UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
Asha Beginning Writing Outcomes Measure
1. Outcome Measures for Beginning Writers with Disabilities Janet M. Sturm, Ph.D., CCC-SLP Central Michigan University [email_address] Nickola W. Nelson, Ph.D., CCC-SLP Western Michigan University Maureen Staskowski, Ph.D., CCC-SLP Macomb Intermediate School District Kathleen S. Cali, M.A. Doctoral Candidate, UNC-Chapel Hill Presentation for the American Speech, Language, Hearing Association Annual Convention, Philadelphia, PA
4. If I had a million dollars I waed bay a schools. I waed have a bab-q all time. Thaer waed be a spelling school. It waed be a art school for kids.
5. Who are these beginning writers? Kraz Anems I like kraz anems. My favoert anem is a meke. I like to wach thm sweg. I LIKE LA BKSISN Per brid Like tre eat wor I have a to dogs Darnames Luke and Prekss Day are my frends and I play with vam.
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7. Who are these beginning writers? 8 year old with CP Typically developing 6 year old 23 year old with moderate DD 14 year old with moderate DD Kraz Anems I like kraz anems. My favoert anem is a meke. I like to wach thm sweg. I LIKE LA BKSISN Per brid Like tre eat wor I have a to dogs Darnames Luke and Prekss Day are my frends and I play with vam.
47. Measuring Writing Quantity and Quality Writing Quantity & Quality Developmental Writing Scale for Beginning Writers Total Intelligible Words Number of Unique Words Topic Diversity Genre Diversity
70. Level 14: Organized writing with a coherent main topic and at least 3 cohesive subsections (sub-topics or story parts) with at least two sentences elaborating the meaning of each Writer with Developmental Disabilities Me and my mom are going shopping for school clothes. For next year. When me and my mom go clothes shopping and sometimes we buy some new shoes. I like to go shopping with my Aunt Mandy. She buys me whatever I want. Like last time I went shopping with her. Last time I went shopping with her she brante me some new earrings and they are so cool for me. I like going shopping with my grandma singer she likes to go shopping with her and when I go shopping with my grandma she buys me a ring that is red. I love it so much. I like to take my cousins shopping to They love it when I take them shopping I buy them everthing they want. But I tell them that if They do not listen to me or their mom and dad I will not take them shopping ever again. I go shopping by myself and when I do I buy my mom and dad something and they love it. Before my grandpa passed away we used to go shopping all the time but now its just me and my mom, grandma, Aunt mandy and my cousins going shopping. I want to go shopping so bad with my mom and my grandma when I go home today I am going to ask my mom and see if we can go shopping with my grandma singer. And if we can we are going shopping so bad.
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74. Total Intelligible Words in Beginning Writers Purpose of the Measure To quantify number of intelligible words produced by a beginning student writer. Measurement of Total Intelligible Words The number of correctly and/or phonetically spelled words in a written product. Intelligible words are defined as words of at least 2 letters that can be identified by two independent raters. The average number of total intelligible words across multiple writing samples will be measured.
79. Number of Unique Words in Beginning Writers Purpose of the Measure To quantify number of unique words produced by a beginning student writer.
80. Number of Unique Words in Beginning Writers Purpose of the Measure To quantify number of intelligible words produced by a beginning student writer. Measurement of Number of Unique Words The total number of different words in the students writing sample that follows conventional or phonetic spelling. The average number of unique words across multiple writing samples will be measured.
91. Why do students use different genres? To recount a personal experience: I cach frogs with my cosin. I cote a tod in my gradma's pool. I got a cup and cote him. I keep him for a wile and then I put hem back in the pool. I cote a frog at my other grandmas house with my cosin. He was sticky on his back we put him in a cool wipe thing. He looked like a lafe. To describe a process: Little egg's hach in to tadpol's. The tadpol's groe back lag's. Thin they groe font lag's. The taol gits smolr Thairis yor frog. To retell a favorite story: There once was a wide-math frog. He saw a bird. He said…Whort do you like to eat? The bird said…I like to eat worms. And then the wide-math frog hoped to a cradile. The wide math frog said to the cradile What do you like to eat? The cradile said I like to eat wide math frogs. Then the wide math frog made his math small and jumed into the pond and he made a big Splash! To explain why two things are different: You can tell the deffrent of a toad and a frog because a toad has brown skin and a frog has green skin. A toad has bumpy skin very bumpy skin. I like frogs the best because green is beateter then brown. Toads are aguley to me. Frogs are prettyer then a toad. I wish that frogs and toad could go to scool like us.
