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Assessing � Writing �

Regis University, EDSP 651 – Session 6 �

Tonight’s Agenda�!   Tonight’s Assessment: WJ-III Writing Fluency Test �!   Agenda & Learner Objectives�!   Homework Review & Discussion (+IEP Cover Page)�!   Using a Norm-Referenced Achievement Battery�!   Oral Presentation: Amber Gerard (TS Gold)�!   Foundations for Assessing Student Written Work �

!   Written Expression, Spelling, & Word Knowledge�!   Assessing Student Writing over time�

!   CBM Writing and Rubrics �!   Homework for Session 5 �

Break �

Break �

The WJ-III Writing Assessments�

•  8. Writing Fluency�

•  11. Writing Samples�

•  16. Editing �

•  18. Spelling of Sounds�

•  22. Punctuation and Capitalization �

Activity

1 Learning Objectives�

!   Students will practice using an achievement battery to assess writing � (reading & math) �

!   Student will be introduced to the Teaching Strategies Gold assessment �

!   Students will gain background knowledge in the the foundations of writing and the components that are assessed to determine student needs. �

!   Students will be be able to administer and accurately score a Writing CBM �

Homework Review & Discussion �

How Words Cast Their Spell: �Spelling Is an Integral Part of Learning the Language, Not a Matter of Memorization �

by By R. Malatesha Joshi, Rebecca Treiman, �Suzanne Carreker, and Louisa C. Moats

Intro to the IEP Cover Page�

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Introduction to the WJ-III �

  An Individually administered, norm-referenced test �

Activity

2 Break �

Oral Presentation �

Amber Gerard�Teaching Strategies Gold�

Speeling �Spelling �

1. Is spelling important to good writing? �

2. Is the use of weekly words lists and Friday tests effective?�

3. What would be a more effective approach?�

Activity

3

Foundations for �Assessing Writing: �

The Basics �

Why is Writing so hard?�

!   Think of a personal experience or someone you know who struggles with writing...�

!   What are the consequences of poor writing or spelling?�

Activity

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Four Processing Systems�

•  background information, �

sentence context �

Context Processor

Orthographic Processor

Phonological Processor

Meaning Processor

writing output speech output reading input

speech sound system

letter memory phonics �

vocabulary, morphology

Seidenberg and McClellan (1989)�

Stages of Orthographic Development

!   Emergent Stage (Ages 1-7/Pre-kindergarten to middle first grade)

!   Letter Name-Alphabetic Stage (Ages 4-7; Kindergarten to middle second grade)

!   Within Word Pattern Stage (Ages 6-12/First to middle fourth grade)

!   Syllables and Affixes Stage (Ages 8-18/Third through eighth grade)

!   Derivational Relations Stage (Ages 10 and above/Fifth to 12th grade)

Analyzing Errors to Inform Instruction �

Area of Need Description

Phonological Spelling errors marked by inaccurate sound-symbol relationships (e.g. gril for girl)

Orthographic Spelling errors marked by a lack of knowledge of common conventions (e.g. decisian for decision)

Morphological or Semantic

Spelling errors related to meaning (e.g. extention for extension, there for their, or hope for hopeless) Mn �

Or�

Ph�

What kind of errors?�

!   Errors in spelling reveal deficits in reading decoding skills and allow teachers to customize their instruction.�

Ph� Or� Mn �

Activity

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Student Writing Samples�

Ph� Or� Cn �Mn �

Student Writing Sample B �Ph� Or� Cn �Mn �

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Student Writing Sample C �3rd Grader� Ph� Or� Cn �Mn �

Spelling Basics�

The Start Point: Phoneme Segmentation �

•  Listen �

•  How many speech sounds in each word I say?�

Ph�

The Start Point: Phoneme Segmentation �

•  How many speech sounds in each word?�

•  string _______" " rink ______ �

•  quite _____ "" " match ____ �

•  high ______ "" " though ______ �

•  sax _______ " " " snow ______ �

Ph� Or�

5 �

4 �

2 �

4 �

3 �

3 �

2 �

3 �

Findings from the TRE Utilization and LETRS CD-ROM Studies (Sopris West, 2008)

• Even well-prepared, effective teachers have lingering confusion about: – Phonemes and phonology – Graphemes and spelling patterns – Morphemes and word structure – The purposes of various assessments – How to connect the essential components

• Especially decoding with comprehension

•  The absence of understanding •  leads to misguided practices.

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Words are taught as wholes to memorize

• 

shape But, words are not recognized by shape.

