Differentiated Writing Across Curriculum

Presented by Brehm Preparatory School

Scope of Presentation

• Student Outcomes

• Technology and writing

• Tools

• Ideas

Motivation

• Student outcomes

• Real world skill

• State requirements

• ACT and SAT

• Application of information

Vocabulary

• Differentiation

• Cross Curriculum

• Writing Process

• Strategies

• Accommodations

• Product Guides

• RTI

Differentiation

• Sentence

• Single paragraph

• Three paragraphs

• Five paragraphs

• Research paper

Across Curriculum

• Increased learning opportunities

• Repeated processes

• Response to different audiences

• Response to different forms of content

• Generalization of skills

Writing ProcessDate: _____________________________ Student: __________________________ Class: ____________________________ Teacher: __________________________

+ Skill Strategy/Accommodation PL

Pre-organize Talk it out/Draw a picture/List key points/Inspiration/Flow Chart

/

Write 1st draft

Follow pre-organization/Scribe/Tape Recorder/Co-writer/ Voice Recognition/Computer/breaks

/

Self -Proof 1st draft

Read out loud or have a peer or computer read back to you. Edit errors. Reread edits. Check product guide

/

Professional -Proof 2nd draft

Have an adult or teacher proof read and make suggestions. Reference product guide

/

Revise for final paper to be turned in

Make suggested changes. Reread out loud. Reference product guide. Grade Yourself using product guide.

/

Additional supports

One-on-One, writing coach, peer tutor, writing lab, small group

/

Product Guides

• Explicit

• Feedback

• Flexibility

• Breaks down skills

• Process oriented

• Self-monitoring

• Generalization

SCHOOL PROFILE 2004-2005

Academic/Cognitive (N=85)150145140135130125120115110105100

959085807570656055504540

math

w ritten expression

reading skills

reading comprehen

listening comprehen

visual spatial

w orking memory

processing speed

Student Outcomes New Students + Returning Students

• 40 Students were identified as needing or wanting writing classes

• Twenty new students and thirteen returning students

• Remedial Writing, Composition, and Writing Across Curriculum

• 36 of the identified students are represented

• 100% of students made gains

• 85% of students made a gain of one standard deviation from the mean (100 +/- 15)

• 33% of students made a gain of two or more standard deviations from the mean

• 94% of student have a standard score of > 90

Writing Classes - New StudentsWJIII-R Writing Samples

0

50

100

150

200

1 4 7 10 13 16 19

Number

Sta

nd

ard

Sco

re

Baseline

PostSSOf 90

Below average (83)

0

50

100

150

Standard Score

1 4 7 10 13 16

Number

Writing Classes - Returning Students

WJIII-R Writing Samples

Baseline

Post

SS of 90

Below average range

WRITING SAMPLESWJII-R Achievement Test

0

10

20

30

40

50

60

70

80

90

100

110

120

130

140

150

160

170

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

pre-test

post-test

Mean is 100 plus or minus 15

NUMBER OF WORDS

276

351

700

267

91

504

166

223

274

128

503

560

600

416

666 653

486 486

707

379

0255075

100125150175200225250275300325350375400425450475500525550575600625650675700725750

Student 1 Student 2 Student3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student10

Pre-test

Post-test

Minimum competency is 600 words in an essay

GRADE LEVEL

2.5

5.4

7

6.3

7.3

6.3

5.85.4

9.3

4.8

7

6

8

6.9

10.6

7.47.8

5.7

9.9

6.7

00.5

11.5

22.5

33.5

44.5

55.5

66.5

77.5

88.5

99.510

10.511

11.5

Student 1 Student 2 Student3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10

Pre-test

Post-test

Suggested grade level for formal documents is 7-8th grade level

Accuracy of Writing

51

72

85

72

63

93

39

56

67 67

98

88

96

83

97 96 96

9095

81

05

101520253035404550556065707580859095

100105

Student1

Student2

Student3 Student4

Student5

Student6

Student7

Student8

Student9

Student10

Per

cent

age

Cor

rect

Pre-test

Post-test

Mastery is achieved at 80% accuracy

Guiding Principles

• Make it a school-wide goal• Keep expectation realistic• Include all courses• Use a calendar system• Train faculty• Track progress • Scope out the technology• Know your students’ profiles• Supplement with remediation as needed• Look for research based practices

Using Inspiration

• Diagram format– Color coding– Check lists– Links

• Outline format

• Student Examples

Technology

• Laptops• Computer labs• Software programs

– Word processing features• Spell/grammar check• Synonym feature• Flesh Kincaid Readability

– Inspiration– Kurzweil 3000

Differentiation Activity Class Roster: Who in the class will be doing which type of writing activity (1paragraph, 2 paragraph, 3 paragraph, 5 paragraph, research)

1. Linda is a sophomore. She has a very difficult time initiating when it comes to writing. She has a hard time reading and handwriting is a laborious task. Her processing speed is well below her peers. She has a verbal IQ of 87.

