Nicole Sayer February 12, 2012 Sentence Writing IP Student: Reading Class (SE, JR, JF, JK, JD)

Skill: Sentence Writing Initiator: Nicole Sayer Context for instruction: This instruction will take place in the reading support classroom the students attend in the morning. There will be the five students, the special education teacher, and myself. This program will take about fifteen to twenty minutes of time and the materials needed are just the list of sentences from the Wilson Dictation book and paper and a pencil for the students to use. Program Objective: JK In the reading support classroom during group instruction, JK will accurately write sentences read aloud to him from the Wilson Dictation book by applying all components of a complete sentence according to the CUPS cognitive strategy. He will do this with 70% accuracy for 6 consecutive trials. JD In the reading support classroom during group instruction, JD will accurately write sentences read aloud to her from the Wilson Dictation book by applying all components of a complete sentence according to the CUPS cognitive strategy. She will do this with 85% accuracy for 6 consecutive trials. JF In the reading support classroom during group instruction, JF will accurately write sentences read aloud to him from the Wilson Dictation book by applying all components of a complete sentence according to the CUPS cognitive strategy. He will do this with 80% accuracy for 6 consecutive trials. JR In the reading support classroom during group instruction, JR will accurately write sentences read aloud to him from the Wilson Dictation book by applying all components of a complete sentence according to the CUPS cognitive strategy. He will do this with 100% accuracy for 6 consecutive trials. SE In the reading support classroom during group instruction, SE will accurately write sentences read aloud to him from the Wilson Dictation book by applying all components of a complete sentence according to the CUPS cognitive strategy. He will do this with 100% accuracy for 6 consecutive trials. Generalization: I want the students to be able to apply their knowledge of successful sentence writing to all types of writing, not just writing sentences in the Wilson program. One way to work on their generalization would be through training sufficient exemplars. Instead of having the students write sentences read aloud to them, I can give them different writing prompts

once a week to practice writing sentences in a different situation. This way sentence writing wont just be within the Wilson program, but some of the students can not take what theyve learned from Wilson and apply it to other parts of writing. To follow up and assess their generalization skills I will have students write a response to a specific prompt for me in the back of the classroom. This will occur every two weeks to monitor students progress in generalizing in different situations. Rationale: By learning this skill students will learn the ability to form and write sentences correctly in their writing. This will help them in the future when asked to write stories, essays, papers etc. in classes. Assessment Procedures: Before instruction, the students will be read a list of sentences to write down to assess their ability to write complete sentences. They will be assessed on their ability to use all capitalization, punctuation, and spelling correctly in each sentence. This will occur everyday and data will be taken. During instruction, the students will be assessed by having to write sentences without direct feedback. They will follow the same instructional procedure without teacher correction or feedback to determine their ability to complete the steps in sentence writing. The step-by-step procedures for these assessments will be: 1. Students open notebooks to clean page 2. Open dictation book from Wilson curriculum to designated page 3. Read sentence out loud to students, including small hand gestures for memorization aid 4. Repeat sentence until all students have finished writing 5. When finished collect all students papers 6. Check students work for all components of a complete sentence (capitalization, punctuation, spelling) 7. Record the percent of sentences each student writes correctly 8. Average out all students scores and record on data sheet Assessment Schedule: It will be most effective to have the students assessed every Day 5 in the school day rotation. The students will be divided into two different groups and go with a teacher. They will be given the assessments in two small groups to minimize distractions around them. This should be given every week until there has been mastery of the skill. Instructional Procedures: Instruction will be provided everyday for fifteen minutes on a rotating schedule. The students will be provided six different steps to follow through different levels of prompting and be evaluated on their ability to complete the sentence correctly, using an acronym for assistance. They will be provided with a cut out of a cup containing the acronym on their desk to reference during the check step. The students are already very familiar with the steps of the sequence, but the task they struggle with the most is the revising/editing or

checking of sentence, so this acronym is being implemented. The following are the steps that they need to complete everyday: 1. 2. 3. 4. 5. Listen to the sentence Repeat the sentence back to the teacher Write the sentence Listen to the sentence one more time Check over sentence using CUPS acronym for accuracy Capitalization Usage Punctuation Spelling 6. Turn in sentence Complete the above steps through the different prompting levels below. Most-to-Least Intrusive Prompting Direct Verbal: In this step, after reading the sentence, tell students what step comes next. Remind them to check the acronym, but dont point out what needs to be corrected directly. After reading the sentence, give the verbal prompt, for example, Now that you have written your sentence, go to your cup and check all the parts of a good sentence. Check capitalization, usage, punctuation, and spelling. When the students check the sentence correctly, provide verbal praise and reward the students with a star. If the students being to write the sentence incorrectly, stop immediately and go back to directly show the students what they are missing. Use this prompting level for one week of instruction. Assess students on day five, if the students write 80% of the sentences correctly for 4 consecutive trials; move on to the next prompting level. Indirect Verbal: After direct verbal prompt has been mastered, move onto this next level. After writing the sentence ask the students what the next step is that needs to be completed. After writing the sentence, provide verbal prompt, for example, Now that you have written your sentence what should you do before turning it in? When the students check the sentence correctly provide verbal praise and reward the students with a star. If the students being to write the sentence incorrectly, stop immediately and go back to telling the students what they are missing.

Use this prompting level for one week of instruction. Assess students on day five, if the students write 80% of the sentences correctly for 4 consecutive trials; move on to the next prompting level. Independent Response: After the indirect verbal prompting skills have been mastered, go on to allowing the students to complete writing the sentences on their own, without any prompts. If they ask for help, provide it. When the students check their sentences correctly, provide them with verbal praise and give them a star. If they check their sentences incorrectly, stop immediately and go back to indirect verbal prompting to checking correctly. Once the students have met their individualized objective in writing correct sentences, continue assessing on a weekly basis to make sure they are maintaining his skills. Reinforcement: The students receive stars for sentences written perfectly. These stars are then exchanged for pennies, which are used in the behavioral management program. These pennies can be collected and go towards a trip to the classroom store on Fridays where students can buy toys, games, and other things to keep for themselves. Maintenance: To make sure the students have maintained this information, informal assessments will be taking once the skill has been mastered. Starting off with once a week the students will be given an informal assessment either with the Wilson program, writing prompts, or looking at the students writing pieces from other subjects in their general education classroom. This will start off having assessments once a week, and then fade to every two weeks and then once a month. Making these informal allows for me to make sure the students are actually maintaining this information as opposed to them only applying it under the pressure of a formal assessment.

Percentage of Sentence Components Correct on Assessment Days (Day 5 in school cycle) Student: _______________________________________

2/23 Capitalization Usage Punctuation Spelling

3/1

3/8

3/15

3/29

4/5

4/13

4/20

4/27

5/4

Percentage of Sentence Components Correct on Assessment Days Graph

Skill Sequence for sentence writing

Proofreading own work

Can spell high frequency words

Knows when to add all proper punctuation (commas, apostrophes, questions marks etc.)

Capitalizes names, cities, holidays etc.

Adds period at the end of a sentence

Capitalizes the first word of a sentence

Can write a sentence

Prints legibly

Can copy letters

Capitalization Usage Punctuation Spelling

Capitalization Usage Punctuation Spelling

Capitalization Usage Punctuation Spelling

Capitalization Usage Punctuation Spelling

Capitalization Usage Punctuation Spelling