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Writing CBE Project: Kelly and Jenny

Section 1: Fact Finding


Description of Student:

Julie Heart* is a 10 year old female and is in 5th grade at Lily Elementary*. Julie is very social with her peers and is
involved in many extra-curricular activities. She plays the violin, is in theatre club, and is on a recreational swim
team. She is currently receiving extra support services in a tier 3 RTI program for writing.

Survey Level Assessment Procedures:

I administered a one-minute think, three-minute write general outcome measure. I obtained this survey level
assessment from AIMSweb. To administer the assessment, I followed the standardized directions in which I told the
students they would have one-minute to think, and three-minutes to write. During the one-minute think they should
not begin writing their story. They should do their best writing. I used a timer.

Survey Level Assessment Status Sheet:

Focus Learner Standard Student Discrepancy?

TWW (Total Words Written) 49 49 No

CWS (Correct Writing Sequence) 25 43 Yes

WSC (Words Spelled Correctly) 39 47 Yes

Focus Learner Standard Student Discrepancy?

Fluency (amount of text) 49 49 No

a,r
Legibility (readability/handwriting) None No
Overall legible

WSC, %WSC 39, 79.5% 47, 95% Yes, Yes


Vowel sounds,
Spelling Pattern Yes
Conventions blends
(spelling, % Punctuation 2/4, 50%
100% Yes
punctuation, Error Type No period
capitalization) 3/6 50%
% Capitalization Capitalize at
100% Yes
Error Type beginning of
sentence

Syntactic Maturity
T-units 49/6= 8.166
(varied sentence
lengths and types)
Simple: 2/3
Compound: 0/3
% Sentence Types Complex: 0/3 Yes
Run-on: 1/3
Fragment: 0/3

Semantic Maturity
(variety of words and grade level use of 39/49= 79.59%
vocabulary)

Content
(organization, conventions of style, 2=Basic 3=Proficient Yes
cohesion)

Writing Process
Planned using a list No
(plans ahead, moves between stages)

RIOT/ICEL Chart:

Instruction Curriculum Environment Learner


Review Reviewed Reviewed all Reviewed all school No note on her
permanent products curriculum- all rules and records, all seem to
(written pieces, permanent products procedures- the be good. She has
tests, worksheets, (books, materials, student follows been receiving extra
projects)-all aligned curriculum guides). both. support services in a
with curriculum and tier 3 RTI program
are adequately for writing (1 year
challenging. history).
Interview Teacher finds their All 5th grade Both the classroom Student is very
instruction to be teachers find and school have honest about her
very effective. curriculum effective rules that are poor writing
and relevant. There implemented and abilities. She also
have been no are similar. wants to continue
complaints from Behavior working to improve
any school management plans her writing abilities.
personnel regarding are also
the curriculum. implemented if
needed and are in
alignment. No
current concerns
from personnel,
parents or students.
Observe Teacher uses direct Curriculum is in Student seems Although student
instruction in the alignment with comfortable in the may become
classroom. She is students goals and classroom frustrated, she
very explicit with objectives. environment. There seems to
her expectations, as are no concerns for continuously put
they are posted on health or safety fourth her best
the classroom wall. violations. Student effort.
also interacts well
with peers and
teacher.
Test Through the Student is content Through the Student has a
questionnaire- with the curriculum questionnaire- discrepancy in
student is happy material difficulty student likes her writing between the
with her teacher. and what is teacher and peers. demands and the
She also seems to expected of her. She feels very students present
benefit from her welcomed and level performance.
teachers use of comfortable in the
explicit instruction classroom
and the extra environment.
support she
receives.

Section 2: Develop Assumed Causes


Hypothesis Statement:

I think Julie is not able to use capitalization correctly at the beginning of a sentence due to an error in conventions
because she was only able to use capitol letters 1/3 times on the survey level assessment.

Next Steps:

Next, I am going to administer a specific level assessment to Julie that addresses the specific skills needed to use
capitalization correctly at the beginning of a sentence. After, I will evaluate the specific level assessment in order to
validate or invalidate my hypothesis.

