/strategyo Describe and model the error correction procedure that they should use. o Observe closely the dialogic interactions, and support students as needed, by

helping them perform a part of the strategy or explain a step of the strategy when they have difficulties

o Check for understanding by asking students about what they did/observed/understood

o Debrief the groups on their performance (literacy performance, cognitive/thinking, social)

o Publicize (publish) students’ performance, and share their strategies/decisions; invite others to question or comment

o Provide feedback or reinstruct partners (or the group) if necessary; correct misconceptions; expand on students’ answers; provide error drill, as needed based on your check on their performance

o Ask students to evaluate their own or others’ performance (provide rubrics or prompts to help them)

o Ask students to tell the what, how, when, why

Step 5.3: Memorize/Transfer the Strategy 24. Ok now class we are going to memorize the story organizer strategy.

25. Lets each create our own cue cards to help with the memorization process.

Writing Intervention

26. Great job we will continue to review these steps to help you guys and girls know exactly what is expected in a good story.

Tips: Transfer control for the strategy by Ask students to memorize the skill/strategy – saying the steps, mnemonic, story

parts to you, to partner, to self (whisper naming the strategy steps) Debrief Recruit students to transfer the strategy to other situations

Step 6: Independent Practice (You Do It)27. (Lesson four) Now you guy and girls are going to practice individually. Each of you

will pick a new picture and follow my modeling steps to help you write a successful story.

28. I am going to go around and check on you guys and if you need any help raise your hands and I will come assist you. Just remember the key error drill strategy is to free your mind.

29. After the class is done, we are going to reconvene as a class and discuss some of the stories that were written and evaluate their performances.

Tips: Require students to practice using the strategy on their own (another problem, story, homework, etc.)

o Provide error drill on missed concepts o Add support for students as needed, help them perform a part of the strategy or

reinstruct when they have difficulties; provide cue cards and organizerso Ask them to repeatedly practice or self-time until they meet fluency goalso Ask students to monitor and evaluate their performance and the strategy

Step 7: Closure to the Lesson – Wrap up the Lesson30. What are the steps in story organizing strategy? What do you think the purpose of

the story organizing strategy is? What is the purpose of the POW? What are the advantages of using the story organizing strategy? How can we use this strategy to become the best storywriters? When can we use this strategy?

31. In other classes, how might you use the story organizing strategy? Are there particular strategies that might be useful for other classes? Do you have any questions?

Tips: How will youo Review and summarize the strategy (strategy steps)o Review the what, how, when, and whyo Check for understanding and Debrief students on ….

What did they learn What confused them

Writing Intervention What other information do they need Discuss how will this help them in the future

o Progress Monitoring/check performanceo Graph Performance, if relevanto Instruct students to Generalize the strategy (apply in other areas of their school

day)

Step 8: Obtain Commitment to Generalize and Posttest [After the skill/strategy is learned to a specific level of mastery or understanding]

32. The student’s performance will be monitored by checking the story organizer after each writing story practice. They will be given an assessment towards the end of the modeling stage. Results will be recorded on a graph. Depending upon progress, further instruction will change as needed. If four scores fall below the aim line, I will adjust the goal/and or instruction accordingly. On the same note, if 4 scores fall above the aim line, we will adjust the goal/instruction accordingly. If this scenario happened, I would increase the writing level to make it more challenging for him or her to succeed. More specifically, I will look at the words the student are using in their stories to help figure out where there vocabulary level is.

Tips: o Posttest (administer progress monitoring probes) and share results with the

studentso Obtain commitment from students to generalize across settings, materials, etc.o Explain how you would generalize the strategyo Monitor performance

Step 9. Record Your Plan for Collecting Performance Data (what will you measure and when? e.g., comprehension accuracy, writing)

Planned Dates of measurement

What will you measure? graph?

Comprehension Accuracy, Story elements, etc.

4/19/114/26/115/3/115/10/11

The student’s writing will be tested. For the testing, the student will pick a picture and write a story on it. I will then fill out the story organizer to see how many parts where in the student’s story. The correct number of responses will be charted on the rocket graph. I will administer the assessment. The performance will be charted on a larger graph as while marking an aim line for the student to achieve.

If the students fall below their aim line for more the 4 consecutive days the intervention needs to be changed.

o How will you monitor performance? Describe the progress monitoring probes. Describe how you will monitor and evaluate students’ performance, and

Writing Interventionattainment of the criterion levels that you have targeted for the intervention.

o Discuss your timeline or schedule for reassessing performance - how often will performance be charted

o Describe who will administer the probeso Describe who will record./chart performanceo Describe data decision rules. When will the program be changed and how, e.g., If 4

days below aimline, then … [what changes would you likely make?]o You do not have to collect baseline data, but look at 8B to think how you will

monitor the students’ comprehension and writing performance.

EXAMPLE: Self-Monitoring Story Rocket for Self-Recording Performance (see wiki for example that you can use and adjust for the number of story parts in your student’s retelling). The figure below may be too immature for your students, so you should examine other graphing options (e.g., excel, chartdog, etc.). However, the point is that students should examine and record performance, if at all possible. You should customize the number of story parts based on your own story map and goals. For expository retelling, compare to an outline of the passage, and determine how many main ideas and details are recalled from the passage. (Example below)

Step 10: How Will Strategy Lessons Develop/EvolveExplain how your lessons will evolve over the course of a week or month to teach this strategy, or to build on this strategy with other strategies. What will you do tomorrow, etc., to continue to advance students’ knowledge and mastery of the reading comprehension or writing strategies?

I will continue to have the class work on the memorization of this strategy by reviewing the cue cards

and posters every day. Each day the class will have another writing assignment to do using pictures to help with

ideas. This will continue for the next couple of months to helps ensure that children fully understand the story

organizer strategy. This will help to improve their writing and understanding of what makes a good story. I will

introduce more writing strategies such as the TREE, C-SPACE, and PLANS strategies. This will help to

improve the students writing even more. Overall, with continue practice, the students in the class will become

experts in writing good stories.

POW

Writing Intervention

P- Pick my ideaO- Organize my notesW- Write and say more

W-W-W What=2 How=2Who is the main character?

When does the story take place?Where does the story take place?

What does the main character do or want to do; what other characters do?

What happens then? What happens with the other characters?

How does the story end?How does the main character feel; how do

other characters feel?