1. Specialized instruction in Written Expression: Assessing writing

2. Content Language Objectives
The 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

3. Assessment for Writing
Domain
Tools
Translating: Spelling (phonics)
WIST
Core Phonics
Spelling Inventory
Spelling CBM
Writing Samples
Translating: Expressive Syntax (Grammar)
Grammar Inventory
Correct Writing Sequence CBM
Translating: Mechanics (rules of writing; capitol, punctuation etc)
Writing Rubrics
Transcribing: Handwriting
HWT Screening
Print TOOL
Minnesota Handwriting Assessment
Language Processing
CELF
TOWL/TEWL
Mental Control
Classroom Impact Questionnaire
Informal memory inventory

4. Scoring the HWT Handwriting Screener

5. 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.

6. 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

7. 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.

8. 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).

9. 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.

10. 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)

11. Other Concerns Formation- starting at the bottom and moving up
Size- too large for grade level
Neatness
Speed- too slow and too fast
Posture- slumped, feed unsupported,
Pencil Grip- awkward grip
Helper hand- doesn’t use this hand to hold the paper
Other- Cognitive concerns

12. On-line Scoring System

13. Report

14. Interpreting Handwriting BOE

15. Assessment for Writing
Handwriting
-HWT Screener
-Rubric

16. 2nd Grade Expectation is 94%
HWT Report
2nd Grade Expectation is 94%

17. Assessment for Writing
Handwriting
(Handwriting without Tears Screener)
Alphabetic Principle: Spelling
(Core Phonics, Words their Way)
Fish Bone Analysis: a process for interpreting the Body of Evidence
Developmental Stage of Spelling:
Memory: 71
Orientation:67
Placement: 79
Sentence:20
Overall: 59
# of Orthographic errors on spelling:
# of Phonologic errors on spelling:
Alphabet Skills:
Reading and Decoding:
Spelling Skills:
Formation:
Size:
Neatness:
Speed:
Posture:
Pencil Grip
Writing
Writing CBM CWS:
Writing Content:
Writing Organization:
Writing Style and Fluency:
Language Usage:
Parts of Speech:
Subject/Predicate Identification:
Sentence types :
Sentence Identification:
Syntax CLOZE:
Grammar
(Writing CBM CWS, Grammar Assessment)
Written Composition
(Writing CBM with Rubric )

18. HWT Report
Mark
for concern
+ for no concern

19. Assessment for Writing
Handwriting
(Handwriting without Tears Screener)
Alphabetic Principle: Spelling
(Core Phonics, Words their Way)
Fish Bone Analysis: a process for interpreting the Body of Evidence
Developmental Stage of Spelling:
Memory: 71
Orientation:67
Placement: 79
Sentence:20
Overall: 59
# of Orthographic errors on spelling:
# of Phonologic errors on spelling:
Alphabet Skills:
Reading and Decoding:
Spelling Skills:
Formation: -
Size: +
Neatness: +
Speed: +
Posture: +
Pencil Grip: -
Writing
Writing CBM CWS:
Writing Content:
Writing Organization:
Writing Style and Fluency:
Language Usage:
Parts of Speech:
Subject/Predicate Identification:
Sentence types :
Sentence Identification:
Syntax CLOZE:
Grammar
(Writing CBM CWS, Grammar Assessment)
Written Composition
(Writing CBM with Rubric )

20. Spelling Assessment

21. Phonological and Orthographic Errors Spelling Stage of Development
WtW
Phonological and Orthographic Errors
More than 50% after 3rd grade of phonological errors is a concern
Spelling Stage of Development
Emergent- 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

22. Grading a Spelling Inventory Practice

23. Grading a Spelling Inventory
Word
Phonoloigcal
Orthographic
Sal
Sell
Les
Less
Forck
Fork
Sip
Slip
smop
Shop
Cond
Coin
Flot
Float
Driv
Drive
Spoon
spon

24. 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

25. Interpreting Spelling

26. Assessment for Writing
Spelling
-WtW
-Core Phonics
-WSC

27. Phonological and Orthographic Errors Spelling Stage of Development
WtW
Phonological and Orthographic Errors
More than 50% after 3rd grade of phonological errors is a concern
Spelling Stage of Development
Emergent- 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

