Fundamentals in Sentence Writing (FI)

3. Portfolio of Implementation

Only editable by group admins

  • Last updated July 31, 2020 at 8:42 AM by kucrl
  • Evidence visible to public
Create a portfolio of your instruction in which you:
  1. Describe the group or student (size of group, level, student characteristics, etc.)
  2. Describe the length of implementation (weeks or months, amount of time per day, days per week)
  3. Submit student progress chart(s) without student names.
  4. Submit a narrative log of your implementation experiences (what went well and/or poorly, adjustments made if necessary, ideas generated for issues encountered,  and impact.)
  5. Submit a narrative describing coaching, feedback, and follow up, identifying your coach.
You may chose to type the log here or to post from a different source.
To post documents, files, pdf's:
Upload  using a file sharing app (such as Dropbox, Google Drive or something simpler like File Dropper)
Copy the public URL of your uploaded file to your clipboard
Paste the URL into the body of the requirements page or evidence post.  When you hit save the URL will automatically be turned into a link.
It's useful to then click on the link and make sure everything works as desired.

All posted evidence

Portfolio of Implementation

Google Docs

SIMS FSW Portfolio of Implementation

About the group: 6th grade students - 3 classes of 25-20 students 2 different sites - 1 Title 1 School, 1 high socio-economic school
michellebcowan Over 1 year ago

Student Progress Chart

Google Docs

FSW Student Progress Chart.pdf

michellebcowan Over 1 year ago

The folder includes length of implementation, description of groups, progress charts, my narrative log, and a narrative of coaching.

Google

Portfolio of Implementation - Google Drive

amelia169 Over 1 year ago

Student Progress Chart

drphyllishill About 2 years ago

Portfolio of Implementation for FSWS by Dr. Phyllis Hill

drphyllishill About 2 years ago

Implementation description

Google Docs

Google Docs - create and edit documents online, for free.

Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.
bnoall Over 2 years ago

student portfolio

Google Docs

Copy of fundamentals.pdf

bnoall Over 2 years ago

Progress charts

edprice Over 2 years ago

Implementation

I started instruction in Fundamentals in Sentence Writing in January 2022 with one female student. She is 9 years old, being tested for special education services, and has ADHD. We completed our last lesson on March 6, 2022, so the instructional timeframe was approximately two months.

My student had difficulty with remaining on task during instruction. We used fidgits, alternative seating, chunking of instruction, I scribed for her, and she would select a different color pen for each lesson. These strategies seemed to help in keeping her on task. Since she needed a scribe when writing a sentence, I should have scribed each learning sheet that had sentence completion on them. Sometimes she requested to do it. Other times I wanted to see how she did but feel I should have scribed most of the sheets. I believe this would have been much more helpful for my student.

She did really well when given pictures to assist in creating sentences for learning sheets 25. She did an amazing job coming up with sentences when using pictures as a visual. Continuing with picture prompts such as those would be a great tool to use during future instruction. 

My student would scribble out the prepostitional phrases or infinitives. A future fix for this could be to just use a highlighter instead of a mark through. A highlighter would have allowed us to continue to see what was written and still mark the phrase.

In more than one situation, I followed the students lead. On learning sheet 5, she was adamant that she did not need nor want us to go through a guided practice. That, after the instruction, she could do it independently. I did not do the guided practice and she was correct. She did not need it for that lesson. She received a perfect score.

I have noted on some learning sheets 'VP.' This means she required some type of verbal prompt to come to the correct answer. I would give her the prompt and counted as incorrect when scoring. I have found it to be easier to teach what we want them to learn than to unteach mistakes.
edprice Over 2 years ago

Student Progress Chart

loftonls Over 3 years ago

Narrative

Google Docs

Nauman KU Narrative.docx

abnauman About 4 years ago

The strategy was implemented and completed during small group instruction both in the resource classroom and later during remote learning.

I taught this strategy to a small group of 5 students with writing goals in their IEPs.  This group included students being served under the category of  specific learning disability, emotional disability, other health impaired, and autism. The program was implemented during homeroom (lasting from 10 to 15 minutes) 3 days a week, if there were no interruptions due to schedule changes.  In March we went to Remote learning due to the Covid-19 Pandemic.  Attendance to the virtual lessons, the implementation being reduced to once a week, was not always consistent with 1 to 4 students logging on.  However we were able to complete the strategy in the last week of remote lessons.  
During regular classes, I used the cue cards for anchor charts and I used smart board lessons to review key concepts and introduce lessons.  Homeroom was not the most beneficial time to present the lessons due to late attendance and schedule interruptions, however when scheduling  a time in a middle school schedule you need to be creative.  Trying to implement a strategy during remote learning was difficult in that the students were not always consistent in attending the virtual lessons.  Even when they attended, very few responded to my request for them to post sentences to Canvas.   

I initially took the Fundamentals and Proficiency of Sentence Writing in the 2015 Summer Institute in North Carolina.  Later I took the Paragraph Writing Strategy from Deborah Higginbotham and Luann Jordan in a 2018 Summer Institute.  I corresponded by email concerning continuing to implement the program.  I, also, received guidance from Elizabeth Gibbs, who has supported me throughout the process. 
gwen Over 4 years ago