Writing and Academics: A Guide to Writing

Interventions
Sarah Bolognino
Kelly Teufel
Lia Luciano
Rebecca Gray
Jennifer Perella

Table of Contents
Introduction to Writing Interventions ............................................................................................. 3
Response to Intervention and Writing ........................................................................................ 4
Writing Interventions ...................................................................................................................... 6
Spelling ....................................................................................................................................... 6
Copy, Cover, Compare ........................................................................................................... 7
Peer Tutoring Spelling Game................................................................................................ 11
Handwriting .............................................................................................................................. 14
Missing Letters...................................................................................................................... 15
I See Sam Handwriting Worksheets .................................................................................. 17
Organization .............................................................................................................................. 19
Proofreading with SCOPE................................................................................................. 20
Personal Narrative Think Sheet ............................................................................................ 21
Sentence Construction .............................................................................................................. 23
Peer Assisted Sentence Combining Practice......................................................................... 24
Susie Can Write! ................................................................................................................... 29
Motivation ................................................................................................................................. 35
Autobiography Assignment .................................................................................................. 36
Daily Journaling with Self-Progress Monitoring .................................................................. 38
Electronic Resources ..................................................................................................................... 40
Spellingcity.com ....................................................................................................................... 41
Teacher Resource Center .......................................................................................................... 42
Evidence Based Intervention Network ..................................................................................... 43
Morton Writing Interventions ................................................................................................... 44
Writing Interventions from Educational Services Unit # 1 ...................................................... 45
Useful Applications .................................................................................................................. 46
Student Focused: ................................................................................................................... 46
Educator Focused .................................................................................................................. 49
About the Authors ......................................................................................................................... 51

Introduction to Writing Interventions

Written language is one way that people communicate in todays society (Mcloughlin &
Lewis, 2008). People use writing in their everyday lives in many ways, such as to write a shopping
list, leave a note for a coworker, or write a letter or an email to a family member. Literacy includes
the ability to read as well as the ability to write. Adults and students are expected to be literate and
writing is an important aspect of being literate (Mcloughlin & Lewis, 2008). Writing is a skill that is
important to adults and students. Acquiring proper writing skills is crucial for successful school
performance (Mcloughlin & Lewis, 2008).
As stated by Rathvon (2008), many students graduating from high school do not have
adequate writing skills. Writing is a form of communication and it is how students convey what they
have learned. Clearly writing is an important aspect of learning that needs to be addressed and can
have devastating effects on a students academic performance.
Although writing is an important skill, it is often overshadowed by reading and mathematics
(Rathvon, 2008). Yet if students struggle with writing, how can they communicate what they have
learned in other subjects? In recent years, writing has received more attention from researchers
(Rathvon, 2008), heightening the importance of writing. This increased interest in writing has led to
interventions to help students who struggle with writing.
The writing process is made up of a variety of skills. To be a proficient writer, a student must
master these skills. Some of the skills that make up writing are handwriting, organization, building
sentences, motivation, and spelling. The process of writing is very complex and struggling with
writing can be very frustrating. Because writing is such a complex process, students can struggle with
writing in a variety of ways. Some issues students may face are (Rathvon, 2008):

Students may have deficits in basic writing skills such as handwriting, spelling, capitalization,
and sentence formation

Students may have difficulties in sustaining effort and being motivated to write

Students may produce writing compositions that are brief, poorly organized, and improvised
in both content and development (Rathvon, 2008)

In order to best help students who are struggling with writing, a teacher should pinpoint
which aspect of writing a student is having most difficulty with, which will help the teacher
resolve the issue. As one way to help students improve their writing skills, teachers or other
school personnel can implement evidence-based interventions that target specific areas of
writing. The use of the this resource handbook is meant to provide interventionists with the tools
to effectively help students struggling with writing by providing examples of interventions for
each skill area of writing.

Response to Intervention and Writing

In the traditional school psychology model, when a student struggled in school, he or she
would be referred for an outside evaluation and then would receive services outside of the
classroom. Typically this traditional model provides students with support that is too late or is
inefficient. A more effective way to help all students is by providing high-quality instruction
early on in their education. The response to intervention (RTI) model provides just this.
The main components of the RTI model include: (Mellard, Mcknight, & Deshler, n.d.):
Implements research-based and supported interventions
Focuses on high-quality classroom instruction
Consistently monitors students progress
Is composed of multiple tiers that are matched to a students needs
Uses universal screening of all students
Ensures fidelity in intervention implementation
The RTI model consists of three tiers, with interventions increasing in intensity at each tier.
Tier one provides primary high-quality instruction for all students (Bean & Lillenstein, 2012).
About 80% of students make up tier one (Berkeley, Bender, Peaster & Saunders, 2009). Tier
two of the RTI model provides targeted or supplemental interventions to approximately 15% of
students. Finally, tier three is the most intensive instruction and is provided to 5% of students
(Bean & Lillenstein; Berkeley, Bender, Peaster & Saunders, 2009).

The RTI model helps to determine which students are struggling with writing and
provides them with support and interventions to enhance their writing skills. Teachers and
school personnel should identify students who are struggling with writing early on in their
education so that proper interventions can be implemented and their writing skills can be
improved. Interventions for writing can be used across all of the three tiers.
This handbook includes interventions for five skills associated with writing. Each skill is
defined and two interventions that focus on the improvement of this skill are supplied, as well as
sample materials to implement the interventions. Finally, this handbook includes websites and
applications for educators to visit to gain more information about writing, writing instruction,
and writing interventions and implementation.
Sources:
Bean, R. & Lillenstein, J. (2012). Response to intervention and the changing roles of
Schoolwide personnel. The Reading Teacher, 65, 491-501.
Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response
to intervention: A snapshot of progress. Journal of Learning Disabilities, 42, 85-95.
Mellard, D. F., Mcknight, M. A., & Deshler, D. D. (n.d.). The abcs of rti: A guide for parents.
Retrieved from http://www.nrcld.org/free/downloads/ABC_of_RTI.pdf
McLoughlin, J. A. & Lewis, R. B. (2008). Assessing Students with Special Needs. New Jersey:
Pearson Prentice Hall.
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving
student outcomes (2nd Ed). New York: Guilford Press.

Writing Interventions
Spelling
Spelling is a critical component of writing and written expression (Rathvon, 2008).
Students who have poorly developed spelling skills will most likely struggle to express what they
have learned in written form. Spelling is an issue for many students in school, not just those with
learning disabilities. Spelling problems affect writing by interfering with higher order writing
processes like planning and revising as well as interfering with the message that the writer is
trying to convey. Spelling problems can also have an effect on a students willingness to write.
Spelling problems can lead a student to think they cannot write or may make students want to
avoid writing completely (Rathvon, 2008).
Students have traditionally learned to spell in school by being tested on a weekly spelling
list, or repeatedly writing a spelling word (either alone, or in a sentence). These methods have
been proven to be insufficient to improve spelling in students (Rathvon, 2008). This traditional
approach leads some students to simply memorize the words in time for the test without truly
understanding the underlying spelling patterns in the words (Rathvon, 2008). To assist students
who are struggling with spelling, rather than assigning more words for them to memorize, a
teacher can implement an evidence-based intervention. One intervention that is helpful in
improving spelling skills is Cover, Copy, Compare. In this intervention, the student practices
spelling words they recently studied and allows for immediate feedback as to whether they
spelled the word correctly. This intervention helps to build self-monitoring in student by having
the correct spelling of the words available for the students to view. This intervention can be used
with all grade levels, with one student or a group of students, and can be applied across the RTI
tiers.
Another helpful intervention for students struggling with spelling is Peer Tutoring
Spelling Game. This intervention has students work in pairs to practice spelling and provides
immediate feedback for correct and incorrect responses. Spelling accuracy is targeted by this
intervention. This intervention is fun for students since it is formatted as a game and it is quick
to complete for teachers.
Source:
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving
student outcomes (2nd Ed). New York: Guilford Press.

