1. SPECIALIZED INSTRUCTION IN WRITTEN EXPRESSION: THE CHALLENGES OF LEARNING TO WRITE Robert W. Frantum-Allen PDU Nov 20, 2012 Session Two

2. Schedule  December 18, 2012 spelling 101  January 15, 2013 spelling 102  February 26, 2013 grammar 101  March 5 2013 grammar 102  March 19, 2013 composition 101  April 2, 2013 composition 102  April 16, 2013 composition 103  May 7, 2013 final review

3. Objectives  How to score the HWT Handwriting Assessment  Interpretation of the Diagnostic Writing Assessment  Handwriting Basics  Handwriting VS Keyboarding

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 http://www.hwtears.com/hwt/online-tools/screener

13. Report

14. Interpreting the Diagnostic Assessment

15. Why Writing is so difficult! Memory Processes short term memory long term memory working memory Automatic Pilot Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea Writing Processing Model Planning Translating Transcribing Context Processor Orthographic Processor Phonological Processor Meaning Processor Phonics Grapho- motor Processor Writing Reviewing Processing Speed

16. Assessment for Writing DomainTools Translating: Spelling (phonics)WIST Core Phonics Spelling Inventory Spelling CBM Writing Samples Translating: Expressive Syntax (Grammar)Grammar Inventory Correct Writing Sequence CBM Writing Samples Translating: Mechanics (rules of writing; capitol, punctuation etc) Writing Rubrics Writing Samples Transcribing: HandwritingHWT Screening Print TOOL Minnesota Handwriting Assessment Writing Samples Language ProcessingCELF TOWL/TEWL Writing Samples Mental ControlClassroom Impact Questionnaire Informal memory inventory

17. Basic Writing Battery Spelling -WtW -Core Phonics -WSC Handwriting -HWT Screener -Rubric Grammar -TMG Screener - CWS Composition -Rubric -TWW

18. 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 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

19. Interpreting Handwriting BOE

20. Assessment for Writing Handwriting -HWT Screener -Rubric

21. HWT Report 2 nd Grade Expectation is 94%

22. 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: 71 Orientation:67 Placement: 79 Sentence:20 Overall: 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

23. HWT Report Mark -for concern + for no concern

24. 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: 71 Orientation:67 Placement: 79 Sentence:20 Overall: 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

25. Interpreting Spelling

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

27. WtW Spelling Stage of Development Emergent- prek -1st grade Later name- K to early 3 rd grade Within Word- 1 st to mid 4 th grade Syllables and Affixes- 3 rd grade to 8 th grade Derivational- 5 th to 12 th grade Phonological and Orthographic Errors More than 50% after 3 rd grade of phonological errors is a concern

28. Grading a Spelling Inventory Practice

29. Grading a Spelling Inventory SpellingWordPhonoloigcalOrthographic SalSell LesLess ForckFork SipSlip smopShop CondCoin FlotFloat DrivDrive Spoonspon

30. Core Phonics 2 + errors on a 5 items tests is a concern after 2 nd grade 3 + errors on a 10+ items tests is a concern after 2 nd grade

31. 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: 71 Orientation:67 Placement: 79 Sentence:20 Overall: 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

32. Interpreting Grammar BOE

33. Assessment for Writing Grammar -TMG Screener - CWS

34. TMG Parts of Speech: Knowledge Subject/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 problem

35. TMG 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 If there are NO grade level expectations then TEACH IT!

36. 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

37. Rules for Scoring See Handout for Details  Spelling: Words must be spelled correctly CWS 8 CWS 3

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

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

40. 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

41. 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

42. 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

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

44. Correct Writing Sequence 15 CWS

45. 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: 71 Orientation:67 Placement: 79 Sentence:20 Overall: 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

46. Interpreting Written Composition

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

48. 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

49. 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: 71 Orientation:67 Placement: 79 Sentence:20 Overall: 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: 2 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

50. Handwriting Basics

51. 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 1997

52. Dysgraphia A specific learning disability that affects the production of handwriting Boys struggle more that girlsCan have normal cognitive skills Lack of instruction is not dysgraphia

53. 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 images Communicating descriptions of previously perceived objects Visualize objects based on verbal descriptions

54. 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 task

55. John Olsen in First Grade

56. John Olsen After a Few Weeks

57. Posture and Pencil Grip

58. 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 high Forearms on the desk with elbow are off the edge Wrist should be straight and whole hand is below the base line The hand that does not write holds the paper Handwriting lessons should never be on the floor or standing

59. The Correct Grip Tripod Grip Quadropod Grip

60. Writing Tool Size

61. Type of Handwriting System

62. Type of handwriting system

63. Print to Cursive – Keep it Simple, Keep it Familiar Handwriting Without Tears Other Method

64. Scope and Sequence

65. Upper Vs Lower Case Bb

66. Capitals with Letter Cards

67. Let’s Do the Math

68. Developmental Order of Teaching Capitals Some have more than one diagonal stroke Some can be reversed Some change direction during the stroke Some Capitals Are Easier than Others: 2-3 year olds 3-4 year olds 4-6 year olds

69. Capitol Clock Letters C G O Q S C G

70. Capitol Begins with a Line A B D E F H I J K L M N P R TUY

71. Capitol Begins with a diagonal line V W X Z

72. Lower Case Clock Letters a c d f g o s qu a d

73. Lower Case Begin with lines b e h j m n p r u y b m

74. 1, 2 or 3 Lines?

75. Handwriting Principles Teach the labels to the handwriting grid I prefer more technical terms… top, middle, bottom, under the bottom along with mnemonics The clock mnemonic might be helpful Top Middle Bottom Under

76. Handwriting Principles 10 2 4 4 8 2 8

77. Do You See the Problem? The More You Do, The Worse You Get Phenomena!

78. HWT Double Lines Take a look at space… Why Double Lines? Because double lines help children develop an innate sense of letter size and placement. Double lines make all lines easy!

79. Why Double Lines Work

80. the b d reversal issue bd bd

81. Instruction time on the 30 min lesson

82. 30 Minute Lesson Plan 5-10 minutes of instruction per day is typically adequate