Amanda Rowland 9/25/13 Phase 3 IP1 Instructional Program Student J- Writing a Paragraph Name of Student: Student J Initiator: Amanda

Rowland

Context for Instruction Instruction and Assessment will occur at Urbana Middle school in room 1840 which is the Autism special education classroom. Instruction will occur during second hour (9:30-10:15 AM). This is a writing class for for this student and one other. The two students sit at a round table next to the white board. My cooperating teacher and another student are working on a direct instruction reading program in another section of the classroom. Both paper and pencils are provided to the students, but student J generally likes to use his own mechanical pencils. They can sometimes become distracting, and he knows I will give him a different pencil to use if his pencil becomes distracting. Program Objective Given a writing prompt at any point during the school day, Student J will independently write a 5 sentence or more paragraph that contains a topic sentence, three supporting detail sentences, and a conclusion sentence and scoring 100% on his paragraph writing rubric on 3 consecutive trials. Generalization: Writing a paragraph is a skill that student J is going to need to use in the majority of his classes now and in the future. In order to ensure the student is generalizing this skill to his other classes I am going to teach generalization by teaching sufficient exemplars. I will give him writing prompts that would be typical of an English class, but I will also talk with his teachers in science, social studies, and reading and get assignments from them that require the student to write a paragraph. I will use prompts from all three of these subjects during instruction so he will hopefully generalize this skill to those classes. I will also collect work samples from these teachers to see if he is in fact applying these skills in class when I am not there. This will show me if he is generalizing the skill or not. If the samples show he is not generalizing I will spend some time working with the student to write his paragraphs during his time in these classes. Rationale Student J is being taught this skill for a number of different reasons. First, writing a paragraph is a skill that is used in almost all academic areas. In order for him to be successful academically now and for the rest of his schooling he will need to be able to express his ideas in an organized fashion in writing. This skill is also useful in the future when he has a job because most jobs require knowing this skill as well, even if it is just to be able to write a note to their boss.

Assessment Procedures 1.Once the bell rings signaling class to start, ask the student to come sit in the independent work station section of the classroom with a pencil. 2.Ask the student to please sit down. 3.Show student paper with the writing prompt on it. Tell him this is the question he needs to answer. He needs to write one paragraph to answer the question. Read the question aloud to the student. Ask if he has any questions and then answer them. 4.Explain that I just want him to try his best, take as much time as he needs, and to take his time and write so I can read it. 1.Tell him to first fill out the graphic organizer before writing the paragraph on the lined paper. Writing prompts are always questions he can answer without having to look up any information such as Tell me what you usually do after school or What are your three favorite classes at school. 2. Tell him he can ask any questions he wants to, but I might not be able to answer them. Only answer questions about what the task is and not about how to write a paragraph. If he needs help spelling a word you can tell him how to spell it. 3.If student J stops working on the quiz or gets distracted ask him to please keep working and provide a positive comment about his work so far. 4.When the student is done collect the quiz and thank him for working really hard and trying his best and allow him to have free choice time. If he does not finish in the allotted time frame allow him to continue the next day. 5. Score the paragraph using the rubric I have attached. Place his score on the data sheet. 6.On that days date written on the graph, graph the score he got on the writing rubric by placing a dot on the graph and using a straight line to connect that dot to the previous dot on the graph. Assessment Schedule Before introducing the cognitive strategy and beginning instruction on the skill, I will conduct baseline until performance is stable. Once teaching has begun, I will give the student a probe after 4 days of instruction until mastery criterion is met. I will teach on Monday, Tuesday, Wednesday, and Thursday. I will administer the assessment probe on Friday. Instructional Procedures Instruction will occur on every scheduled or naturally occurring opportunity, except on probe trials (after 4 instruction sessions). Each day paragraph writing will be practiced in the context of one of the following activities: Penpal, newspaper. shared stories, creative writing, pictures, and research. (Activities are explained in a later section). Where he will practice at least one paragraph a day. One cognitive strategy is going to be used. It is the POW-TREE cognitive strategy. P- pick a topic O- Organize ideas using a graphic organizer W-write paragraph T- Topic sentence R- Reasons- 3 supporting reasons/details

E- Ending/closing sentence E- Edit your work During the first week of instruction the student will get a stimulus prompt of a note card with these this strategy written on it. During each lesson we will review what it means. During the second week of instruction he will get to look at the notecard when he begins the activity, but it will be taken away after he begins writing. During week three, or once he has memorized the strategy no notecard will be present. The most-to-least prompting hierarchy will be used for instruction. Once he has mastered the skill, move to work on generalizing the skill by writing paragraphs from assignments from his other classes. A most-to-least prompt hierarchy will be utilized as follows: Modeling Prior to beginning work on paragraph writing, ask student J to rehearse with you the POW-TREE steps to self-monitor. Go over what each step means, and have the student repeat back what each letter stands for. Also have the student tell you what each level means in his own words. Model how to write a paragraph for each step of the POW-TREE process. Use this most intrusive prompt level for 1 paragraph then move to the next prompt level in the hierarchy. Record M next to each step on the data sheet for that day. Point/Direct Verbal Prompt 1. Prior to beginning working on paragraph, ask student J to rehearse with you the POW-TREE steps. Go over what each letter means and have the student repeat back what each letter means. 2. Immediately after the prompt is presented to J or J completes a step in POW-TREE provide point/verbal prompt to J (e.g. saying J, first pick your topic and write it on the graphic organizer). 3. Record (Pt) next to that step letter on the data sheet and provide specific verbal praise (e.g. Great job writing your topic in the first bubble), nod, or smile. Move on to the next step in the process. 4. If student J writes something that is incorrect explain that it is not quite right. Erase their answer and model a correct response for that step. Mark an M down next to that step on the data sheet. Then provide point/verbal prompts for the next step. 5. Use verbal/point prompt for each step to complete the paragraph. When J has completed each step in the process correctly using point/verbal prompts with no error correction needed, move to step 6 and begin Indirect verbal prompts. Indirect Verbal Prompt 6. Immediately after the paragraph is presented to J or J completes a step in POW-TREE provide an indirect verbal prompt to R (e.g. What do we do after we pick our topic?). 7. If J initiates the step correctly within 30 seconds of the prompt, record (IV) next to that step number and provide specific verbal praise (e.g. Nice job filling out all of the sections of the graphic organizer), nod, or smile. Move on to the next step in POW-TREE. 8. If J does not initiate the step correctly within 30 seconds or completes the step incorrectly tell him he made a mistake and model the correct way to complete the step as error correction (e.g. J, thats not quite correct, let me show you the correct way to do i.) Make an M for Model on

