1. Sample Written Expression Lesson for Dusty Rhodes
Component
Interference
Intervention
Oral Language
Phonological awareness
Auditory Processing
Verbal Memory
Expressive Language (sequenced narrative)
Valerie Vowel lesson will increase awareness of purpose of vowels in writing while pairing auditory information with strong visual support in a narrative format.
Executive
Function
Focus
Sustained attention
Difficulty monitoring spelling errors
Difficulty using strategies
The use of puppets is a multisensory approach coupled with a simple rubric to enhance self-monitoring of a spelling strategy.
Basic
Writing
Skills
Difficulty with all aspects of handwriting
Difficulty with translating phonemes to graphemes
Discriminating correctly spelled words; copying words with correct pencil grasp, body posture, and paper position.
Dr. Terri Zerfas 2014

2. Sample Written Expression Lesson for Wendy Day
Motivation:
Use of Wendy’s art
Sample Written Expression Lesson for Wendy Day
Component
Interference
Intervention
Oral Language
Articulation
Auditory Processing
Language comprehension (inferences, predicting, drawing conclusions)
The use of language frames for argumentation will be developed in classroom and used for articulation/language practice with the speech therapist. The school counselor can also use this format to assist Wendy with asking questions with peers.
Executive
Function
Working memory (remembering directions and content)
Self-regulation (planning, monitoring, adjusting)
The use of language frames as a graphic organizer will enhance Wendy’s ability to remember the content and provide a structured system for self-regulation of her writing.
Basic
Writing
Skills
Slow rate of writing
Difficulty understanding morphological rules for spelling
Difficulty with syntax
The “fill-in-the-blank” format will serve as an accommodation for Wendy’s slow rate of writing. The use of suffix –ed in the frame will provide practice in morphological awareness. The frame models appropriate syntactical structure.
Dr. Terri Zerfas 2014

3. Sample Written Expression Lesson for Jack Hammer
Motivation:
Jack’s interest in math and entrepreneurship.
Sample Written Expression Lesson for Jack Hammer
Component
Interference
Intervention
Oral Language
Processing oral directions
Requests for repetition and/or clarification does not improve performance
The use of the questionnaire reduced the need to rely solely on auditory information.
Executive
Function
Processing speed significantly discrepant from cognitive ability
Working memory issues result in mental fatigue
Distracted when writing
Poor cognitive flexibility when editing
The use of a brainstorming questionnaire helped Jack maintain focus on the topic and relieved the working memory fatigue. Highlighting Jack’s strengths in math and his interest in entrepreneurship reduced distraction. The use of a rubric for the brochure enhanced his editing performance.
Basic
Writing
Skills
Poor writing fluency
Difficulty with spelling (orthographic and morphologic rule application)
Difficulty with syntactic structure and mechanics
The use of the language frame and technology bypassed writing fluency issues, as well as difficulty with spelling, mechanics, and syntactic structure. These areas of weakness will be addressed during the writing process when Jack writes a summary of the brochure project. Brochure is an alternate assignment.
Dr. Terri Zerfas 2014

4. Sample Written Expression Lesson for Justin Case
Motivation:
Justin’s interest in
music and technology.
Component
Interference
Intervention
Oral Language
Uses pauses or fillers
Frequent use of nonspecific words
Difficulty remembering instructions or directions
Over-reliance on context to understand
Difficulty making inferences, predicting outcomes, drawing conclusions
Limited vocabulary
Difficulty giving directions/explanations
Difficulty with sequenced narrative
Explanations, stories, etc. lack detail
Preteaching vocabulary and the meaning of the figurative language in the lyrics addresses weaknesses in receptive and expressive language. Sequencing the “story” in the lyrics provides an opportunity to narrate details.
Executive
Function
Perseverates on topics, sentences or words
Difficulty generating ideas for writing
Discussion about repetitive lyrics in comparison to academic writing will provide an opportunity to clarify the differences. Use of Justin’s interest in this music will provide ideas for writing.
Basic
Writing
Skills
Frequent erasures and cross-outs
Poor writing fluency
Difficulty applying orthographic and morphologic rules
Confusion about homophones
Lyrics contain a few affixes (un-, -ly, -s, -ing) to reinforce how affixes change use or meaning.
Dr. Terri Zerfas 2014