Words Are Taught As Wholes to Memorize Consequence: Phonics is not directly taught.

• 

shape

Words Are Treated as “Outlaws”

about again beautiful because black

caught car don’t every found gym have how it’s junk knew little more nice one our phone quit right use when

Words Are Treated as “Outlaws”

•  “….Don’t know that word? Well just keep reading and see what might make sense here…”

Context is Over-Emphasized

Consonant Phoneme Chart � Ph�

Vowel Chart �Ph� Or�

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Phonetic Spelling �

!   Learn and teach Syllable Types�

!   Teach rules of syllable division �

!   Teach sound/symbol linkages that a student does not know.�

!   Teach only one new linkage at a time�

!   Teach THREE GREAT SPELLING RULES�

Ph� Or�The 6 Syllable Types�

Closed Open VCe

dap con bot

ma wri bu

trite bune tane

Vowel Team Vowel-R -Cle

tain geal rain

var ter dor

-gle -tle -ple

Ph� Or�

The Constructivist Approach�

!   Students discover the phonetic rules of spelling �

!   Class practice - from LANGUAGE! program “Sort It” �

www.learningstation.com Ph� Or�

Sort It! - LANGUAGE! Program�

Sopris West Educational Services �

Activity

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•  LETRS Foundations: An Introduction to Language and Literacy – Prepares for the more rigorous LETRS

Modules

LETRS: Language Essentials for Teachers of Reading and Spelling

www.letrs.com

•  Foundations of Reading Instruction –  Online Course –  18 Hours of Video Instruction –  College Credit Available

(Source: Wasowicz, Jan. What Do Spelling Errors Tell us About Language Knowledge? March, 2007. �Available: www.speechpathology.com/articles/article_detail.asp?article_id=316)�

Text �

7th grader�

repluic for republic, indivial for individual, Amarican for America �

wich for which, justos for justice, pleage for pledge �

two for to �

Ph�Or�Mn �

Ph� Or� Mn �

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Successful Intervention �after one year of multiple-linguistic spelling instruction

prescribed by the SPELL method of assessment. �

(Source: Wasowicz, Jan. What Do Spelling Errors Tell us About Language Knowledge? March, 2007. �Available: www.speechpathology.com/articles/article_detail.asp?article_id=316)�

Break �Relax�

Progress Monitoring �Writing

Rubrics �

More Sensitive to Growth� CBM Writing�

!   I do �

!  We do �

!  You do �

Activity

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Using a CBM to Assess Writing �Scoring Process:�

Step 1: Identify end of sentences �

Step 2: Underline incorrect words�

Step 3: Identify incorrect word sequences �

Step 4: Identify correct word sequences �

Using a CBM to Assess Writing �

Step 1: Identify end of sentences �Read through the passage completely one time, then go back through and

draw a vertical line at the point where each sentence should end.

The cave was very dark, so… | I try to close my eyes, so I couldn't see anything, but that didn't help | Than I hear some one breathing.| I try to stream, but nother came out.| The breathing became close

and close to me, and the worst Part was that I couldn't see athing.| At first I thought meself that I

an just emaging stuff.|

Step 2: Underline incorrect words �Underline all grammatically or syntactically incorrect words or words

spelled incorrectly. Underline places where periods should be but were not included. DO NOT underline capitalization errors.

The cave was very dark, so… | I try to close my eyes, so I couldn't see anything, but that didn't help_| Than I hear some one breathing.| I try to

stream, but nother came out.| The breathing became close and close to me, and the worst Part was that I couldn't see athing.| At first I thought

meself that I an just emaging stuff.|

Using a CBM to Assess Writing � Using a CBM to Assess Writing �Step 3: Identify incorrect word sequences �

Place a mark below the line for every incorrect word sequence. An incorrect word sequence occurs when one of the words on either side of the space is incorrect (underlined from the last step). If a space is underlined because a

period is missing, there would be a mark on either side of the missing period.

The cave was very dark, so…|I x try x to close my eyes, so I couldn't see anything, but that didn't help x

|x Than x I x hear x somexone x breathing . | I x try x to x stream, x but x nother x came out.| The

breathing x became x close x and x close x . to me, and the worst Part was that I couldn't see x athing x .| At first I thought x meself x that I x an x just x

emaging x stuff.|

Using a CBM to Assess Writing �Step 4: Identify correct word sequences �

Place a different mark above the spaces where both words on either side of the space are correct (neither are underlined). Periods count as words, so if a period is placed correctly and the last word of the previous sentence is correct, there would be a correct mark between this word and the period. Likewise, if the first word of

the next sentence is correct, there would be a correct mark between the period and the first word of the following sentence.