Copy, Cover, Compare

Appropriate Grade Level: All grade levels
Brief Description: This method of teaching and learning spelling words allows students to
practice at visualizing and producing the weekly spelling words through a sequence of easy to
remember steps. This is a reasonable intervention to implement on an individual level, as selfmonitoring is facilitated by having the correct spelling of the word readily available.
Materials Needed:
Spelling list
Paper
Worksheet: Cover-Copy-Compare
Spelling Log: Mastered Words
Steps for Implementation
1. [Teacher] Create a Cover-Copy-Compare Spelling Sheet. The teacher selects up to
10 spelling words for the student to work on during the session and writes those words as
correct models on the left column ('Spelling Words') of the Worksheet: Cover-CopyCompare (attached). The teacher then pre-folds the spelling sheet using as a guide the
vertical dashed line ('fold line') bisecting the left side of the student worksheet.
2. [Student] Use the Cover-Copy-Compare Procedures. During the Cover-CopyCompare intervention, the student follows these self-directed steps for each spelling
word:
STEP 1: Look at the correctly spelled target word that appears in the left column of the
sheet.
STEP 2: Fold the left side of the page over at the pre-folded vertical crease to hide the
correct model ('Cover').
STEP 3: Spell the word from memory, writing it in the first response blank under the
'Student Response' section of the spelling sheet ('Copy').
STEP 4: Uncover the correct model and compare it to the student response ('Compare').
If the student spelling is CORRECT, move to the next word on the list and repeat these
procedures.
If the student spelling is INCORRECT, draw a line through the incorrect response, study
the correct model again, cover the model, copy the word from memory into the second
response blank under the 'Student Response' section of the spelling sheet, and again
check the correctness of its spelling.
Continue until all words on the spelling list have been spelled and checked against the
correct models.
3. [Teacher] Log Spelling Words Mastered by Student. The teacher should select an
objective standard for judging that the student using Cover-Copy-Compare has 'mastered'
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a spelling word (e.g., when the student is able to copy a specific word from memory
without error on three successive occasions). The teacher can then apply this standard
for mastery to identify and log spelling words in each session, using the Spelling Log:
Mastered Words sheet (attached).

Evaluation:
Compare percent correct scores on weekly spelling tests for the entire class or the selected group
of students before and after implementation.
Comments/Tips:
Periodically check students self-corrections.
If students do not seem interested in the intervention, a reward system can be implemented to
increase motivation
Sources:
Murphy, J., Hern, C., Williams, R., & McLaughlin, T. (1990). The effects of the copy, cover,
and compare approach in increasing spelling accuracy with learning disabled students.
Contemporary Educational Psychology, 15, 378-386.
Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A selfmanaged academic intervention effective across skills, students, and settings. Journal of
Behavioral Education, 7, 295-306.

Spelling Log: Mastered Words

Student: _________________ School Year: _______ Classroom/Course: _____________
Spelling Cumulative Mastery Log: During the spelling intervention, log each mastered word below with the date of mastery.
Word 1: ____________________ Date: ___/___/___

Word 21: ____________________ Date: ___/___/___

Word 2: ____________________ Date: ___/___/___

Word 22: ____________________ Date: ___/___/___

Word 3: ____________________ Date: ___/___/___

Word 23: ____________________ Date: ___/___/___

Word 4: ____________________ Date: ___/___/___

Word 24: ____________________ Date: ___/___/___

Word 5: ____________________ Date: ___/___/___

Word 25: ____________________ Date: ___/___/___

Word 6: ____________________ Date: ___/___/___

Word 26: ____________________ Date: ___/___/___

Word 7: ____________________ Date: ___/___/___

Word 27: ____________________ Date: ___/___/___

Word 8: ____________________ Date: ___/___/___

Word 28: ____________________ Date: ___/___/___

Word 9: ____________________ Date: ___/___/___

Word 29: ____________________ Date: ___/___/___

Word 10: ____________________ Date: ___/___/___

Word 30: ____________________ Date: ___/___/___

Word 11: ____________________ Date: ___/___/___

Word 31: ____________________ Date: ___/___/___

Word 12: ____________________ Date: ___/___/___

Word 32: ____________________ Date: ___/___/___

Word 13: ____________________ Date: ___/___/___

Word 33: ____________________ Date: ___/___/___

Word 14: ____________________ Date: ___/___/___

Word 34: ____________________ Date: ___/___/___

Word 15: ____________________ Date: ___/___/___

Word 35: ____________________ Date: ___/___/___

Word 16: ____________________ Date: ___/___/___

Word 36: ____________________ Date: ___/___/___

Word 17: ____________________ Date: ___/___/___

Word 37: ____________________ Date: ___/___/___

Word 18: ____________________ Date: ___/___/___

Word 38: ____________________ Date: ___/___/___

Word 19: ____________________ Date: ___/___/___

Word 39: ____________________ Date: ___/___/___

Word 20: ____________________ Date: ___/___/___

Word 40: ____________________ Date: ___/___/___

Worksheet: Cover-Copy-Compare
Student: __________________________________ Date:___/___/___

Fold
Spelling Words

Students Response

1.

1a.
1b.

2.

2a.
2b.

3.

3a.
3b.

4.

4a.
4b.

5.

5a.
5b.

6.

6a.
6b.

7.

7a.
7b.

8.

8a.
8b.

9.
9a.
9b.
10.

10a.
10b.
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Peer Tutoring Spelling Game

Appropriate grade level: All grade levels
Brief Description: This intervention is based on increasing active academic responding in the
classroom. This strategy targets spelling accuracy by combining classwide peer tutoring with
public posting in a game-like format. In addition to providing increased opportunities for each
student to practice spelling without increasing the total amount of time set aside for spelling
instruction, it prevents reinforcement of errors because peer tutors provide immediate corrective
feedback for responses. Also, because the peer tutoring game only takes 15 minutes to complete,
in can be easily used within the spelling period, regardless of how the spelling curriculum is
arranged.
Materials Needed:
List of spelling words
Pencil and paper for each student
Red or blue slips of construction paper in a box, enough for one slip per student
Posterboard chart listing the team names, with columns for posting red and blue team,
point totals and weekly team winners
Classwide Peer Tutoring Score Sheet
Procedures/steps for implementation:
1. Tell the students that they will be playing a new game to help them learn more
spelling words. Youll need about 30 minutes for the first day of training
2. Tell the students that the game is like basketball. In this game, they will make
baskets (2 points) and foul shots (1 point). Select one student to demonstrate
tutoring to the class, using the procedures described below. Then select two more
students and guide them through the procedures in front of the class. Conduct two
more demonstrations with other student pairs. Then have the entire class practice the
procedures while you walk around the room giving corrective feedback and praise for
appropriate tutoring.
3. On Monday of each week, teach the list of new words to the entire class or to the
spelling groups.
4. Also on Monday, have each student draw a red or blue slip of paper from a box for
assignment to one of two teams. Then create tutor pairs within each team.
5. Begin the tutoring game by asking students to move to their tutoring stations (an
arrangement where they can work in pairs). Designate one student to serve as tutor
first. Distribute the new word list and spelling forms or sheets of paper
6. Signal the students to begin, and, if desired, set a timer for 5 minutes. Tutors present
tutees with the list of words as many times as possible during this time period. The
tutor says a word while the tutee writes it on his or her paper. The tutee then spells
out to the tutor the word he or she has written.
7. If the word is correct, the tutor says, Correct! Give yourself two points! and the
tutee marks a 2 on his or her list. If the word is incorrect, the tutor points to,
pronounces, and spells the missed word orally to the tutee. The tutee must write it

