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