28. 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

29. Assessment for Writing
Handwriting
(Handwriting without Tears Screener)
Alphabetic Principle: Spelling
(Core Phonics, Words their Way)
Fish Bone Analysis: a process for interpreting the Body of Evidence
Developmental Stage of Spelling: Within Words
Memory: 71
Orientation:67
Placement: 79
Sentence:20
Overall: 59
# of Orthographic errors on spelling: 95%
# of Phonologic errors on spelling: 5%
Alphabet Skills: 100%
Reading and Decoding: 96%
Spelling Skills: 100%
Formation: -
Size: +
Neatness: +
Speed: +
Posture: +
Pencil Grip: -
Writing
Writing CBM CWS:
Writing Content:
Writing Organization:
Writing Style and Fluency:
Language Usage:
Parts of Speech:
Subject/Predicate Identification:
Sentence types :
Sentence Identification:
Syntax CLOZE:
Grammar
(Writing CBM CWS, Grammar Assessment)
Written Composition
(Writing CBM with Rubric )

30. Grammar and Composition Assessment

31. TMG Parts of Speech: Knowledge
Check the grade level expectations to determine is this is a problem
Parts of Speech: Knowledge
Subject/Predicate Identification: Knowledge
Sentence types : Knowledge
Sentence Identification: Knowledge
Helps to determine what to teach

32. If there are NO grade level expectations then TEACH IT!
TMG
If there are NO grade level expectations then TEACH IT!
CLOZE- hints at a processing disorder
Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea
Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader
Automatic Pilot

33. 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 = CWS
There are many rules for CWS! Please refer to page 3 and 4 in the How to Conduct a Writing CBM (yellow) handout

34. Rules for Scoring See Handout for Details
Spelling: Words must be spelled correctly
CWS 8
Show each carrot and explain the correct sequece.
Have the participants do the second sentence in their practice book. Then show the anwer.
CWS 3

35. Rules for Scoring See Handout for Details
Capitalization: Beginning of sentences, proper nouns counted, incorrectly capitalized are incorrect
CWS 5
CWS 3
CWS 3

36. Rules for Scoring See Handout for Details
Capitalization: Beginning of sentences, proper nouns counted, incorrectly capitalized are incorrect
CWS 3
CWS 4

37. Rules for Scoring See Handout for Details
Punctuation: At the end of sentences, commas not counted unless in a series, where they must be used correctly, other punctuation not counted
CWS 12
CWS 8

38. Rules for Scoring See Handout for Details
Punctuation: At the end of sentences, commas not counted unless in a series, where they must be used correctly, other punctuation not counted
CWS 8
CWS 7

39. Rules for Scoring See Handout for Details
Syntax: Must be syntactically correct to be counted. Words that begin with a conjunction are correct
CWS 8
CWS 5

40. Rules for Scoring See Handout for Details
Semantics: Semantically correct
CWS 5
CWS 4

41. Correct Writing Sequence
15 CWS

42. Interpreting Grammar BOE

43. Assessment for Writing
Grammar
-TMG Screener
- CWS

44. TMG Parts of Speech: Knowledge
Check the grade level expectations to determine is this is a problem
Parts of Speech: Knowledge
Subject/Predicate Identification: Knowledge
Sentence types : Knowledge
Sentence Identification: Knowledge
Helps to determine what to teach

45. If there are NO grade level expectations then TEACH IT!
TMG
If there are NO grade level expectations then TEACH IT!
CLOZE- hints at a processing disorder
Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea
Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader
Automatic Pilot

46. Assessment for Writing
Handwriting
(Handwriting without Tears Screener)
Alphabetic Principle: Spelling
(Core Phonics, Words their Way)
Fish Bone Analysis: a process for interpreting the Body of Evidence
Developmental Stage of Spelling: Within Words
Memory: 71
Orientation:67
Placement: 79
Sentence:20
Overall: 59
# of Orthographic errors on spelling: 95%
# of Phonologic errors on spelling: 5%
Alphabet Skills: 100%
Reading and Decoding: 96%
Spelling Skills: 100%
Formation: -
Size: +
Neatness: +
Speed: +
Posture: +
Pencil Grip: -
Writing
Writing CBM CWS: Sig. Below Benchmark
Writing Content:
Writing Organization:
Writing Style and Fluency:
Language Usage:
Parts of Speech: 10%
Subject/Predicate Identification: 5%
Sentence types: 5%
Sentence Identification: 5%
Syntax CLOZE: 25%
Grammar
(Writing CBM CWS, Grammar Assessment)
Written Composition
(Writing CBM with Rubric )

47. Interpreting Written Composition

48. Assessment for Writing
Composition -Rubric
-TWW
Have the child revise their writing the next day

49. Writing 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-2

50. Assessment for Writing
Handwriting
(Handwriting without Tears Screener)
Alphabetic Principle: Spelling
(Core Phonics, Words their Way)
Fish Bone Analysis: a process for interpreting the Body of Evidence
Developmental Stage of Spelling: Within Words
Memory: 71
Orientation:67
Placement: 79
Sentence:20
Overall: 59
# of Orthographic errors on spelling: 95%
# of Phonologic errors on spelling: 5%
Alphabet Skills: 100%
Reading and Decoding: 96%
Spelling Skills: 100%
Formation: -
Size: +
Neatness: +
Speed: +
Posture: +
Pencil Grip: -
Writing
Writing CBM CWS: Sig. Below Benchmark
Writing Content: 3
Writing Organization: 1
Writing Style and Fluency: 1
Language Usage: 2
Parts of Speech: 10%
Subject/Predicate Identification: 5%
Sentence types: 5%
Sentence Identification: 5%
Syntax CLOZE: 25%
Grammar
(Writing CBM CWS, Grammar Assessment)
Written Composition
(Writing CBM with Rubric )