11

correctly three times before receiving the next word. After the word has been
corrected, the tutee receives one point.
8. After five minutes, the pair reverses roles
9. During tutoring, walk around the room, supervising and awarding bonus points
(referee points) to tutors for examples of positive tutoring, up to 5 additional points
per student.
10. After another five minutes, it is time to stop. Have tutoring pairs add up their points,
including any bonus points. Record individual scores on the individual chart, and
record team points on the team chart.
11. On Friday, give a spelling test on the words tutors have practices. Have team pairs
exchange papers, correct each others answers, and award three points for each
correctly spelled word.
12. Have each student report his or her points and record them on the individual score
chart.
13. Announce the team winner for the week, and post the winner on the team chart.
14. Randomly spot check students scoring and point additions. Correct as needed.
Evaluation:
Compare percent correct scores on weekly spelling tests for the entire class or the selected group
of students before and after implementation.
Comments/Tips:
Implement a reward for the winning team (small prizes).
Set a class goal of total number of points earned by both teams and have a bigger prize (such as a
movie or pizza party).
Source:
Delquadri, J.C., Greenwood, C. R., Stretton, K., & Hall, R.V. (1983). The peer tutoring spelling
game: A classroom procedure for increasing opportunity to respond and spelling
performance. Education and Treatment of Children, 6, 225-239.

12

Classwide Peer Tutoring Score Sheet

Name: ____________________________ Team: _____________________________
Date: _____________________________ Todays Points: ______________________
Question
Number

Answers and Corrections

13

Points
Earned

Handwriting
Fluid and legible handwriting is a necessary skill to acquire, despite the increase in using
word processors. Poor handwriting influences the way a writers work is perceived (Schlagal,
2007). Further, an inability to properly form letters may interfere with the content of the written
work and may be assumed to be linked to a disability. Because the writing process is so
elaborate, a student struggling with handwriting will likely have difficulty with the more
complex skills involved in writing, such as spelling, grammar, and sentence formation.
Therefore, it is pertinent to provide interventions targeting handwriting for students who are
experiencing difficulties, so that this process becomes automatic.
Missing Letters is an intervention that requires students to utilize their decoding and
handwriting skills in order to complete a word. Certain letters are chosen for students to practice
writing, and these letters are specifically left out of words. Students then have the opportunity to
discuss their answers and the sounds each letter makes in a small group setting.
I See Sam Handwriting Worksheets allows students to practice writing short words and
sentences. Stroking sequence for individual letters is provided for students who are just
beginning to learn how to form letters. Both manuscript and cursive worksheets are provided in
this intervention. An a form and b form are provided so that students can practice writing
from memory, which research suggests is a vital component of a handwriting program
(Hofmeister, 1992).
Sources:
Case-Smith, J. & Holland, T. (2008). Write Start Handwriting Program. Institute for Educational
Sciences. http://write-start-handwriting.org/
Hofmeister, A. (1992). Handwriting Resource Book. Retrieved from http://www.iseesam.com/
jumpstart/HandwritingResources.htm.
Schlagal, B. (2007). Best Practices in Spelling and Handwriting. In S. Graham, C.A. MacArthur
& J. Fitzgerald (Eds), Best practices in writing instruction (179-201). New York:
Guilford Press.
Utah Students At Risk Online Staff Development Academy provided additional research and
support for the I See Sam curriculum.

14

Missing Letters
Appropriate Grade Level:
This intervention is targeted toward students in the first grade, with a goal of helping them
become fluid and legible writers.
Brief Description:
Missing Letters is a handwriting intervention included in the Write Start Handwriting program.
The goals of this intervention are to enhance students memory of letter formation, to reinforce
recall of specific letters learned in a certain week, and to integrate individually learned letters
into a larger word.
Materials Needed:
Missing Letters worksheet (words written with specific letters missing) - In this case, we
have selected to leave the letters a,c,d,g, and o missing
Pencils
Procedure:
1. Place students into small groups of 6-8 students per table.
2. Give students a Missing Letters worksheet with key letters missing
3. Instruct students to use the missing letters at the top of their worksheet to form the words
4. Allow students time to complete their worksheet
5. Once students have finished, encourage them to discuss their answers and the sound of the
letters/words with their group
Source:
Case-Smith, J. & Holland, T. (2008). Write Start Handwriting Program. Institute for Educational
Sciences. http://write-start-handwriting.org/

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Example Missing Letters Worksheet

Name:

c a o d g
d

at

at

et

ta

rea

sai

ke

Additional examples of Missing Letters worksheets may be found at: http://write-starthandwriting.org/small-group-work/cognitive-strategies/cognitive-strategies-activity-sheets/

Source:
Write Start Handwriting (n.d.). Cognitive Strategies: Activity Sheets. Retrieved from
http://write-start-handwriting.org/small-group-work/cognitive-strategies/cognitivestrategies-activity-sheets/.

16

I See Sam Handwriting Worksheets

Appropriate Grade Level:
Elementary - varies according to worksheet chosen
Brief Description:
The I See Sam handwriting worksheets are designed to build on and support reading and
writing skills. Depending on grade level, teachers may choose worksheets that focus on either
letter formation or word formation. Teachers engage students by talking about the animal
printed on their worksheet, and create word phrases or sentences based on these stories. The
worksheets provide a meaningful context for previous instruction in individual letters. Teachers
use the Progressive Approximation Method to give students feedback, a four step process
designed to decrease six procedural errors that students often make when learning to write. A
handwriting resource book is included in order to guide teachers in implementing this
intervention.
Materials Needed:
I See Sam worksheets: http://www.iseesam.com/jumpstart/HandwritingResources.htm
Handwriting Resource Book:
http://www.iseesam.com/teachall/text/langart/programs/writing.htm
Reading for All Learners kits: http://www.iseesam.com/teachers
Pencils
Chalkboard/Smartboard
Procedure:
1. Choose a grade appropriate set from the Reading for All Learners kit
2. Gather students together and engage them in the story about to be read
3. Read students the selected story
4. Talk to students about what occurred in the story, including the animals and their actions show a strong level of interest in order to motivate students
5. Allow students to return to their seats and hand out I See Sam worksheets that correspond
to the story that was read
6. Select words from the story for students to practice writing
7. Use formal handwriting instruction to demonstrate print handwriting on the board
8. Instruct students to practice writing on form a what has been written on the board - if
students need a challenge, provide them with sentences that incorporate the selected words
9. Collect a form and hand students b form
10. Instruct students to write the selected word/s from memory on the b form, an additional
worksheet on which students practice their handwriting and begin writing letters/words from
memory
11. Provide feedback using the Progressive Approximation Method (found in the Handwriting
Resource Book)

17

Progress Monitoring (using the Progressive Approximation Method):

The I See Sam worksheets are designed to help students practice their handwriting by
repeating the letters and words written. Therefore, close monitoring of their work is necessary in
order to reduce habits of incorrect letter formation. The Progressive Approximation Approach
was developed to target six common procedural errors, and has been used successfully with
students with moderate and severe disabilities (Hofmeister, 1969):
Step 1: The student completes the first line of their worksheet and informs the teacher.
Step 2: The teacher marks letters that need improvement with a highlighter. Letters that show
significant improvement are not marked and the student is not required to repeat them.
Step 3: The student erases incorrect portions of letters and traces over the teachers marks so that
the whole letter has been re-traced.
Step 4: The student moves to the next line and follows the same procedure, but only repeating
the letters that had been corrected on the previous line.
Repeat the Progressive Approximation Method each time students complete a I See Sam
worksheet so as to provide them with continuous feedback and monitor their progress.
Source:
Hofmeister, A. (1992). Handwriting Resource Book. Retrieved from http://www.iseesam.com/
jumpstart/HandwritingResources.htm.

