The document describes an intervention to improve writing skills in four kindergarten students performing below grade level. Over five weeks, 15-minute writing lessons were conducted three times per week, focusing on five key areas: using uppercase letters, spaces, punctuation, lowercase letters, and re-reading for sense. Assessments before and after the intervention show that all four students improved in each area and can now write readable sentences.

2. If 15-minute interventions are regularly
scheduled at least three times a week for
five weeks,
will the four students in the
Kindergarten class who are performing
below grade
level in writing improve in five key areas?

3. 1. Use an uppercase letter at the beginning of a
sentence.
2. Leave spaces between words.
3. Use punctuation at the end of a sentence.
4. Use lowercase letters.
5. Reread each sentence to check if it makes
sense.

4. 0 4 8 12 16 20 24
Upper Case Letter at the Beginning
Lowercase Letters Throughout
Spaces between Each Word
Used Sounds when Sounding Out
Has Compiled Words in a Sentence
Uses End Punctuation
The Sentence Makes Sense
Number of Students Demonstrating
Whole Class
Pre-Assessment 1/29

5. 0 1 2 3 4
Upper Case Letter at the Beginning
Lowercase Letters Throughout
Spaces between Each Word
Used Sounds when Sounding Out
Has Compiled Words in a Sentence
Uses End Punctuation
The Sentence Makes Sense
Number of Students Demonstrating
Intervention Group
Pre-Assessment Data 1/29

6. Goal: Writing Conventions
 Mini lesson: Good writers start sentences with a capital
letter. That is the rule in the English language.
Day 1
 Direct: The teacher will read a big book to the students.
The teacher will point out capital letters throughout the
story.
Day 2
 Guided: The teacher will have a story prepared that has
missing capital letters. The students will share the pen
with the teacher and fix all the sentences without capital
letters.
Day 3
 Independent: The students will reread a piece of their own
writing and fix all their sentences to start with a capital
letter.

7. Goal: Writing Conventions
 Mini Lesson: Writers remember to use a period at the
end of a sentence. Periods help the reader know
where to stop as they read.
Day 1
 Direct: The teacher will read a story
aloud, highlighting each time the author used a
period.
Day 2
 Guided: The teacher will write sentences on a large
sheet of paper. The students will share the pen to
add missing periods.
Day 3
 Independent: Using sentence strips, the students will
write sentences that include capital letters at the
beginning of the sentence and a period at the end.

9. Goal: Writing Conventions
 Mini lesson: Good writers use spaces between words. When we
leave spaces, it makes it our writing easy to read.
Day 1
 Direct: The teacher will read the students a book. Throughout
the book, the teacher will show the spaces between the words.
The teacher will have a prepared written piece without spaces.
The teacher will demonstrate how difficult it is to read the piece
without spaces.
Day 2
 Guided: Students will be given sentence strips with sentences
without spaces between words. Together, the teacher and
students will cut apart strips and glue them onto a large sheet to
add spaces to the written piece.
Day 3
 Independent: Looking at their writing from the previous
week, students will copy it and include spaces.

11. Goal: Writing Conventions
 Mini Lesson: Good writers do not write capital letters in the middle of words.
Capital letters are used at the beginning of a sentence or a name.
Day 1
 Direct: The teacher will read the students a story she has created. Throughout the
story, there will be capital letters mixed in the middle of words. The teacher will
identify three of the capital letters in the story. The teacher will circle the capital
letters with a blue colored pencil. Using a sticky note, she will demonstrate the
correct form of the letter
Day 2
 Guided: Using a prepared story, students will circle capital letters that appear in the
middle of words. Students will share the pen to circle capital letters in the middle
of words, and to correct them using sticky notes.
Day 3
 Independent: The students will look at their own writing. They will each get a blue
colored pencil. When they are rereading their writing, they will circle any capital
letters that are in the middle of a word. They will then copy their sentences using
the four writing behaviors.
 Use an uppercase letter at the beginning of a sentence.
 Leave spaces between words.
 Use punctuation at the end of a sentence.
 Use lowercase letters.

13. Goal: Writing Conventions
 Mini Lesson: We will focus on content. Good writers reread their
writing to fix up the parts that don’t make sense. This helps us
improve our writing.
Day 1
 Direct: The teacher will share a written piece with the students
that she has already written up on large chart paper. The teacher
will read the story and demonstrate how to check for mistakes
using a writing checklist, similar to the grading rubric, but in
child-friendly terms.
Day 2
 Independent: The student will write a new sentence about their
animal, and use the writing checklist to re-read their work and
fix parts that don’t make sense.
Day 3
 Assessment: Students will write two sentences about their animal
for research. They will use a writers’ checklist to check their
work. These sentences will be used to assess their progress.

15. A work sample was collected each week and scored for the five key areas.

16. Pre Assessment
Post Assessment
Final Assessment 3/7/14 Natalie Patrick Alyson Tristan
Use uppercase at the beginning of a sentence. x x x x
Leave spaces between words. ** x x x
Use punctuation at the end of a sentence. ** x x x
Use lower-case letters. ** x x x
Reread each sentence to check if it makes sense. ** x x x
Key
Demonstrates behavior x
Does not demonstrate behavior
Taught during intervention
** Demonstrated in previous assessment during intervention
Pre- Assessment Natalie Patrick Alyson Tristan
Use uppercase at the beginning of a sentence
Leave spaces between words. x
Use punctuation at the end of a sentence.
Use lowercase letters.
Reread each sentence to check if it makes sense.
Key
Demonstrates behavior x
Does not demonstrate behavior
Taught during intervention

17. 0 1 2 3 4
Upper Case Letter at the Beginning
Lowercase Letters Throughout
Spaces between Each Word
Used Sounds when Sounding Out
Has Compiled Words in a Sentence
Uses End Punctuation
The Sentence Makes Sense
Number of Students Demonstrating
Intervention Group
Pre-Assessment Data 1/29
Post-Assessment Data 3/7

18. 0
1
2
3
4
5
6
#ofwritingbehaivors
Individual Results
Natalie
Patrick
Alyson
Tristan
*response to intervention/ Data collection

19. Side-By-Side comparison Measurable Results
 All of my intervention
subjects’ writing have
gone from an illegible
stream of letters to a
readable written
sentence with
punctuation and
spacing.