Section 3: Validate Hypothesis


Specific Level Assessment Procedures:

I administered a specific level assessment on using capitalization correctly at the beginning of a sentence. I created
this specific level assessment by referencing the 1 minute think, 3 minute write, classroom curriculum, student work,
and appropriate reading level materials. To administer the assessment, I did not follow standardized directions
because there were none available. I told Julie to think about each sentence and make corrections by crossing the
mistake out and re-writing the correction above the mistake. I also told her that if she did not know what to do then
pass on it and do her best. The specific level assessment contained 5 questions, and Julie was given 10 minutes to
complete it.

Specific Level Assessment:

The specific level assessment would have 8 problems on it, resembling the following:
Make corrections to the following sentences:

1. my cat like to sleep, eat and play. cats are lazy animals that mostly sleep.

2. a cat should always be fluffy. cats should also be soft.

3. can I pet your cat? is it a nice cat?

4. cat food smells bad. it also does not taste good.

5. i have three cats at my house. one of my cats is very soft.

Specific Level Assessment Status Sheet:

Skill Item Common Core Standard Curriculum Expected to Pass % Discrepancy


Level Pass Correct
Use 1-5 CCSS.ELA- Kindergarten Yes 0/5 Yes
capitalizatio LITERACY.L.K.2 0%
n correctly Demonstrate command
at the of the conventions of
beginning of standard English
a sentence capitalization,
punctuation, and
spelling when writing.

Hypothesis Confirmation:
My hypothesis was confirmed. Julie was unable to use capitalization correctly at the beginning of a sentence
because she made an error in conventions on her specific level assessment and answered 0/5 problems correctly.

Section 4: Summative Evaluation


Present Levels of Educational Performance Statements: Non-Academic Strengths

o Julie is very social and has many friends.


o Julie loves to participate on her recreational swim team.
o Julie enthusiastically participates in the theatre club.
o Julie is very interested in music and takes violin lessons.
o When working on non-academic tasks, Julie maintains a positive attitude and good work ethic.

Present Levels of Educational Performance Statements: Prior Knowledge

o Julie fluently wrote 49 total words written in 3 minutes; the expected standard is 49 total words written in 3
minutes.
o Julie planned during the 1-minute think time by making a list; the expected standard was to make a plan.
o Julie used legible handwriting; the expected standard is to write with legible handwriting.
Present Levels of Educational Performance Statements: Errors

o Julie correctly wrote 3/11 problems using capitalization correctly at the beginning of a sentence; the
expected standard is 11/11 with 100% accuracy.
o Julie correctly wrote 2/4 problems involving punctuation; the expected standard is 4/4 with 100% accuracy.
o Julie correctly spelt 39 words; the expected standard is 47.

Instructional Objective:

By June 15th, 2017, when given 5 writing problems involving using capitalization correctly at the beginning of a
sentence, Julie will correctly solve 5/5 problems with 100% accuracy, on three consecutive occasions.

Teaching Plan:

Next, I would teach my student how to capitalize correctly at the beginning of a sentence with instructional
approaches tailoring to conventions. I would include best practices like clear learning targets, direct instruction,
active engagement, checks for understanding, diverse examples, connections to prior learning, and teaching all of
the times that you would use capitalizion in the English language.

Section 5: Formative Evaluation


Progress Monitoring:

I will use mastery measures to monitor progress towards my instructional objective. I will create the mastery
measures by referencing the 1-minute think, 3 minutes write, specific level assessment, and classroom curriculum.
To monitor progress, I will collect the data in a table and plot it on a graph. I will continue to administer the mastery
measures until Julie has met the instructional objective.

Mastery Measures: The mastery measure will have 5 problems on it, resembling the following:

Make corrections to the following sentences:

1. you are a very nice person and I would like to be your friend. can I be your friend?

2. sometimes I like to swing on the tire swing. but I get sick when I go too fast.

3. monkeys are a lot like people. they even walk like us sometimes.

4. goats like to eat everything. one time a goat ate my name tag.

5. dogs and cats do not get along. i saw a dog run after a cat.

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