18

Organization
A clear, effective and logical essay is very well organized. Ideas should be well thoughtout, structurally sound and contain no grammatical or mechanical errors. Without the ability to
effectively organize an essay students are unable to communicate ideas through writing.
Provided are two interventions that address skills necessary for mastery or essay organization.
These interventions address the planning aspect of writing and the editing and revision process.
Personal Narrative Think Sheet provides a structured way in which students can lay out
ideas as they plan for their writing. The worksheet walks students through the planning process
by allowing them to think big then begin to work through thoughts and plan a well-organized
paper.
Proof Reading with SCOPE provides students with a mnemonic device for remembering
the steps involved in thorough proofreading. SCOPE reminds students to keep spelling,
capitalization, order of words, punctuation, and express complete thought.

19

Proofreading with SCOPE

Appropriate Grade Level: Intermediate and Advanced
Brief Description: As students get older, error free work becomes more and more important.
This intervention offers students a mnemonic device for remembering the steps involved in
thorough proofreading.
Materials Needed:
1. Posterboard with the SCOPE steps written on it:
Spelling: Is the spelling correct?
Capitalization: Are the first words of sentences, proper names, and proper nouns
capitalized?
Order of Words: Is the syntax correct?
Punctuation: Are there appropriate marks for punctuation where necessary?
Express Complete Thought: Does the sentence contain a noun and a verb or is it only a
phrase?
2. Student-generated writing piece that needs to be edited.
3. Sample piece of writing on an overhead
4. Overhead projector
Procedure/Steps:
1. Discuss with the students how often they get into difficulty because they are not sufficiently
skilled at proofreading their papers before they submit them and therefore get low grades
because their papers include many errors.
2. Teach the students the mnemonic strategy SCOPE using the posterboard.
3. Demonstrate using SCOPE with a sample piece of writing on an overhead projector.
4. Give the students ample practice and opportunity to apply SCOPE in their own work.
Progress Monitoring:
Record the average number of errors in the work turned in for a group of selected students or for
the entire class for several weeks. Compare the scores over time.
Comments/tips:
If necessary, staple a copy of the SCOPE sheet to students papers before they turn them in to
remind them to edit their work.
Source:
Bos, C.S. & Vaughn, S. (2002). Strategies for teaching students with learning and behavior
problems. Boston: Allyn and Bacon.

20

Personal Narrative Think Sheet

Appropriate Grade Level: Intermediate and Advanced
Brief Description: This intervention provides structure for students as they plan their writing.
Materials Needed:
Paper
Pencils
Personal Narrative Think Sheet
Preparation:
1. Make copies of the Personal Narrative Think Sheet.
2. Walk through the steps and think about how you will explain each section (i.e., Think-ALouds).
3. Create an example to model for students.
Procedure/Steps:
1. Model how to use the Personal Narrative Think Sheet as a whole group
2. Explicitly teach how to complete each section of the think sheet.
3. Allow students time to work alone or with a partner in planning a story.
4. Hold brief check- in meetings to see how students have used the think sheet
Progress Monitoring:
Monitor progress with CBM story starter probes and a writing rubric
Source:
Brown-Chidsey, R. Bronaugh, L McGraw, K. (2009). RTI in the Classroom: Guidelines and
Recipes for Success. Intervention Recipes: Personal Narrative Think Sheet. Guilford
Press. New York, NY.

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Personal Narrative Think Sheet

Name:

1. Search all memories:

The time when
The time when
The time when

2. Choose one story to tell.

3. Play it in your mind (like a video)
8. What happened?

4. Where did it happen?

9. What were my feelings?

5. Who was there?

10. How did it end?

6. What did I see?

11. Why do I remembere this? Why is it
important?
7. What did I hear?

22

Sentence Construction
When students first begin to write, they tend to create short and simple sentences, only
relaying one new piece of information per sentence. In contrast, some new writers create very
long, run-on sentences (Saddler, 2007). In order to be successful writers, students need to
possess the skills to construct syntactically mature sentences, meaning a variety of complex and
compound sentences (Saddler, 2007). This ability allows students to create sentences that
efficiently relay information to readers and are interesting to read (Saddler, 2007). Many skills
are involved in constructing a sentence, and beginning writers may often get stuck in the
process and require outside assistance. For this reason, skills for constructing and combining
sentences should be taught directly, and practice should be mediated by instructors (Saddler,
2005; Saddler, 2007). Practicing skills with peers can also be helpful for students because it
increases engagement with the task by allowing students to both be the tutor and tutee (Fuchs,
Fuchs, Mathes, & Simmons, 1997). Sentence construction interventions can be delivered to an
entire classroom at once, or alternatively to small groups or pairs (Saddler, 2008; Saddler, 2007).

Sources:
Fuchs, D., Fuchs, L., Mathes, P., & Simmons, D. (1997). Peer-assisted learning strategies:
Making classrooms more responsive to diversity. American Educational Research
Association, 34, 174-206.
Saddler, B. (2007). Improving sentence construction skills through sentence-combining practice.
In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds), Best practices in writing
instruction. New York: Guildford Press.
Saddler, B. (2005). Sentence combining: A sentence-level writing intervention. The Reading
Teacher, 58, 468-471.
Saddler, B., Asaro, K., & Behrorooz, B. (2008). The effects of peer-assisted sentence combining
practice on four young writers with learning disabilities. Learning Disabilities:
Contemporary Journal, 6 (1), 17-31.

23

Peer Assisted Sentence Combining Practice

Appropriate Grade Level: Saddler, Asaro, & Behrorooz (2008) conducted their study with
fourth-grade participants but the intervention could be modified for any grade level.
Brief Description: This is a targeted Tier 2 intervention in which pairs of students receive direct
instruction from an interventionist and paired practice with a peer in sentence combining
procedures.
Materials Needed:
pencil
paper
example kernel sentences to be combined (e.g., The cat is fast. and The cat is gray.)
guided practice worksheets
- Sentence combining subtest from the TOWL-3
Procedure/Steps:
1. Teachers select students who are having difficulties with sentence combining
within the general education classroom for a supplemental tier 2 peer-based
intervention.
2. Students meet with a trained interventionist 3 times per week for 6 weeks (18
sessions total). The sessions last 35 minutes each. There are 3 units covered (1Adjective Insertion, 2-Phrase Embedding and 3-Connectors but and because).
Each unit has 6 lessons. The format of the lessons is described below. Students
work with the interventionist in pairs of two in a quiet, separate, classroom
setting.
3. Lessons One and Two
The interventionist introduces him/herself as a writing teacher who will
help the students to write better sentences. (Subsequent sessions may skip
this introduction).
Oral warm up
The interventionist models a sentence combination orally by
presenting two kernel sentences, and then demonstrating one way
in which the two sentences may be combined, while keeping the
essential meaning of both sentences.
The students take turns combining sentence examples presented by
the interventionist orally. The interventionist provides the answer
if neither student is able to combine an example.
The instructor then demonstrates on paper how the example sentences
change when they are combined (punctuation changes, words deleted or
added).
Written guided practice
Students individually complete the guided practice worksheet.
Students then take turns reading their sentences to one another.
The peer rates each sentence. If it makes sense, it receives a
thumps-up. If the sentence makes sense, but could be better, the
24

4.
5.

6.