the data sheet for this step, provide praise, and provide an indirect verbal prompt for the next step. 8. Use Indirect Verbal prompts for each step to complete the paragraph. When J has completed each step POW-TREE with indirect verbal prompts for 2 consecutive trials, move to letting J respond independently to the Sd for each step. Allowing Independent Response 9. Immediately after writing prompt is presented or previous step is completed allow student J 30 seconds to initiate the process independently to the natural Sd. 10. If J initiates the step correctly within 30 seconds of Sd. record (+) next to that step number and provide specific verbal praise (e.g. Nice job writing a topic sentence), nod, or smile. Move on to the next step of the process. 11. If J does not initiate the step correctly within 30 seconds or he writes an incorrect sentence tell him he made an error and model the correct way to complete that step as error correction (e.g. J, thats not quite correct, let me show you the correct way to do it, a topic sentence tells what the paragraph is going to be about.) Make an M for Model on the data sheet for this step, provide praise, and wait for the student to complete the next step independently. 12. When J has completed 100% of the steps of POW-TREE independently (+) for 3 consecutive trials, and scores 100% on the grading rubric move into generalization prompts. Once objective is met move into maintenance phase. Note: Rotate activities, once all activities have been completed start back at the first activity and do them all again. Newspaper and pen pal always occur once a week. Reinforcement (type and schedule) When the instruction is giving direct or indirect verbal prompting I will give specific verbal praise to the student after he correctly completes each step in the completion of the process. When he is working to write the paragraph independently I will only provide verbal praise once he has completed the entire paragraph correctly. To avoid sounding insincere I will also offer smiles and nods instead of specific verbal praise. He will get free choice time if he finishes his paragraph for the day. This is another reinforcer for him. Social Srt/verbal praise after every prompted or unprompted correct response. When he has score (+) on a particular step for 2 consecutive days, begin fading Srt the following day. I will fade on the following schedule. I will reinforce that particular step every other opportunity. Then I will do it every third opportunity. Finally ,I will finish by occasionally reinforcing on random opportunities. Maintenance: I would give the student a probe (see assessment section) once a week for the first month after we complete instruction. If he maintains his 100% score I will then give a probe once a month for the rest of the school year. If at any point he does not get 100% for 2 consecutive probes a review of how to write a paragraph should be completed and the student should stay on a once a week probe system until there are 4 consecutive 100% probes in which case administration of probes can be faded to once a month.

Skill Sequence Writing a Sentence Writing a paragraph Writing multiple paragraphs Writing a 3 paragraph essay Writing a 5 paragraph essay Writing different kinds of 5 paragraph essays Writing an essay with more than 5 paragraphs

Research Rationale The Unzueta article talks about how beneficial the use of graphic organizers are for students with learning disabilities. My student is similar to these students in that he is around the same age and also has a learning disability. The research shows that the writing of the students when they used graphic organizers is better than the writing of the students when they did not use graphic organizers. As a result of reading this research I will always have student J complete a graphic organizer for his paragraph before he goes about actually writing the paragraph. The Hoover article introduces the idea of using a self-regulated strategy for students with learning disabilities for writing an essay. Using this strategy was proven to be affective for students that are similar to student J. I am also using a self-regulated strategy to teach paragraph writing to student J. References Hoover, T. M., Kubina, R. M., & Mason, L. H. (2012). Effects of Self-Regulated Strategy Development for POW+TREE on High School Students with Learning Disabilities. Exceptionality, 20(1), 20-38. Unzueta, C. H. (2009, January 1). The Use of a Computer Graphic Organizer for Persuasive Composition Writing by Hispanic Students with Specific Learning Disabilities. Practice activities:

Pen Pal- He has a pen pal at another middle school. He will practice paragraph writing as he sends letters back and forth weekly. Newspaper- The class is working together to write a weekly Tiger Times newspaper. He will work on writing paragraphs each week by being the author of a different section of the newspaper. Shared Stories- Will create stories with his classmates or me. He writes a paragraph then another classmate writes a paragraph. Creative Writing- Write scary stories or other types of creative writing. We will write a book possibly. Pictures- Write a paragraph about a picture from a magazine. Research- He will research topics on the internet and write a paragraph about it. Data Collection Student Name________________________Date________________ Paragraph Rubric Topic Sentence /1 Supporting Detail Sentence 1! Supporting Detail Sentence 2 Supporting Detail Sentence 2 Closing Sentence Indented All sentences start with a capital letter No more than 1 ending punctuation mistake I can read all of the words Total_____/9 ! ! ! /1 /1 /1 /1 /1 /1 /1 /1

Student J Paragraph Writing Probes Date Score on Probe

Date

Student J Paragraph Writing Instruction Data Date Step P O W T R E E

(+) independent correct response (IV)Correct response after indirect verbal prompt (Pt) Correct response after pointing/verbal prompt (M)Correct step was modeled by instructor