The cave was very dark, so… ^Ixtryxto ^close^my^eyes,^so^I^couldn't^see^

anything,^but^that^didn't^helpx|xThanxIx hearxsomexonexbreathing^ ^Ixtryxtoxstream,

xbutxnotherxcame^out^.|^The^breathingx becamexclosexandxclosexto^me,^and^the^

worst^Part^was^that^I^couldn't^seexathing x.|^At^first^I^thoughtxmeselfxthat^Ixanx just x

emaging x stuff ^.|

Using a CBM to Assess Writing �

TWW = 58 WSC = 43 �CWS Score: 35�

CIWS Score: (35 correct - 28 incorrect) = +7

The cave was very dark, so… ^Ixtryxto^close ^my^eyes,^so^I^couldn't^see^anything,^but

^that^didn't^helpx|xThanxIxhearxsomexonex breathing^.|^Ixtryxtoxstream,xbutxnotherxcame^out ^.^The^breathingxbecamexclosexandxclosexto^me,^

and^the^worst^Part^was^that^I^couldn't^seex athingx.^At^first^I^thoughtxmeselfxthat^Ixanxjustx

emagingxstuff^.|

Now, simply count…

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We Do � Step 1: Identify end of sentences

!   Read through the passage completely one time, then go back through and draw a vertical line at the point where each sentence should end.

Step 1 - Check �

As I walked down the path, I saw a lost puppy in the field, crying for his mother…!

The puppy waz little and had white fir with floppie ears he was walking towerd me and I wanted to pick him up and hold him. I called the puppy and he came and sat down net to me and I think he is my friend. / I wonder if mom will be let me have him. She said!

TWW = 58 WSC = �CWS (^) = IWS (x) = CIWS=�

Step 2: Underline incorrect words�!   Underline all grammatically or

syntactically incorrect words or words spelled incorrectly. Underline places where periods should be but were not included. Capitalization is required at the beginning of a sentence and in Proper nouns.

Step 2 - Check �As I walked down the path, I saw a lost puppy in the field, crying for

his mother…!

The puppy waz little and had white fir with floppie ears_/ he was walking towerd me and I wanted to pick him up and hold him. / I called the puppy and he came and sat down net to me_/ and I think he is my friend. / I wonder if mom

will be let me have him. She said!

TWW = 58 WSC = 53 �CWS (^) = IWS (x) = CIWS= �

Step 3: Identify incorrect word sequences�

!   Place a mark below the line for every incorrect word sequence. An incorrect word sequence occurs when one of the words on either side of the space is incorrect (underlined from the last step). If a space is underlined because a period is missing, there would be a mark on either side of the missing period.

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Step 3 - Check �As I walked down the path, I saw a lost puppy in the field, crying for his

mother…!

The puppy x waz x little and had white x fir x with x floppie x ears x_ / x he x was walking x towerd x me and I wanted to pick him up

and hold him. / I called the puppy and he came and sat down x net x to me x_/ x and x I think he is my friend. / I wonder if

mom will x be x let me have him. She said!

TWW = 58 WSC = 53 �CWS (^) = IWS (x) = 18, CIWS= �

Step 4: Identify correct word sequences �

!   Place a different mark above the spaces where both words on either side of the space are correct (neither are underlined). Periods count as words, so if a period is placed correctly and the last word of the previous sentence is correct, there would be a correct mark between this word and the period. Likewise, if the first word of the next sentence is correct, there would be a correct mark between the period and the first word of the following sentence.

Step 4 - Check �

TWW = 58 WSC = 53 �CWS (^) = 43, IWS (x) = 18, CIWS= 25 �

As I walked down the path, I saw a lost puppy in the field, crying for his mother…!

^The^puppyx waz x little^and^had^white x fir x with x floppie x ears x_ / x

he x was^walking x towerd x me^and^I ^wanted^to^pick^him^up ^and^hold^him^. / ^I^called^the^puppy^and^he^came^and^sat

^down x net x to^me x_/ x and x I^think^he^is^my^friend^. / ^I ^wonder^if^mom^will x be x let^me^have^him^. She said!

You Do �

Which Method?�

!   Norm-referenced assessment �

!   Assessment of Orthographic Stages of Development �

!   Assessment of breakdown area�

!   Assessment over time of TWW, WSC, or CIWS�

Break �Relax�

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Reflection: �How will tonight’s session change or

improve your assessment skills? �

Homework �for Session 7 – Non-Academic Domains