7.

child gives a signal where his thumb is parallel to the ground. If

the sentence does not make sense, the child provides a thumbsdown. The peer and interventionist work together with the
student to create a sentence that receives a thumbs-up rating.
In lesson 3, procedures from lessons 1-2 are repeated, but students are also asked
to produce a revised paragraph based on the series of kernel sentences presented
in the guided practice sheet.
In lesson 4, students write down the answers to their warm up problems
individually rather than express them orally. Then each student is given two
picture-prompt story starters and told to choose one to write about. Students are
given 15 minutes to write.
In lesson 5 students use a Peer-Editor Checklist to revise their story drafts from
lesson 4. At the beginning of the session, the interventionist reads a sample story
draft and shows students how to go through each question on the checklist using
the story. Then students are allowed to work individually and the interventionist
is available to assist and provide encouragement.
During lesson 6, students share feedback about each others stories using the
checklist from the previous lesson. They make revisions, and read the revised
draft out loud.

Suggestions for Evaluating Effectiveness:

Story quality
Before and immediately after the intervention, students are asked to write a story for 20 minutes.
They may choose between two pictures story starters, illustrating scenes that children of their age
would enjoy. The interventionist rates the stories based on quality of ideation, organization,
grammar, sentence structure, aptness of word choice, and mechanics and score them on a scale
from 0-8. An example of a story quality rubric is provided below. Story quality pre- and postintervention is compared for each student.
Sentence-combining ability
To assess changes in students sentence-combining skills, each student completes Form A of the
Sentence Combining subtest from the TOWL-3 (Hammill & Larsen, 1996) before the start of the
intervention. After the intervention ends, students take the alternate form (B) of the subtest.
Their pre- and post-intervention scores are compared to monitor growth.
Additionally, the interventionist may count the number of sentence combination constructions in
each of the students stories and compare the pre- intervention story to the post-intervention
story.

25

Comments/tips:
Graduate school psychology students or education students may wish to serve as the
interventionists.
Writing samples and the TOWL-3 may be scored by graduate students as well. It is a good idea
to have more than one student grade each piece so that inter-rater reliability can be determined.
Sources:
Hammill, D., & Larsen, S. (1996). Test of Written Language3. Austin, TX: Pro-Ed.
Saddler, B., Asaro, B., & Behrorooz, B. (2008). The effects of peer-assisted sentence combining
practice on four young writers with learning disabilities. Learning Disabilities:
Contemporary Journal, 6 (1), 17-31.
Saddler, B., & Graham, S. (2005). The effects of peer-assisted sentence combining instruction on
the writing performance of more and less skilled young writers. Journal of Educational
Psychology, 97(1), 43-54.
Paragraph writing rubric generator. (2013). Retrieved March 20, 2013, from http://www.teachnology.com/web_tools/rubrics/paragraph/.

26

Sunnycrest Essay Rubric

Name: ________________________

Teacher: Mr. Wright

Date Submitted: ____________

Title of Work: ___________________

Criteria
4

Points
2

Main/Topic
Idea Sentence

Main/Topic idea
Main/Topic idea
sentence is either
sentence is clear,
unclear or
correctly placed,
incorrectly
and is restated in
placed, and is
the closing
restated in the
sentence.
closing sentence.

Main/Topic
idea sentence
is unclear and
incorrectly
placed, and is
restated in the
closing
sentence.

Main/Topic
idea sentence
is unclear and
incorrectly
placed, and is
not restated in
the closing
sentence.

____

Supporting
Detail
Sentence(s)

Paragraph(s)
have three or
more supporting
detail sentences
that relate back
to the main idea.

Paragraph(s)
have two
supporting detail
sentences that
relate back to the
main idea.

Paragraph(s)
have one
supporting
detail sentence
that relate back
to the main
idea.

Paragraph(s)
have no
supporting
detail
sentences that
relate back to
the main idea.

____

Elaborating
Detail
Sentence(s)

Each supporting
detail sentence
has three or more
elaborating detail
sentences.

Each supporting
detail sentence
has at least two
elaborating detail
sentences.

Each
supporting
detail sentence
has one
elaborating
detail sentence.

Each
supporting
detail sentence
____
has no
elaborating
detail sentence.

Legibility

Legible
handwriting,
typing, or
printing.

Marginally
legible
handwriting,
typing, or
printing.

Writing is not
legible in
places.

Writing is not
legible.

____

Paragraph has
one or two
punctuation,
capitalization,
and spelling
errors.

Paragraph has
three to five
punctuation,
capitalization,
and spelling
errors.

Paragraph has
six or more
punctuation,
capitalization,
and spelling
errors.

____

Total---->

____

Paragraph has no
errors in
Mechanics and
punctuation,
Grammar
capitalization,
and spelling.

27

Teacher Comments:
Figure 4. Peer-Editor Checklist.
Authors Name: ______________________________________________________
Title of Work: ______________________________________________________
Directions: Answer the following questions while you read your partners story.
Give your partner as many good ideas as you can. The more ideas, the better the revised
story will be.
What did you like about the characters?
What made the setting fun?
What made the ending fun?
What did you like best about the story?
What part of the story do you want to know more about?
Where did the author use the sentence-combining tricks? Circle the sentences in the
story.
What sentences can the author change to make the story more interesting? Put an X
above the sentence in the story.
Peer Editor: ___________________________________________________________

28

Susie Can Write!

Appropriate Grade Level: This intervention can be practiced with children in kindergarten up
to eighth grade.
Brief Description: The purpose of this intervention is to help a new writer increase his or her
writing fluency and to provide a model for correct sentence construction. This intervention is
intended to be used as a class-wide intervention. It allows students to experience success in
writing by collaborating with their teacher, while also teaching them valuable skills.
Materials Needed:
1. Pencil
2. Paper
3. Story titles or starters
Procedure/Steps:
Step One:
1. Present students with a list of story titles or story starters and if necessary, read that list
aloud. A list of possible story starters by grade level is included.
2. Encourage students to select a topic they would enjoy writing about.
3. Have students write the title or starter at the top of their papers and write about their topics as
well as they can. (If they ask, provide them with the spellings of words.)
Step Two:
4. As students finish their paragraphs, have them take turns reading them to the teacher or
another adult helper.
5. The teacher or teachers assistant asks the students to tell him or her more about their topic.
6. With student input, the teacher rewrites the paragraph and asks the student to read it out loud.
Step Three:
7. The student copies the paragraph from the teachers paper onto his own, and reads it aloud.
Suggestions for Evaluating Effectiveness:
Using the set of criteria below, score student paragraphs in your record book once a week for
several weeks. Look at the progress of each student, as well as trends within the classroom.
Comments/tips:
You may want to post students completed paragraphs on the classroom walls or on a bulletin
board in the hallway.
Sources:
Bos, C.S. & Vaughn, S. (2002). Strategies for teaching students with learning and behavior
problems. Boston: Allyn and Bacon.
Cox, Janelle. (2013). Writing rubric: Samples of basic, expository and narrative rubrics.
About.com. Retrieved from http://k6educators.about.com/od/GradingStudents/a/Writingrubric.htm
29

Write Source (2013). Writing topics. Retrieved March 18, 2013, from http://www.thewritesource
.com/writing_topics/

30

Story Titles and Story Starters by Grade Level (Write Source, 2013)
Grade 1
A special birthday
Id like to see . . .
The biggest thing I ever saw
Noisy times and quiet times
I like to make . . .
What if toys could talk?
My shopping list
Dont litter!
Big pets and small pets
Insects, insects everywhere
Im happy when . . .
How plants grow
My adventure
Friendly places
My favorite foods
I know a lot about . . .
Picnic fun
Whos at the zoo?
What will I share?
I rode on a . . .
The parade
I wonder why . . .
Whats under my bed?
What if I was 10 years old?
What makes me laugh?
Grade 2
Games I play with friends
How to make new friends
A joke that makes everybody laugh
Something funny that happened to me
What I know about dinosaurs
An important person I know about
Good things about my neighborhood
My favorite foods
After-school games
Sometimes I wish . . .
What I like about math
My new friend
A knock, knock joke
Words I think are funny
What I know about stars
What I know about the ocean
Something I dont understand
Things that could be better in my neighborhood
Foods I dont like
31

