1. Spelling and Written Expression Third Grade Jennifer Caldwell

2. SCOS Objectives on Spelling 1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks). 5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).

3. CBM Case Study: Brian Mr. Collins has been monitoring the spelling fluency of his entire third-grade class using weekly Spelling CBM probes. Mr. Collins has been scoring the probes by calculating correct letter sequences and then graphing student scores on individual student graphs. At the end of 8 weeks, Mr. Collins used the Tukey method to draw a trend-line for Brian’s Spelling CBM graph. Here is Brian’s graph.

4. Brian’s Spelling CBM Graph

5. Brian’s trend-line is flatter than his goal line. Mr. Collins needs to make a change to Brian’s spelling instruction. The point of the instructional change has been marked with a dotted vertical line. To decide which instructional changes might benefit Brian, Mr. Collins decides to analyze Brian’s last Spelling CBM probe to find his strengths and weaknesses as a speller.

6. Name: BrianDate: November 8LS 1.ˆaˆl a n(along)2 2.ˆgˆo s(goose)2 3.ˆsˆeˆa c(search)3 4. ˆbˆeˆnˆtˆ(bent)5 5. k i kˆ(quick)1 6. ˆsˆtˆoˆp dˆ(stopped)5 7. ˆt rˆo nˆ(thrown)3 8.ˆ vˆiˆs a t n(visiting)3 9. ˆy uˆrˆsˆe fˆ(yourself)5 10. ˆeˆn g o i(enjoy)2 11. ˆcˆh a r e(cherry)2 12. ˆrˆoˆl(role)3 13. ˆe rˆl e(early)2 14. ˆmˆiˆl c n(milking)3 15. ˆsˆtˆa tˆ(start)4 16. ˆmˆoˆp t(mopped)3 17. ˆnˆuˆmˆb rˆ(number)5 18. gˆrˆe(agree)2 19. ˆf o w tˆ(fault)2 20. ˆgˆrˆe tˆ(greet)4 1. focus on silent ‘e’ at end of words, 2.focus on endings such as ‘ed’ and ‘ing’, 3.focus on double vowel combinations such as ‘ee’ in ‘greet’ or ‘agree’ or ‘oo’ in ‘goose’. 4.focus on double consonant combinations such as ‘pp’ in ‘stopped’ or ‘mopped

7. What Should Mr. Collins Do? For an average third grade student using this probe you would expect them to be able to spell 80 LS or 12 words. Usually if a student misses half of the words they put onto the next lower grade level. Brian is at 61 on the last assessment. On his latest probe he got 54% correct.

8. What Should Mr. Collins Do? I think with the continued interventions on the same grade level and weekly probes Brian will be able to make his goal line. If he is not progressing in the next 3-4 weeks I think that the intervention team needs to meet and discuss the next action.

9. Alicia’s CBM Case Study Ms. Caldwell has been monitoring the entire class on written expression CBM. She has noticed that Alicia is struggling in this area. Ms. Caldwell is using weekly written expression probes to monitor the class progress. For the past 8 weeks Ms. Caldwell has read a variety of age appropriate prompts to the entire class. They are given 30 seconds to think about the topic, then the prompt is reread. They are given 2 minutes to write on the topic. Using the correct word sequence scoring Ms. Caldwell has plotted the class and each student's growth over the 8 weeks. She used the Turkey method to produce the trend line for both the class and individual students. She noticed on Alicia's trend line she was not growing as expected.

10. SCOS Objectives on Written Expression: 5.01 Use correct capitalization (e.g., geographical place names, holidays, special events, titles) and punctuation (e.g., commas in greetings, dates, city and state; underlining book titles; periods after initials and abbreviated titles; apostrophes in contractions) 5.02 Use correct subject/verb agreement. 5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).

11. How To Administer an Written Expression CBM This can be done individually or as a class The teacher reads the prompt. The students have 30 seconds to think about the prompt Then the teacher re-reads the prompt The students have 2 minutes to write about the prompt The teacher scores the students work

12. Alicia's latest Written Expression CBM prompt: On my way home from school I..... I saw my frind jason. We skipd to the prk. Nce we got ther I plyd on the slid. It strtd to raen. I ran undr the big tre. It was nic and dri. When the son cam out I sed by and walkd hom. CWS: 24

13. How to Grade a Written Expression CBM v One day, we were playing outside the school and … ˆ I ˆ Shrunk  aPerson  olmost  Steped  on ˆ me ˆ But ˆ I ˆ Ran  to  fast   ten  Bjorn  Nodest  me ˆ. ˆ I  seid  Can ˆ You ˆ help ˆ me ˆ with  Everthing  he  sied  Yes ˆ !  Ov  course ˆ I  sead  Ya  !  

14. How to Grade a Written Expression CBM The cave was very dark and ˆ I  try  to ˆ close ˆ my ˆ eyes, ˆ so ˆ I ˆ couldn’t ˆ see ˆ anything, ˆ but ˆ that ˆ didn’t ˆ help ˆ.  Than  Ihear  some  one  breathing ˆ. ˆ I  try  to  stream ,but  nother  came ˆ out ˆ. ˆ The ˆ breathing  became  close  and  close  to ˆ me, ˆ and ˆ the ˆ worst ˆ Part ˆ was ˆ that ˆ I ˆ couldn’t ˆ see  athing . ˆ At ˆ first ˆ I ˆ thought  meself  that ˆ I  an  Just  emaging  stuff ˆ. ˆ

15. Ms. Caldwell’s Data

16. What do you think Ms. Caldwell should do? I think that Alicia should have a tier one meeting and place her on a program that focuses on vowel sounds. She needs to also focus on endings like 'ed' and silent 'e'. After a couple weeks of intervention she should be able to progress, but if the interventions are not producing better results, then the team should meet and discuss the next step.

17. Work Cited Page: Friedman, E. (2010). Secondary Prevention in an RTI Model: A Step Toward Academic Recovery. Reading Teacher, 64(3), 207-210. doi:10.1598/RT.64.3.8 Pearson INC. (2010). Aimsweb. Retrieved from http://www.aimsweb.com/measures-2/written-expression-cbm/ Stecker, P. (2007). Monitoring student progress in. Retrieved from http://www.studentprogress.org/library/monitoring_student_prog ress_in_individualized_educational_programs_using_cbm.pdf