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Name of Student: CH Initiator: Jami Shlensky Context for Instruction: Instruction will take place at Central High School

in a co-taught English classroom or in a self-contained resource classroom. It will occur between the hours of 12:40 and 2:25. If the instruction occurs in the English classroom, instruction will occur during independent reading time at desks located at the back of the classroom or in the hallway. The classroom teachers and a full class of students will be silently reading independently. If the instruction takes place in the resource classroom, it will occur during independent work time in the classroom at the students desk. Other students, the classroom teacher, and a teachers aide will be present but working independently. The materials that are used include paper, worksheets, and online activities. Program Objective: CH will write a paragraph that contains a topic sentence, at least three supporting details, a summary sentence, a conclusion, transitional devices, and various types of sentence structures. On a rubric that assesses all of these paragraph-writing skills, CH will score 22 of 24 on 4 out of 5 attempts. Generalization: In order to make sure that the student is generalizing the skill of writing complete paragraphs I will generalize the skill across various topics and mediums. I will have the student hand write paragraphs as well as type paragraphs. The topics that she composes the paragraphs on will cover a variety of topics so that she can see how all paragraphs demand similar components. Rationale: CHs acquisition of foundational composition skills will allow her writing to develop to grade level. CHs ideas, thoughts, and analysis of texts and concepts have depth but her writing deficit interferes with her communication of that understanding. If she is able to

acquire skills that will allow her to write essays more clearly her writing will improve in all areas. She will be able to communicate her ideas and will be prepared for future educational facilities in terms of composition. Assessment Procedures: In order to assess CH on writing paragraphs, this procedure should be followed: 1. Hand out assessment to students. Assessments will be a piece of paper with a prompt on it. Ex: Please write a complete paragraph about rebellion. 2. Give verbal directions by reading the prompt out loud. 3. When student indicates she is finished, collect assessment. 4. Grade assessment, using rubric. 5. Chart and Graph results **Do not prompt or positively reinforce during assessment Assessment Schedule:

I will instruct for three 25-minute sessions and then assess on the 4th session. The schedule will run as follows: teach, teach, teach, assess.

Instructional Procedures: Chunking of information will be used to teach how write complete paragraphs. One skill will be introduced at a time to reduce the amount of time required for an instruction session, and increase probability of correct student responses. For the skills not yet instructed upon, the instructor should assist the student in completing these steps by doing them with the student, explaining each step verbally as it is completed. Each skill should be instructed upon for three consecutive sessions. After the three instructional days and the assessment, the next skill on the rubric should be instructed upon. The skills are as follows: 1. Topic sentence 2. Supporting details 3. Summary

4. Conclusion 5. Transition devices 6. Sentence variation After each skill has been instructed upon individually, sessions should be spent on using all the skills fluidly while writing.

Stimulus Prompts o No stimulus prompts are introduced at the beginning of instructing upon a target procedure but if error patterns are noted, highlighting the error, as followed, may be used to prevent errors. Provide student with a model paragraph with the error area and proper procedures highlighted. If the student is having trouble writing topic sentences, provide numerous examples of acceptable topic sentences.

Response Prompts o The previous skill becomes the response prompt. No additional response prompts are provided

Reinforcement: Within instruction, if the student offers the correct response she will receive specific, direct verbal praise such as Nice C, thats right. First we need a topic sentence. After three days of instruction on a specific portion of writing paragraphs, it will no longer be positively reinforced. If at any time performance falls, reinforcement of previous skills can be returned to and faded again until performance is stabilized. Maintenance: Once criterion for mastery has been met and the material has been generalized, a maintenance probe will be taken every two weeks. The presence of a topic sentence, supporting details, a summary, conclusion, the use of transitional devices, and sentence variation within CHs maintenance probe, as well as other classroom assignments, will ensure that the skills were acquired and are being maintained.

Research Rationale Wallaces and Botts article on teaching paragraph composition using Statement Pies surrounded the idea of a strategy in which students are taught to support their statements with specific details, facts, and examples. They are taught using a model and planning guides for writing paragraphs. The method was successful on all the participants in the study for improving their paragraph writing skills. The Sundeen article covered the process of using graphic organizers to teach writing to students. The idea of using graphic organizers allows students to see each part of the paragraph that they must compose in a structured, explicit format. As a result, according to the author, the writing skills of students improved. From these two articles, it is apparent that teaching writing in an explicit, systematic way will be most beneficial to students. Visual guides, as well as other supports, are useful for students to understand what paragraphs within an essay are composed of. There are specific components that must be present within a well-written paragraph. As a result, teaching a learning tool that well help students mentally organize these components will improve their writing skills. References Sundeen, T. H. (2007). So What's the Big Idea? Using Graphic Organizers to Guide Writing for Secondary Students With Learning and Behavioral Issues. Beyond Behavior, 16(3), 29-34. Wallace, G. W., & Bott, D. A. (1989). Statement-Pie: A Strategy to Improve the Paragraph Writing Skills of Adolescents with Learning Disabilities. Journal Of Learning Disabilities, 22(9),

Blank Data Sheet

Writing
CATEGOR Y Topic Sentence 4 - Above The topic sentence is clear, concise, and tells the reader what the paragraph is about.

Complete
3 - Meets The topic sentence states the topic clearly.

Paragraphs
2 - Approaching The opening sentence communicates only part of the big idea of the paragraph. There are 1-2 supporting details. A summary sentence follows the supporting details. 1 - Below There is an opening sentence but it does not communicate what the paragraph is about. There is one supporting detail. 0-Score There is no topic sentence.

Supporting Details

Summary

There are three supporting details that are clear, straightforward, and related to the topic. A summary sentence follows the supporting details. The sentence accurately sums up what the paragraph is about and gives way to a conclusion sentence. At the end of the paragraph there is a conclusion sentence that finalizes what was said in the paragraph. It is clear, straightforward, and wraps up the paragraph. It leaves the reader feeling finished with the paragraph.

There are three supporting details. A summary sentence follows the supporting details and gives way to a conclusion sentence. At the end of the paragraph there is a conclusion sentence that finalizes what was said in the paragraph. It leaves the reader feeling finished with the paragraph. There are two transition devices used properly. There are three different sentence types and structures used in the paragraph.

The sentence following the supporting details does not accurately summarize the paragraph. At the end of the paragraph there is a conclusion sentence. It leaves the reader hanging, however.

There are no supportin g details. There is no summary sentence.

Conclusion

At the end of the paragraph there is a conclusion sentence that finalizes what was said in the paragraph.

There is no conclusio n sentence.

Transition Devices

Sentence Variation

There are two or more transition devices used properly such as however, although, in addition. There are three or more different sentence types and structures used in the paragraph. The variation of the sentences causes flow within the paragraph and ensures it does not sound redundant.

There is one transition device used properly. There are two different sentence types and structures used in the paragraph.

There are transition devices, used improperly. There is one different sentence types and structures used in the paragraph.

There are no transition devices. All of the sentences are structured the same way.

Total

Blank Graph

CH
1.2 1 0.8 0.6 0.4 0.2 0 CH

Dat e

Data and Aimline

CH
24 22 20 18 16 14 12 10 8 6 4 2 0 2/7/2013 (Baseline) Aimline

CH

Grammar

Knowledge of Words

Vocabulary

Sentence Structure

Writing Essays
Use of transition devices

Structure Flow
Topic Sentence

Details Summary

Conclusion

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