What do you assign her? 2. Bobby is senior. He has a hard time with reading, but he is able to use software

effectively for support. He processes fairly quickly. He has an overall IQ of 112. His verbal index is 89 and his perceptual organization is 125.

What do you assign him? 3. Shelly is a senior. She is a good reader. Her processing is slow. She has an over

all IQ of 102. Her verbal comprehension is 114 and her perceptual organization is 85. She is a motivated student who wants to go to college.

What do you assign her? 4. Tim is a freshman that has ADHD, and he struggles to keep himself focused. He

has an IQ of 95. His reading comprehension is 90 and his writing is 85. His verbal comprehension is 92 and his perceptual organization is 98. His processing speed is average.

What do you assign him? 5. Carrol is a junior with NVLD. She has a difficult time getting the big picture.

Her overall IQ is 130. Her verbal comprehension is 142 and her perceptual organization is 100. She has very slow processing speed. Her anxiety is pretty high. Her reading and writing skills are 120.

What do you assign her?

Formal Outline Product Guide Student:_______________________________ Date:_______________ Class: ___________________Trial #_____ Product:__________________________________________________________Score: Points=____/50, _____% P.L. _____ Skill Development: 0=missing (skipped or ignored, needs to be assessed for reasons why); 1=weakly developed (skill is attempted but needs clarification and/or further instruction; Consistently performs skill incorrectly); 2=inconsistently developed (performs some/ misses some -needs more practice); 3=consistently/adequately developed (performs skill consistently, meets expectations)

Total ____/50 PL. /4

Heading Name – 1 pt Date – 1pt Subject/hour – 1 pt P.L. – 1 pt

/4 Format Checklist – 1 pts Spacing – 1 pts Alignment – 2pts (Indentations are correct)

/3 Spelling/Capitalization Errors < 2 – 3 pts 3-4 – 2 pts 5-6 – 1 pt > 6 – 0 pts

0=missing; 1=weak; 2=inconsistent; 3=consistent/adequate

/3 Phrases/sentences used are clear and coherent

/3 Information is reduced or paraphrased

/3 Details are broken into separate subtopics, not grouped as one long Phrase/sentence

/3 Relevant information has been chosen

/3 Information is in a logical sequence

Notes:

___X2= /6 Topics represent a larger category that is appropriate to the sub topic below them

___X2= /6 Subtopics are relevant to their preceding topic

___X2= /6 Outline has a buddy system ( A. B.; 1, 2; a. b.)

____X 2= /6 Outline is thorough and specific - includes major points of the subject

/3 Extra Credit Demonstrate effective use of note feature on Inspiration

Paragraph/Summary Rubric

Skill Development: Consistently/adequately developed – full points: performs skill consistently, meet expectations or criteria, but may need feedback on how to strengthen, polish, perfect, or enhance Student: Date: Topic of Assignment:

Pts. Poss. Skill √ Pts. Earned 5

Heading (name, date, class, P.L., G.L., etc.)

5=present 0=not present 5

Title ( centered, first letter capitalized)

3 =creative/descriptive/centered 2 = present 0 = not present 5

Format

2/0= Double spaced 2/0= typed, 1/0 = paragraph indent 25

Content matches the writing assignment

25 = On target 15 = On and off target 0 = Off 10

Includes a topic sentence

10 = Complex and logical 5 = simple logical 0= not present 10

Paragraph is a minimum of 5 sentences

2 points for each logical sentence related to the topic 15

Spelling , Punctuation, Capitalization

5 or 0 points for each area (5 if spelling >3 errors, Punctuation>4 errors, Capitalization 0 errors)

25 *Contains 5 W’s/**5 structure words/5 details 5 or 0 points – 5 points for each W, Structure, or detail Total: 100 ______/100 +P.L. _____ = ______%