51. Putting it all together to make instructional decisions

52. Assessment for Writing
Handwriting
(Handwriting without Tears Screener)
Alphabetic Principle: Spelling
(Core Phonics, Words their Way)
2nd Grader: Writing Benchmark is below level, Executive Functioning is strong
Developmental Stage of Spelling: Letter Name Alphabetic
Memory: 100%
Orientation: 95%
Placement: 90%
Sentence: 50%
# of Orthographic errors on spelling: 25%
# of Phonologic errors on spelling: 75%
Formation: not a concern
Size: not a concern
Neatness: not a concern
Speed: slight concern
Posture: not a concern
Pencil Grip: not a concern
Alphabet Skills: 95%
Reading and Decoding: 95%
Spelling Skills: 10%
Writing
Writing CBM CWS: 12%iles
Writing Content:2
Writing Organization:2
Writing Style and Fluency: 1
Language Usage: 2
Parts of Speech: 0%
Subject/Predicate Identification: o%
Sentence types : 0%
Sentence Identification: 0%
Syntax CLOZE: 0%
Grammar
(Writing CBM CWS, Grammar Assessment)
Written Composition
(Writing CBM with Rubric )

53. Assessment for Writing1
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 skills
5. Instruction in the writing process is evident but is being impacted by poor transcribing skills
6. Working memory is impacted by lack of automaticity of low level transcription skills
4, 5 3 2 5

54. Assessment for Writing
Treatment Plan
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

55. Assessment for Writing
4th Grader: Writing Benchmark is below level, Executive Functioning is weak during writing tasks
Handwriting
(Handwriting without Tears Screener)
Alphabetic Principle: Spelling
(Core Phonics, Words their Way)
Developmental Stage of Spelling: Letter Name Alphabetic
Memory: 50%
Orientation: 10%
Placement: 10%
Sentence: 19%
# of Orthographic errors on spelling: 25%
# of Phonologic errors on spelling: 75%
Formation: major concern
Size: major concern
Neatness: major concern
Speed: slight concern
Posture: major concern
Pencil Grip: major concern
Alphabet Skills: 75%
Reading and Decoding: 75%
Spelling Skills: 10%
Writing
Writing CBM CWS: 25%iles
Writing Content:1
Writing Organization:1
Writing Style and Fluency: 3
Language Usage: 3
Parts of Speech: 30%
Subject/Predicate Identification: 40%
Sentence types : 70%
Sentence Identification: 90%
Syntax CLOZE: 90%
Grammar
(Writing CBM CWS, Grammar Assessment)
Written Composition
(Writing CBM with Rubric )

56. Assessment 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 skills
5. Instruction in the writing process is evident but is being impacted by poor transcribing skills
6. Working memory is impacted by lack of automaticity of low level transcription skills
4, 5 3 2 1 5

57. Assessment for Writing
Treatment Plan
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 instruction
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
Transcribing 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

58. Assessment for Writing
7th Grader: Writing Benchmark is below level, Executive Functioning is weak during writing tasks
Handwriting
(Handwriting without Tears Screener)
Alphabetic Principle: Spelling
(Core Phonics, Words their Way)
Developmental Stage of Spelling: Derivational Relations
Memory: 100%
Orientation: 100%
Placement: 100%
Sentence: 100%
# of Orthographic errors on spelling: 0
# of Phonologic errors on spelling: 1/1
Formation: no concern
Size: no concern
Neatness: no concern
Speed: s no concern
Posture: no concern
Pencil Grip: no concern
Alphabet Skills: 100%
Reading and Decoding: 100%
Spelling Skills: 100%
Writing
Writing CBM CWS: 52%iles
Writing Content:1
Writing Organization:1
Writing Style and Fluency: 1
Language Usage: 3
Parts of Speech: 90%
Subject/Predicate Identification: 80%
Sentence types : 79%
Sentence Identification: 90%
Syntax CLOZE: 90%
Grammar
(Writing CBM CWS, Grammar Assessment)
Written Composition
(Writing CBM with Rubric )

59. Assessment for Writing1
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 2 2 3 4 4

60. Assessment for Writing
Treatment Plan
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