My small group
included four Tier 4 Special Education students that included one student with
a learning disability, one with attention deficit disorder, one language
impaired and one with a learning disability who was also an English Language
Learner. Baseline data was taken in November 2015 to assess knowledge of
sentence writing. Pre-test results indicated the students needed direct
instruction in the fundamentals of sentence writing. I opted to teach this
strategy lesson by lesson due to the deficits these students were experiencing
in writing. Their ability to construct a
simple sentence was highly inconsistent.
Students were involved making a commitment to learning the strategy for
correct sentence writing and each student began creating a writing folder.