Games we play at recess

Some of my favorite books

Grade 3
My best birthday
My favorite family story
Magic tricks I can do
Amazing facts I know
The best house pets
Activities for outdoor fun
What I like about where I live
A place Id like to visit
A sport Im good at
Things Id like to change
Book characters Id like to meet
Things that are hard to believe
Funny things my pet has done
The weirdest house pets
Activities for indoor fun
A helpful person Ive met
A great place to go
Having fun at school

Grades 4-5
Staying at a friends house
A special secret place
When I was upside down
What if we suddenly had to move?
My most embarrassing moment
Talk about being scared!
Do I want to be famous?
Creepy, crawly things
What if I were the teacher?
Ill never eat another . . .
My biggest surprise
This school really needs . . .
The first day of school is the worst/best.
A pet sitter needs special instructions to care for my pet.
Doing homework
A song that means a lot to me
My best day
A day in the life of my pet
I don't understand why . . .
Dirt bikes and in-line skates
A visit to a friends school
What is important to me?
A terrible storm
Me and the outdoors
32

My first school memories

Grades 6-8
Heres what a new student needs to know about my school.
Why weekends should be longer
A narrow escape from trouble
What Ive broken or lost that belongs to someone else
My first friend
A visit to a relatives house
My chores
A dedicated teacher or coach
When I was lost
My idea of a fun weekend
A school field trip
Ive done something no one else has done.
Im principal for the day. Heres my schedule of events.
A typical lunch hour
If only I would have listened!
How could TV be better?
My favorite neighbor
My bedroom from top to bottom
A memorable bus ride
My best class ever
My first concert
Finally, a good assembly
If I could be someone else, I would be . .
The most fun Ive had recently

33

Elementary Writing Rubrics: Basic Writing Rubric

Feature

Score
4

Strong
Developing
Ideas
Establishes a
Develops a focus
clear focus
Uses some
Uses descriptive descriptive
language
language
Provides
Details support
relevant
idea
information
Communicates
Communicates original ideas
creative ideas
Organization Establishes a
Attempts an
strong
adequate
beginning,
introduction and
middle and end ending
Demonstrates Evidence of
an orderly flow logical
of ideas
sequencing
Expression Uses effective Diverse word
language
choice
Uses high-level Uses descriptive
vocabulary
words
Use of sentence Sentence variety
variety
Conventions grammar,
Some errors in:
spelling,
grammar,
capitalization, spelling,
punctuation
capitalization,
punctuation

Legibility Easy to read

Properly spaced
Proper letter
formation

Readable with
some
spacing/forming
errors

Emerging
Attempts focus
Ideas not fully
developed

Beginning
Lacks focus and
development

Some evidence
of a beginning,
middle and end
Sequencing is
attempted

Little or no
organization
Relies on single
idea

Limited word
choice
Basic sentence
structure

No sense of
sentence structure

Has some
difficulty in:
grammar,
spelling,
capitalization,
punctuation

Little or no
evidence of correct
grammar, spelling,
capitalization or
punctuation

Difficult to read No evidence of

due to
spacing/forming
spacing/forming letters
letter

34

Motivation
Motivation to write can be conceptualized as a students positive attitude toward writing,
and his or her desire to write. This motivation stems from students perceptions of their ability to
write and the meaningfulness of the writing they must do (Graham, 2007). Because students
with learning disabilities display a variety of different ability levels and writing skills, motivation
is a particularly crucial variable to consider when designing effective writing programs (Bos &
Vaughn, 2006). Low motivation to write can trap students in a cycle of maladaptive writing
behaviors, leading them to avoid writing tasks and consequently fail to develop further writing
skills (Integrated Writing Instruction, n.d.). Fortunately, many writing motivation
interventions are appropriate for both general education students and students with writing
disabilities (MacArthur, Graham, & Schwartz, 1993), allowing writing motivation interventions
to be applied within schools across different levels of instruction and support. For example,
writing can be shared regularly with classmates or the teacher, creating a social network to
motivate and support the writer (Integrated Writing Instruction, n.d.). In addition to increasing
students enjoyment of writing, writing motivation interventions also improve students quality
of writing (Garci & de Caso, 2004).
In addition to the instructional interventions discussed below, teachers and
interventionists can also increase student motivation to write by using technological tools
(MacArthur, 1996), setting an excited mood, creating an environment that minimizes risks,
allowing students to select their own writing topics, creating writing topics that match students
interests, praising students for their accomplishments, and identifying a specific goal for each
lesson (Graham, Harris, & Larsen, 2001).
Sources:
Bos, C.S. & Vaughn, S. (2006). Strategies for teaching students with learning and behavior
problems. Boston: Allyn and Bacon.
Garcia, J. N., & de Caso, A. M. (2004). Effects of a motivational intervention for improving the
writing of children with learning disabilities. Learning Disability Quarterly, 27, 141-159.
Graham, S., Harris, K. R., & Larsen, L. (2001). Prevention and intervention of writing
difficulties for students with learning disabilities. Learning Disabilities Research &
Practice, 16, 74-84.
Graham, S. (2007). Best Practices in Writing Instruction. New York: Guilford Press.
Integrated Writing Instruction. Retrieved from http://www.interventioncentral.org/academicinterventions/writing/integrated-writing-instruction.
MacArthur, C. (1996). Using technology to enhance the writing performance of students with
learning disabilities. Journal of Learning Disabilities, 29, 344-354.
MacArthur, C., Graham, S., & Schwarz, S. (1993). Integrating strategy instruction and word
processing into a process approach to writing instruction. School Psychology Review, 22,
671-681).
35

Autobiography Assignment
Appropriate Grade Levels: Can be adapted for all grades.
Brief Description: Assigning students to write about themselves in the form of an
autobiography can motivate otherwise uninterested learners. This intervention also helps
students practice developing written expression. Students should first read several
autobiographies about people they find interesting, and then discuss their favorite
autobiographies with other students. Students should then initiate writing their own
autobiographies.
Materials Needed:
1. Paper
2. Pens/pencils
3. Autobiography Assignment Checklist (optional)
Procedure/Steps:
1. Read autobiographies to the students and discuss their contents.
2. Ask the students what information they think they might need to write an autobiography
about themselves, and how they might be able to find this information. Students may need to
interview parents, grandparents, or others.
3. Teachers may use or design an Autobiography Assignment Checklist similar to that created
by Write in the Middle (n.d.) in order to facilitate student progress.
4. Have students write an autobiography.
5. While students are writing, have them meet frequently with other students and the teacher to
discuss their work.
6. Students can add pictures to their autobiographies.
7. Autobiographies can be displayed in the classroom or school library.
Suggestions for Evaluating Effectiveness:
Progress can be monitored with CBM story starter probes and a writing rubric. Interview
questions included with the CBM should address student motivation.
Sources:
Bos, C.S. & Vaughn, S. (2002). Strategies for teaching students with learning and behavior
problems. Boston: Allyn and Bacon.
School-Wide Strategies for Managing Writing. Retrieved from http://www.interventioncentral.
org/academic-interventions/writing/school-wide-strategies-managing-writing#top%3E%
3Ca/%3E%3C/div%3E%3Cdiv%20id=.
Write in the Middle. (n.d.). Autobiography Assignment. Retrieved from http://www.learner.
org /workshops/middlewriting/images/pdf/W5MR-M-auto%20assign.pdf.

