Dr. Terri Zerfas 2014

Sample Written ExpressionLesson for Dusty Rhodes

Component Interference Intervention

Oral Language

• Phonological awareness•Auditory Processing•Verbal Memory•Expressive Language (sequenced narrative)

Valerie Vowel lesson will increase awareness of purpose of vowels in writing while pairing auditory information with strong visual support in a narrative format.

Executive Function

•Focus•Sustained attention•Difficulty monitoring spelling errors•Difficulty using strategies

The use of puppets is a multisensory approach coupled with a simple rubric to enhance self-monitoring of a spelling strategy.

Basic Writing

Skills

•Difficulty with all aspects of handwriting•Difficulty with translating phonemes to graphemes

Discriminating correctly spelled words; copying words with correct pencil grasp, body posture, and paper position.

Dr. Terri Zerfas 2014

Sample Written ExpressionLesson for Wendy Day

Component Interference Intervention

Oral Language

•Articulation•Auditory Processing•Language comprehension (inferences, predicting, drawing conclusions)

The use of language frames for argumentation will be developed in classroom and used for articulation/language practice with the speech therapist. The school counselor can also use this format to assist Wendy with asking questions with peers.

Executive Function

•Working memory (remembering directions and content)•Self-regulation (planning, monitoring, adjusting)

The use of language frames as a graphic organizer will enhance Wendy’s ability to remember the content and provide a structured system for self-regulation of her writing.

Basic Writing

Skills

•Slow rate of writing•Difficulty understanding morphological rules for spelling•Difficulty with syntax

The “fill-in-the-blank” format will serve as an accommodation for Wendy’s slow rate of writing. The use of suffix –ed in the frame will provide practice in morphological awareness. The frame models appropriate syntactical structure.

Motivation:Use of

Wendy’s art

Dr. Terri Zerfas 2014

Sample Written ExpressionLesson for Jack Hammer

Motivation:Jack’s interest in

math and entrepreneurship.

Component Interference Intervention

Oral Language

•Processing oral directions•Requests for repetition and/or clarification does not improve performance

The use of the questionnaire reduced the need to rely solely on auditory information.

Executive Function

•Processing speed significantly discrepant from cognitive ability•Working memory issues result in mental fatigue•Distracted when writing•Poor cognitive flexibility when editing

The use of a brainstorming questionnaire helped Jack maintain focus on the topic and relieved the working memory fatigue. Highlighting Jack’s strengths in math and his interest in entrepreneurship reduced distraction. The use of a rubric for the brochure enhanced his editing performance.

Basic Writing

Skills

•Poor writing fluency•Difficulty with spelling (orthographic and morphologic rule application)•Difficulty with syntactic structure and mechanics

The use of the language frame and technology bypassed writing fluency issues, as well as difficulty with spelling, mechanics, and syntactic structure. These areas of weakness will be addressed during the writing process when Jack writes a summary of the brochure project. Brochure is an alternate assignment.

Dr. Terri Zerfas 2014

Sample Written ExpressionLesson for Justin Case

Component Interference Intervention

Oral Language

•Uses pauses or fillers•Frequent use of nonspecific words•Difficulty remembering instructions or directions•Over-reliance on context to understand•Difficulty making inferences, predicting outcomes, drawing conclusions•Limited vocabulary•Difficulty giving directions/explanations•Difficulty with sequenced narrative•Explanations, stories, etc. lack detail

Preteaching vocabulary and the meaning of the figurative language in the lyrics addresses weaknesses in receptive and expressive language. Sequencing the “story” in the lyrics provides an opportunity to narrate details.

Executive Function

•Perseverates on topics, sentences or words•Difficulty generating ideas for writing

Discussion about repetitive lyrics in comparison to academic writing will provide an opportunity to clarify the differences. Use of Justin’s interest in this music will provide ideas for writing.

Basic Writing

Skills

•Frequent erasures and cross-outs•Poor writing fluency•Difficulty applying orthographic and morphologic rules•Confusion about homophones

Lyrics contain a few affixes (un-, -ly, -s, -ing) to reinforce how affixes change use or meaning.

Motivation:Justin’s interest in

music and technology.