109. First Week in Writer’s Workshop Level = 8 Total Words = 7 Unique Words = 6 Topic = Alvin & Thomas Genre = Label
110. Week Two in Writer’s Workshop Level = 9 Total Words = 8 Unique Words = 7 Topic = Alvin & the Chipmunks Genre = Description
111. Spring Semester in Writer’s Workshop (February 2010) Level = 12 Total Words = 36 Unique Words = 22 Topic = Big Wheel Trucks Genre = Report
112. Fall 2010 in Writer’s Workshop (October 7, 2010) Level = 12 Total Words = 40 Unique Words = 24 Topic = Cars Movie Genre = Explanation
113. Fall 2010 in Writer’s Workshop (October 7, 2010) Level = 12 Total Words = 32 Unique Words = 24 Topic = Chipmunks Genre = Report
114. Dakota’s Outcomes for the Developmental Writing Scale (September 2009-November 2010)
115. Dakota’s Outcomes for Word Intelligibility & Word Diversity (September 2009-November 2010)
116. Dakota’s Outcomes for Topic Diversity (September 2009-November 2010) Total Topics = 33 Different Topics = 22
117. Dakota’s Outcomes for Genre Diversity (September 2009-November 2010) Total Writing Samples = 33 Number of Different Genres = 7
118. Writers live their lives differently because they write. (Atwell, 1987)
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Hinweis der Redaktion
Picture these students in your mind…. Can they be any age? Which populations of students identified for special education might be beginning writers?
(pretty bird like they eat worms) (I like Lee Ann because she is nice.)
Not comparing students with disabilities to students who are typically developing to limit our perceptions of them!
In case you want to do transition slides between speakers. The following look like a lot of slides, but I practiced and I can do it in 5-6 minutes.
This is all about communication - Writing is about communicating & sharing Show us that these students can write Message – The students we’ll be focusing on today may have been thought of as a nonwriter. Or it may be a student with LD or EI or who is a second language learner
Typically developing four-year-old: Note the scribbles in lower right-hand corner. Drawing vs. scribbling
Scribble writing which may include letter-like forms but with the majority of shapes not recognizable as letters Typically developing four-year-old: Note the scribbles in lower right-hand corner. Drawing vs. scribbling
Typically developing kindergartener: T02S03W7: A dragon
hewas she was pokemon mewtwostrikesback mewtworeturns lucarioandthemystery ofmew themastermindofmirage pokemon thebirthof mewtwo mew vs mewtwo mewtwo and amber dr fuijigiovanni and dryung the mirage master mewtwos story thestoryofmewtwo
Typically developing kindergartener: T02S05W5 Me and my daddy are playing with Mounika.
Connections there… still have to work for it
If I had a million dollars I waed bay a schools. I waed have a bab-q all time. Thaer waed be a spelling school. It waed be a art school for kids. once upon there was a squirrel. The squirrel got dead. The squirrel got to get surgery. The squirrel had to get his tail cut off. The squirrel had to get some popcorn. The squirrel did not brush his teeth at all. The squirrel had to go to the girls bathroom The squirrel had to drive a car.
We've giet eggs. Do you know why the have to be warm? The chicks mantr is sopos to be up to 99 peot 5 degre. The chicks are going to hatch on May 5.
Yesterday I wock out it was a good. I did my bicups I did 70 rerps and 2 sets of it. I went to big boy yesterday I had the big boy burger it was good and i had some some cream and brilaey soups Today I am going to the wight room. Iam going to do bench prass and my amse today. Tomourrow I am playing hocket it will be fun. and that is what I am going to do this weekend. B) Typically developing kindergartener: T03S17W3: We've got eggs. Do you know why they have to be warm? The chick's monitor is supposed to be up to ninety-nine point five degrees. The chicks are going to hatch on May fifth.