36

Source:
Write in the Middle. (n.d.). Autobiography Assignment. Retrieved from http://www.learner.
org /workshops/middlewriting/images/pdf/W5MR-M-auto%20assign.pdf.
37

Daily Journaling with Self-Progress Monitoring

Appropriate Grade Level: Grades One through Eight
Brief Description: The purpose of this intervention is to increase word production through selfmonitoring of word counts. The rationale behind this intervention is that the more students
write, the more effective they will become at writing, and the idea is that if students monitor their
amount of writing output, they will strive to increase that amount. A benefit of this intervention
is that it improves students' motivation for writing.
Materials Needed:
1. Journals or notebooks for student writing (one journal per student)
2. Student-made line graphs for recording word counts
3. Posterboard chart with bar graph for recording class word counts
4. Red felt-tip marker
5. Watch with second hand, kitchen timer, or stopwatch
Procedure/Steps:
1. Select a time for free-writing in individual journals. Free-writing should be conducted daily
or several times a week.
2. Explain to the students that they will be learning to evaluate their progress in writing by
counting and recording the number of words they write during each session.
3. Make a class chart and explain that you will be graphing the total number of words written
by the class for each writing session. Based on students previous performance, set a weekly
goal of total words to be written by the class. Draw a red line on the chart to indicate that
goal. Raise that goal by about 5% each week.
4. Discuss specific topics students may select, provide a writing prompt, or permit students to
select their own topics. Provide approximately 15 minutes for writing.
5. After students finish writing, demonstrate how to create a simple line graph on their chart and
have them record the number of words they wrote during that session on their graphs. Tell
them to count all the words, regardless of whether they believe the words are spelled
correctly.
6. Provide an opportunity for students to voluntarily share their writing with the rest of the
class.
7. Each week, review journals and graphs to monitor student self-recording and to obtain the
class word count total for recording on the class chart. Discuss progress in achieving the
weekly goal and praise students if they meet or exceed it.
Suggestions for Evaluating Effectiveness:
Count the number of words in free-writing samples for a group of selected students or for the
entire class for several weeks. Count each word whether it is spelled correctly an unconventional
invented spelling.
Comments/tips:
This intervention can also be done for 3-5 minute periods. In that case, give students time to
brainstorm ideas and to plan their writing before the time begins.
38

Source:
Rathvon, N. (1999). Effective School Interventions. New York: Guilford Press.

39

Electronic Resources
The following pages represent a showcase of intervention websites and informational
applications for IPhone or IPad devices. Each resource provides useful information to the
interventionist about writing interventions, in addition to other information such as: RTI;
reading, math, and behavioral interventions; games and other interactive ways to involve
students in the classroom; and information for both parents and teachers.

40

Spellingcity.com
http://www.spellingcity.com/
What it is:
Spellingcity.com is a website devoted to spelling and vocabulary that uses games
and other activities to help increase spelling and vocabulary skills. There are games for
elementary, middle, and high school students for spelling, vocabulary, writing, parts of
speech, handwriting, and putting words in alphabetical order. There are tabs specifically
for students, parents, teachers, and schools/districts. Simply by clicking on one of these
tabs and one is quickly directed to a page made for that particular audience. Each tab has
a section of how each audience (student, parent, teacher, and school/district) can use this
cite. Visitors can watch a quick tutorial video on how to navigate the site. Two
memberships are available, a free membership and a premium membership that must be
paid for. The free membership allows access to many resources or for a low price, the
premium membership will grant access to all of the websites resources. Even though the
website is labeled spelling city, one can find activities and resources for much more than
just spelling like vocabulary, sentence writing, analogies, and more, for all ages!
What you can find:
games and learning activities for:
o Spelling
o Vocabulary
o Writing
o Parts of Speech
o Handwriting
o Alphabetical order
o Analogies
o Science Vocabulary
o Math words
Resources for Elementary, Middle, and High School Students
Resources for students, parents, teachers, and schools/districts
Why you should use it:
It is easy to navigate and free! Website includes many resources for different
audiences. There are how-to videos on how use the website. You can save your used
spelling lists. The games are fun and informative (speedy speller game tells you a word
and then information about the word).
Useful pages:
http://www.spellingcity.com/spelling-games-vocabulary-games.html
http://www.spellingcity.com/teacher-resources.html

41

Teacher Resource Center

http://www.professorgarfield.org/parents_teachers/home.html
This site, which won the 2008 Editors Choice Award by the Childrens Technology
Review, contains helpful resources for both parents and teachers. Professor Garfields
database is broad, including material for phonemic awareness, comprehension,
vocabulary, writing, phonics and fluency. Instructional materials are broken down into
grade-specific content and standards for each grade level are described. Additionally,
printable materials and educational links are provided. The resource targeting writing
skills is called Professor Garfields Comics Lab. In this non-traditional lab, students are
able to hone their writing skills by developing comic strips. Students must use their
creative writing skills in order to produce engaging story lines. Both video and written
instructions are given in order to guide students in the process. Students are even able to
draw their own comics to use with their story.
This resource is valuable in that it aligns with Language Arts standards. The
fundamentals of creative writing are explained in the video instructions, so that students
have foundational knowledge before beginning to make their comics. Teachers may find
the handouts useful in helping students review what they have learned. This site makes
the writing process interactive and fun!
Sample page links:
http://www.professorgarfield.org/parents_teachers/kids/comicslab.html
http://www.professorgarfield.org/pgf_comics_lab.html

42

Evidence Based Intervention Network, University of Missouri, School Psychology at

Mizzou
http://ebi.missouri.edu/
The EBI network was developed in order to provide reliable, research focused
interventions that can be implemented into the classroom setting. What makes this
website so valuable is the way in which they categorize their interventions. Unlike many
other intervention websites, the EBI network does not provide an exhaustive list of
interventions but rather provides resources that will aid in the selection and
implementation of effective interventions within the classroom.
There are four general categories of resources on the EBI Network:
1. Evidence Based Intervention Resources
2. Response to Intervention Resources
3. English Language Learners Resources
4. Foundations of Problem Solving Resources
Perks!
The website guides viewers through the process of selecting an EBI
http://ebi.missouri.edu/?page_id=402

It breaks academic/ behavioral/ ELL interventions into type of difficulty to better

aid in the selection of an appropriate EBI.
http://ebi.missouri.edu/?page_id=223

Provides a comprehensive break down of the intervention, modeling videos, and

an evidence brief for each intervention
http://ebi.missouri.edu/?cat=5

Provides MORE reliable resources!

http://ebi.missouri.edu/?page_id=62

43

Morton Writing Interventions

http://mortonwriting.weebly.com/index.html
Morton Writing Interventions is a writing resource website for parents. It is designed so
parents can choose specific areas for their child to develop. The site is intended to
supplement core instruction the child receives in school, and can act as a support for
students with special needs.
Morton Writing Interventions aides in the development of:
Ideas
Voice
Organization
Sentence fluency
Word Choice
Conventions
Targeted skill areas include:
Letter Formation
Sentence Structure and Grammar
Paragraph Structure
Spelling
Each targeted skill area includes the links to
I-pad applications
Resource material to purchase
Related computer programs
Printable materials and downloads
Additional information
This website also helps interventionists focus on writing by genre:
Narrative Writing
Informational Writing
Compare and Contrast Writing
The site is well organized by writing topic, and holds many advantages for tech-savvy
parents who are comfortable with the I-pad and web-based products. There are fees
attached to some of the applications and computer programs, but free printable resources
and information are also available on the website. This site would be beneficial to a
student who needed to target a specific area in writing and was comfortable with
computer-based practice.

