Apostrophe Alert Teacher Form
RTI / Progress Monitoring Language Arts • Tier 2/3
Apostrophe Alert Teacher Form
Target Skill: Distinguishing Contractions vs. Plural Nouns
Student Name
Evaluator / Teacher
Baseline Score
IEP / Target Goal
80% (8/10) over 3 trials
Standard Administration Protocol
1. Presentation Present 10 randomized words from Forms A–D. Allow 5–8 seconds per item without hints.
2. Scripted Prompt "Look at this word. Is it a contraction or a plural noun, and how do you know?"
3. Mastery Benchmark Score 1 pt per correct classification + rationale. Mastery = ≥ 8/10 across 3 consecutive probes.
Progress Monitoring Trial Log
Administer 1 probe every 1–2 weeks
| Trial |
Date |
Probe |
Raw (/10) |
% Acc. |
Mastery Met? |
Clinical Observations / Errors |
| Baseline |
___/___/___ |
Form A |
___ / 10 |
___ % |
[ ] Y [ ] N |
Initial screening notes... |
| Probe 1 |
___/___/___ |
Form B |
___ / 10 |
___ % |
[ ] Y [ ] N |
|
| Probe 2 |
___/___/___ |
Form C |
___ / 10 |
___ % |
[ ] Y [ ] N |
|
| Probe 3 |
___/___/___ |
Form D |
___ / 10 |
___ % |
[ ] Y [ ] N |
|
| Probe 4 |
___/___/___ |
Form A |
___ / 10 |
___ % |
[ ] Y [ ] N |
|
Diagnostic Error Analysis Framework
A Apostrophe Blindness
Ignores apostrophe; treats word ending as plural suffix (e.g., marks they're or can't as plural).
Focus: Highlighting apostrophe as "missing letter placeholder".
B Overgeneralizing Suffix
Assumes any word with -s/-es is a contraction or possessive (e.g., marks foxes as contraction).
Focus: Plural count test ("1 fox → 2 foxes") vs "two squished words".
C Missing Expansion Rationale
Guesses label correctly but cannot produce component words (e.g., cannot state we've = we have).
Focus: Explicit word expansion drills (writing two full words).
Visual Mastery Tracker
--- Aimline: 80% (8 correct)
Goal: 80%
10 (100%)
8 (80%)
6 (60%)
4 (40%)
2 (20%)
Baseline Trial 1 Trial 2 Trial 3 Trial 4
RTI Decision Rules
≥ 8 for 3 trials: Mastery achieved. Advance to written sentence application.
4–7 score: Maintain Tier 2 small group intervention. Add card sorting routines.
< 4 for 2 trials: Adjust intensity; re-teach root words and apostrophe rules.
Apostrophe Alert Progress Monitoring Protocol • Page 1 of 2 Turn to Page 2 for Standardized Probes A–D
2
Standardized Assessment Probes (Forms A–D)
Circle student response • 1 pt for accurate identification + expansion
C = Contraction • P = Plural Noun
A Form A (Baseline / Trial 1) Score: ___ / 10
| # |
Target Word |
Type |
Expansion / Explanation |
Res. |
| 1 |
they're |
C |
they are |
□+ □- |
| 2 |
trucks |
P |
>1 truck (-s) |
□+ □- |
| 3 |
can't |
C |
cannot |
□+ □- |
| 4 |
boxes |
P |
>1 box (-es) |
□+ □- |
| 5 |
we've |
C |
we have |
□+ □- |
| 6 |
pencils |
P |
>1 pencil (-s) |
□+ □- |
| 7 |
isn't |
C |
is not |
□+ □- |
| 8 |
dogs |
P |
>1 dog (-s) |
□+ □- |
| 9 |
she'll |
C |
she will |
□+ □- |
| 10 |
lunches |
P |
>1 lunch (-es) |
□+ □- |
B Form B (Trial 2) Score: ___ / 10
| # |
Target Word |
Type |
Expansion / Explanation |
Res. |
| 1 |
apples |
P |
>1 apple (-s) |
□+ □- |
| 2 |
didn't |
C |
did not |
□+ □- |
| 3 |
foxes |
P |
>1 fox (-es) |
□+ □- |
| 4 |
you're |
C |
you are |
□+ □- |
| 5 |
books |
P |
>1 book (-s) |
□+ □- |
| 6 |
it's |
C |
it is |
□+ □- |
| 7 |
dishes |
P |
>1 dish (-es) |
□+ □- |
| 8 |
wouldn't |
C |
would not |
□+ □- |
| 9 |
rings |
P |
>1 ring (-s) |
□+ □- |
| 10 |
couldn't |
C |
could not |
□+ □- |
C Form C (Trial 3) Score: ___ / 10
| # |
Target Word |
Type |
Expansion / Explanation |
Res. |
| 1 |
haven't |
C |
have not |
□+ □- |
| 2 |
trees |
P |
>1 tree (-s) |
□+ □- |
| 3 |
we're |
C |
we are |
□+ □- |
| 4 |
benches |
P |
>1 bench (-es) |
□+ □- |
| 5 |
that's |
C |
that is |
□+ □- |
| 6 |
stars |
P |
>1 star (-s) |
□+ □- |
| 7 |
let's |
C |
let us |
□+ □- |
| 8 |
horses |
P |
>1 horse (-s) |
□+ □- |
| 9 |
shouldn't |
C |
should not |
□+ □- |
| 10 |
keys |
P |
>1 key (-s) |
□+ □- |
D Form D (Trial 4 / Post-Test) Score: ___ / 10
| # |
Target Word |
Type |
Expansion / Explanation |
Res. |
| 1 |
who's |
C |
who is |
□+ □- |
| 2 |
dresses |
P |
>1 dress (-es) |
□+ □- |
| 3 |
aren't |
C |
are not |
□+ □- |
| 4 |
friends |
P |
>1 friend (-s) |
□+ □- |
| 5 |
I'll |
C |
I will |
□+ □- |
| 6 |
classes |
P |
>1 class (-es) |
□+ □- |
| 7 |
wasn't |
C |
was not |
□+ □- |
| 8 |
storms |
P |
>1 storm (-s) |
□+ □- |
| 9 |
they've |
C |
they have |
□+ □- |
| 10 |
buses |
P |
>1 bus (-es) |
□+ □- |
Teacher Qualitative Observation & Strategy Log Document cueing needs (verbal prompts, visual anchor chart)
Prompting Level:
Independent Visual Cue Verbal Prompt Model / Echo
Targeted Instructional Next Steps:
Record specific intervention plan (e.g., tactile apostrophe tiles, sentence frames, sort-and-match games)...
Apostrophe Alert Progress Monitoring Protocol • Page 2 of 2 Equivalent Alternate Forms for Unbiased Progress Tracking