Typically developing first grader: The pool at my house opened up. It was called the pig picking and we went swimming there and it was very very very fun to me. My baby sitter took me to the store and I got some "spra" candy and some wax coke bottles with some dark candy. It was very very very good candy. We eat food and food and food. I eat my food then I felt the water and it was very very very cold so I stood on the top step of the pool. My friends Chris and Darice were there and I stayed there a little bit and then I rode my bike back home and I went to bed and I went to sleep!
Typically developing second grade student
Writing 12 times…. Chooses his own topic with little to no support Now interacts while writing… turns to his clinician when he gets stuck, makes eye contact, and turns his palms up for spelling help. He then says the word out loud & we write it down. What’s great about this sample… Spelled his own last name on his own Choose Picture on his own – Making a choice was random almost all last fall
Writing about 25 times
Communicative intent: Why do students use different genres?
So you differentiate “story” as imaginary and use “recount” for personal narrative. According to Westby (and whoever she cites), a recount is a scaffolded personal narrative, and an “account” is an unscaffolded one. Could you call these “imaginary story” versus “personal narrative”? Couldn’t a description be of a thing or person as well as an event? [oh, I see—is that in “report”?] Report: Give/provide information about a central topic. Like the definition of poetry I like the way you group the genre on subsequent slides into emergent, narrative, and expository. Could you use color coding on this slide to show that they can be grouped?
Function of Poetry: Poetry is literary language used to represent the writer’s [real or imaginary] experiences and to create a virtual experience for readers (Britton, Burgess, Martin, McLeod & Rosen, 1975).
Function of Poetry: Poetry is literary language used to represent the writer’s [real or imaginary] experiences and to create a virtual experience for readers (Britton, Burgess, Martin, McLeod & Rosen, 1975).
Function of Poetry: Poetry is literary language used to represent the writer’s [real or imaginary] experiences and to create a virtual experience for readers (Britton, Burgess, Martin, McLeod & Rosen, 1975).
Function of Poetry: Poetry is literary language used to represent the writer’s [real or imaginary] experiences and to create a virtual experience for readers (Britton, Burgess, Martin, McLeod & Rosen, 1975).
Function of Poetry: Poetry is literary language used to represent the writer’s [real or imaginary] experiences and to create a virtual experience for readers (Britton, Burgess, Martin, McLeod & Rosen, 1975).
Function of Poetry: Poetry is literary language used to represent the writer’s [real or imaginary] experiences and to create a virtual experience for readers (Britton, Burgess, Martin, McLeod & Rosen, 1975).
Function of Poetry: Poetry is literary language used to represent the writer’s [real or imaginary] experiences and to create a virtual experience for readers (Britton, Burgess, Martin, McLeod & Rosen, 1975).
Function of Poetry: Poetry is literary language used to represent the writer’s [real or imaginary] experiences and to create a virtual experience for readers (Britton, Burgess, Martin, McLeod & Rosen, 1975).
Function of Poetry: Poetry is literary language used to represent the writer’s [real or imaginary] experiences and to create a virtual experience for readers (Britton, Burgess, Martin, McLeod & Rosen, 1975). Twinkle stars The stars twinkle brightly in the night sky; Draco the Dragon, Leo the Lion, and the Behive When the sun shines they disappear and hide. And when they finally come back I’m stuck in bed inside!
12 years 7 months in November
We need these students to see the power of communication , both oral and written, in their every day lives For children with DD and those who use AAC , they live their lives differently because they can write. I want all of us to think about a world where the students shared today , and others like them, get rich literacy and communication opportunities every day, in the best quality instruction… I wonder about what kinds of literacy abilities we would see in the adolescent & adult students shared today if they received the rich, consistent writing opportunities since the first day of school.
Picture these students in your mind…. Can they be any age? Which populations of students identified for special education might be beginning writers?
Picture these students in your mind…. Can they be any age? Which populations of students identified for special education might be beginning writers?