44

Writing Interventions from Educational Services Unit # 1

http://www.esu1.org/SPED/RtI-interventionwriting.html
About the website:
This website provides a list of writing interventions and a brief description of each. The
simple visual presentation of the website allows interventionists to quickly locate the
particular writing skill they desire to target, making it a great resource for busy teachers
and school personnel. Listed interventions vary in intensity, with appropriate
interventions available for multiple levels of instructional support. A link is also
provided for each intervention that navigates to the original intervention source webpage.
Targeted skills include:
Writing fluency
Outlining and organization
Planning
Proofreading
Grammar
Spelling
Motivation
Additional resources offered:
In addition to writing interventions, this webpage provides other useful information for
interventionists:

Navigation links to pages about Response to Intervention (RTI) and Scientifically

Based Interventions

Links to lists and descriptions of Reading, Math, and Behavior interventions

A comprehensive, downloadable (PDF) manual on Response to Intervention,

including an overview of scientifically based interventions, reading interventions,
writing interventions, math interventions, behavior interventions, and weblink
resources. Interventionists can save or print this resource for quick and easy
reference in the future.

Information explaining Benchmarks, along with several downloadable resources

relevant to universal screening

RTI powerpoint presentations and handouts

Links to useful websites for progress monitoring

Frequently Asked Questions about the integration of RTI in school

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Useful Applications
With technology expanding, application (aka app) makers have created apps that are
useful for educators. These apps can be used with students to help them expand their
writing skills. Apps for students are fun and exciting and can help build their writing
skills. There are also apps for teachers that can aid in monitoring students progress as
well as providing teachers with ideas to implement in their classroom. These apps can be
used with an iPad or other app-capable device. Below is a list of apps that educators may
find helpful.

Student Focused:
HandWriting

Brief Description: This app helps students by allowing them to practice their handwriting
with a variety of vocabulary words. Students can use a stylus to trace words in cursive
three times.
Cost: Free

SpellingCity

Brief Description: Based in the makers of the website spellingcity.com, students can
practice spelling and vocabulary by playing fun games. The games in the app incorporate
spelling in a variety of ways (e.g. unscrambling letters to form a word shown in a
picture). Teachers can enter custom spelling lists for students to practice with or teaches
can choose grade-appropriate lists of words for students to practice with.
Cost: Free

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Skill Builder Spelling

Brief Description: This app helps to build spelling skills by testing students using
spelling quizzes. A unique feature of the app is that spelling lists can be created for any
language. This app uses aspects of the cover, copy, compare technique by having the
student view the word but once they being to type the word disappears. Finally, this app
is timed which allows teachers to monitor how long it takes a student to complete a test.
Cost: Free

Ace Phonics Write & Play

Brief Description: The app is designed for young learners that help to enforce their
phonics skills with flashcards, writing and spelling exercises. This app uses colorful
pictures to help keep students engaged so that they can have fun while working on their
writing, spelling, and phonics skills.
Cost: Free

The Grading Game

Brief Description: This app has students race against the clock to find typos and errors in
a sample of writing. Students can focus on a specific skill to work on by only identifying
specific types of errors. Finally, the app uses the most statistically common spelling and
grammar errors and increases in difficulty by level.
Cost: $0.99

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Daily Sentence Editing (has multiple grade levels)

Brief Description: This app provides student that need to be corrected. Teachers can use
this app for whole group instruction by connecting the iPad to a smartboard. This app
reinforces important skills in grammar, usage, mechanics, and spelling to students.
Cost: $2.99

Sentence Builder

Brief Description: This app helps elementary aged students by teaching them how to
build grammatically correct sentences. This app uses connector words that make up over
80% of the English language. Students can improve their grammar and sentence building
skills with the fun app.
Cost: $5.99

Outline Pro

Brief Description: This app acts as a writing guide and an outliner. Students can break
out a writing outline into sections and paragraphs and structure your outline to the way it
is going to be written. Students can easily move around bullets to make adjustments to
paragraphs. This app also allows the outline to be sent via email to the user.
Cost: $4.99

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Educator Focused:
RTI

Brief Description: This app is useful in keeping track of students. The RTI app helps
educators by providing them with reminders of when to check on student. Also, notes
that are taken on the app can be easily sent to parents, a problem-solving team, and other
important school personnel via email.
Cost: $1.99

New York Common Core-Language

Brief Description: This app helps educators by providing them with the common core
standards for New York State in language arts. Users can search, email, and highlight
important information in this app. Rather than searching the web, this app provides
information about common core standards right at educators fingertips.
Cost: $0.99

EZ Language Core

Brief Description: This app helps educators by providing them with common core
standards in language arts. This app is user friendly and has email, search and note
taking capability. Users have common core information right at educators fingertips!
Cost: $1.99

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Common Core Standards

Brief Description: This app acts as a quick refernce guide to educators of the common
core standards for multiple subjects and grades,
Cost: Free

Student/Classroom Observation and Analysis (SCOA):

Brief Description: This app allows educators to take quick classroom observations and
aids educators in collecting data. The data and observations that are collected while
using this app can be applied to the degree to which a student is responding to an
intervention. This app is user friendly by using checklists and summarizing observation.
Cost: $2.99

School Psychology Tools

Brief Description: This app can be used by school psychologists and other educators
alike. This app provides tools to plan interventions and evaluations. Users can easily
monitor an individual students progress as well as email notes taken.
Cost: $34.99

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About the Authors

Rebecca Gray is a graduate student at SUNY Albany, working towards
a C.A.S. in School Psychology. She attended Le Moyne College as an
undergraduate and has a Bachelors of Arts in Psychology. During her
undergraduate career she took special interest in educational programs
for underprivileged students. She started Literacy Empowers All
People, in New Orleans, a summer literacy program for
underprivileged students in St. Bernard Parish. As a graduate student
her interests include early educational interventions, working with ESL
populations and working towards the larger goal of equal educational
opportunities for all students.
Jennifer Perella received her Bachelors degree from Ohio Wesleyan
University and her PhD in Social Psychology from the University at
Albany, SUNY. She is currently enrolled in the School Psychology
CAS program at the University at Albany. Professionally, Jennifer is
interested in gifted education and the influence of culture in education.
Recreationally, Jennifer enjoys running, practicing yoga, hiking, and
baking.

Lia Luciano just completed her first year at the University of Albany's
School Psychology CAS program. She holds a Bachelors degree in
Psychology and Urban Studies from Wheaton College. As a research
assistant, Lia examined adolescents' levels of religiosity during their
time in inpatient treatment centers. Her educational interests include
increasing motivation and college readiness in high school students
living in low-income communities. Outside of academics, Lia enjoys
practicing yoga and traveling.

Sarah Bolognino holds a Bachelor of Science degree from Le

Moyne College. Her undergraduate research was in the area of
Positive Psychology; investigating the effects of an intervention
designed to increase the signature strength of gratitude. Now a
doctoral school psychology student, Sarah's research centers
around the application and effect of mindfulness-based
interventions in schools. She has a professional interest in
promoting positive mental health in schools, and monitoring
school climate. Future career aspirations of hers include becoming
a Board Certified Behavior Analyst as well as a licensed
psychologist.

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Kelly Teufel received her Bachelors of Arts degree from

the University at Buffalo and is currently pursuing her
doctoral degree in school psychology at the University at
Albany. Kelly has worked with youth in Head Start
preschool classrooms and assisted a research project
involving this population. Working with children in Head
Start classrooms sparked Kellys interest in working with
intercity school and at-risk youth. The research Kelly
currently is involved in consists of examining the fidelity
with which tests are administered to students by teachers
and other school personnel. In the future, Kelly hopes to
combine her research experiences and work more closely
with at-risk and intercity youth as a preventionist. In her
free time, Kelly enjoys traveling, baking, cooking, and
yoga.

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