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Instructional Pro2spring2014

This instructional program seeks to improve a student's use of standard English conventions in writing by teaching him to properly indent paragraphs, capitalize the first letter of each sentence, and use correct punctuation. The student will be assessed on free writes and given feedback and reinforcement to help generalize these skills to other class assignments.

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29 views

Instructional Pro2spring2014

This instructional program seeks to improve a student's use of standard English conventions in writing by teaching him to properly indent paragraphs, capitalize the first letter of each sentence, and use correct punctuation. The student will be assessed on free writes and given feedback and reinforcement to help generalize these skills to other class assignments.

Uploaded by

api-193462281
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Esther Kim

SPED Practicum
February 21, 2014

Instructional Program

Name of student(s): Student E Initiator(s): Esther Kim

Context for instruction
This instructional program seeks to improve Student Es skills in using standard English
conventions in his writing in terms of indenting his paragraphs, capitalizing the first letter
of every sentence, and ending his sentences with appropriate punctuation marks.
Instruction will take place in Writing class during ninth period, which is the last period of
the school day. All of the students in this class has an Individualized Education Program
(IEP).

Program Objective
When writing a paragraph during Writing period for free writes, Student E will indent his
first line of the paragraph, capitalize the first letter of every sentence, and end each
sentence with the appropriate punctuation mark for 100% of opportunities.


Generalization

In order for the Student E to be able to generalize, a sequential modification strategy
would be used. Student E will be given a topic sentence and the student will write a
paragraph using his own supporting details. He will be able to generalize what he does in
his free writes to the assignments he have in class.

Rationale
Student E will be able to express his ideas more clearly when he uses the conventions of
the English language correctly. Expressing ideas is an important part of education and
could be crucial for his life after school. Using the conventions of the English language
correctly also makes his work look more sophisticated and professional.

Assessment Procedures
1. Give the student a prompt such as, What did you do on your snow day?
2. Have the student open to a fresh page in his notebook.
3. Tell the student he has five minutes to write.
4. Set the timer for five minutes.
5. Say Ready? Go and press start at Go.
6. If the student asks for help in terms of spelling, tell him to do the best he can.
7. When the five minutes have passed, tell him to finish up his last sentence.
8. Take the notebook and underline each opportunity for indentation, capitalization,
and punctuation.
9. Count up the opportunities and write the number down on the data sheet.
10. Then count up the number of errors that he made for those opportunities and write
the number down on the data sheet.
11. Subtract the number of errors from number of opportunities in order to see how
many of the opportunities he did correctly.

Assessment Schedule
In order to assess for baseline data, the instructor will assess the student on each
scheduled opportunity until performance is stable. Once instruction begins, Student A
will be assessed on every third scheduled opportunity.

Instructional Procedure
Instruction will occur on every scheduled opportunity except when the students are being
assessed. The initiator will provide the student with a checklist that asks if the student
has indented at the beginning of the paragraph, capitalized at the beginning of the
sentence, and ended the sentences with appropriate punctuation marks.

1. Provide the student with a model paragraph on a separate sheet of paper.
2. Provide the student with the writing checklist.
3. Prompt the student to read the model paragraph.
4. Prompt the student to read the checklist.
5. Give the student a free write prompt.
6. Give him three minutes to write.
7. Prompt the student to check his list and to revise.
8. Read the paragraph out loud.
9. Prompt him to check each box in the checklist if it applies.


Reinforcement
Provide verbal praise when the student checks his checklist without prompts and is able
to revise after checking his list. Provide verbal praise when he has met each goal on his
checklist.

Maintenance
In order to check if the student has maintained these skills, the student will be asked to
write reports or paragraphs for other types of assignments. If he is able to indent,
capitalize and use punctuation, the initiator will know that he has maintained his skills.


Research Rationale

Harris et al. (2008) in their article, Self-regulated strategy development in
writing: Going beyond NLEs to a more balanced approach used a self-regulated strategy
to help students with learning disabilities to write. While this study mostly dealt with
more of the writing process and the content of the writing, they still looked at
transcription skills. Modeling and setting goals were part of the self-regulated strategy for
writing. By discussing the checklist with the student, the student can also come up with
his own goals and add them onto the checklist. The student will also receive a model
paragraph before the prompt. Research shows that this self-regulated strategy is effective
for struggling writers.

Skill Sequence




Sample Data Sheet and Aimline







0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
T
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1
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2
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3
T
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4
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5
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6
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7
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8
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9
T
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1
0
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1
1
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1
2
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1
3
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1
4
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1
5
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1
6
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1
7
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1
8
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1
9
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2
0
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2
1
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2
2
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2
3
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2
4
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2
5
P
e
r
c
e
n
t

A
c
c
u
r
a
c
y

Percent of Standard English Conventions
Accurate
Indenting,
capitalization, and
punctuation mark
Capitalizing letters
only at appropriate
times. (ex: middle
of sentence)
Writing more
than one
paragraph
Content includes
topic sentence and
supporting details.

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