*5W’s – Who, what, where, when, why (how)**Structure Words help to add details, and include: what, size, color, number, shape, where, movement, mood, background, perspective, when, sound

Written Essay Product Guide Student:_______________________________ Date:_______________ Class: ___________________Trial #_____ Product: _________________________________________________________ Score: Points=____/100, _____% P.L. _____ Skill Development: 0=missing (skipped or ignored, needs to be assessed for reasons why); 1=weakly developed (skill is attempted, needs instruction) 2=inconsistently developed (performs some/ misses some -needs more practice); 3=consistently/adequately developed (performs skill consistently, but needs feedback on how to strengthen, polish, perfect, or enhance) 4=strongly developed (performs skills accurately, consistently, in a way that requires little to no feedback)

Differentiation/Meeting Expectations 0=missing; 1=weak; 2=inconsistent; 3=consistent/adequate; 4= strong Total ____/20 PL.: This section is to be completed by teacher/student before starting the essay Bloom Level ____ upper level ____ lower level PL 1 2 3 4 5

Length *600 words *Competency level

Grade level: *7th to *8th grade

1 paragraph 3 paragraphs *5 paragraphs > 5 paragraphs

Outline: Single Subject *2-3 topics 4> topics

Work cited page 1 work cited *2 work cited 3> work cited in context

Format 0=missing; 1=weak; 2=inconsistent; 3=consistent/adequate; 4= strong Total____/20 PL. Notes: 1 2 3 4 5

Title is centered, main words capitalized, 12 pt., not underlined or in all caps

Each paragraph is indented 5 spaces and margins are true

One space between words, two spaces following periods

Typed in Courier New or Times New Roman, 12pt. Black ink

Paper is double spaced, numbered, with student Name on it

Content 0=missing; 1=weak; 2=inconsistent; 3=consistent/adequate; 4= strong Total ____/40 PL.

Creates a formal outline as a pre-organizer

Selects a title that represents the major theme

Maintains a clear focus on the specific topics

Teacher specified main points are included in the essay

Each paragraph has a topic sentence

Notes:

1 2 3 4 5

Each paragraph has at least 5 details and/or examples that support the topic sentence

Vocabulary/descriptions/ Facts help clarify and enrich specific topics

Writing style matches the type of writing assigned

smooth transitions between sentences and/or paragraphs as well as topic/ideas

Logical organization and sequencing of information that follows outline

Writing skills 0=missing; 1=weak; 2=inconsistent; 3=consistent/adequate; 4= strong Total _____/20 PL. Errors: < 2= 4 3-4 = 3 5-6 = 2 6-7=1 >8=0

Correct spelling/ capitalization/ punctuation

Correct sentence structure (complete, no run ons, word order, verb tense)

Subject/verb agree-ment, possessives, plurals/person

Omission/ addition/ substitution of words

Formal writing (no contractions, abbreviations, specifies acronyms, writes out number 1-15)

Name: Subject: Date: PL: Score:

Reflective Thinking Product Guide

This product guide can be used for what you have read, seen, heard, or experienced. It should be well organized writing that includes the following information: ____ State what you already knew about the topic/information. (3 points) ____ State what you felt was interesting about the topic/information. (3points) ____ State what you learned from the topic/information. (3 points) ____ State what it is you would still like to know about the topic/information. (3 points) ____ State questions or ideas that the topic/information created for you. (5 points) ____ Relate the information to a personal experience, something you know about someone else, something that applies to information you already know, or something that applies to life in general. (3 points) Total: ____/20points

ESSAY TITLE INTRODUCTION What did the introduction tell you to expect? PARAGRAPH I This paragraph was about . . . PARAGRAPH II This paragraph was about . . . PARAGRAPH III This paragraph was about . . . CONCLUSION What conclusions, inferences, or implications were presented? Which section did you like the best?__________ Explain why:

Was the title a wise choice? YES/NO Did the introduction give a clear idea of what the essay would discuss? YES/NO How many details were included: 1 2 3 4 5 6 > How many example were used: 1 2 3 4 5 6 > Are transition words present: YES/ NO How many details were included: 1 2 3 4 5 6 > How many example were used: 1 2 3 4 5 6 > Are transition words present: YES/ NO How many details were included: 1 2 3 4 5 6 > How many example were used: 1 2 3 4 5 6 > Are transition words present: YES/ NO Did the conclusion provide a summary? YES/NO

Peer Review