Assessing Writing Development: Benchmark Papers

Assessing Writing Development: Benchmark Papers

Arkansas Comprehensive Literacy ModelUniversity of Arkansas at Little Rock

2003

Resources for Scoring Writing Development

• Dorn, L. & Soffos, C. (2003). Change Over Time in Writing Development. From Results that Last: A Model for School Change. Inservice Video Series, Tape 2. Portland, ME: Stenhouse.

• Dorn, L. & Soffos, C. (2002). Shaping Literate Minds: Developing Self-Regulated Learners. Writing Checklists. Portland, ME: Stenhouse.

• Dorn, L. & Soffos, C. (2002). Scaffolding Young Writers: A Writers’ Workshop Approach. Writing Rubric. Portland, ME: Stenhouse.

• Dorn, L. & Soffos, C. (2003). Scoring Guides. Teacher Resources. www.arliteracymodel.com

• Literacy Coaches. (2003). Commonly Asked Questions for Scoring Writing Samples. Teacher Resources. www.arliteracymodel.com

• Dorn, L. & Soffos, C. (2003). Writing Analysis and Summary Sheet. Teacher Resources. www.arliteracymodel.com.

• Gentry, J. R. & Gillet, J. W. (1993). Teaching Kids to Spell. Portsmouth, NH: Heinemann.

Scoring and Analysis

• Meet with a partner and score the writing samples for fourth, third, second, and first grade students.

• Use the rubric from Scaffolding Young Writers to score the 1st-3rd grade samples. Use the 4th grade rubric from the Literacy Coaching Manual to score the 4th grade sample. If a discrepancy exists between scores, ask a third person to score. Refer to the guidelines for scoring. This form is posted under the Writing link of Teacher Resources.

• Use the Writing Analysis Sheet to summarize writing behaviors across the three writing standards. This form is posted under the Writing link of Teacher Resources.

Rough draft of a fourth grade writer: Composing and revising process, pp. 1 & 2

Rough draft of a fourth grade writer: Composing and revising process, p. 3

The writing process includes understanding of:

• Process and habits

• Audience & purpose/author’s craft

• Conventions and language use

Rough draft of a third grade writer: Composing and Revising Process, pp. 1 & 2

Rough draft of a third grade writer: Composing and Revising Process, p. 3

Rough draft of a second grade writer: Composing and Revising Process, pp. 1 & 2

Final copy of first grade writer, pp. 1 & 2

First grade expectations for writing process

First Grade Standard: First draft demonstrates understanding of composing, revising, and editing processes

First grade example of writing process: drafting, revising, & editing processes

First grade scoring rubric for assessing student’s understanding of the writing process

Literacy Team Meeting• The next section includes writing samples for 4

students at 4 points in time. Work with a partner to study the student’s writing development. Use the writing checklists from Shaping Literate Mindsand the Scoring Guides from the Teacher Resources link. Refer to the paper on Commonly Asked Questions in Scoring Writing Samples.

• Analyze each student’s spelling on the Gentry spelling assessment.

• Use the Writing Analysis sheet to summarize the students’ writing and make recommendations for next year.

Student A, Beginning of Year First Grade Writing Sample

Emergent Writing Checklist

Scoring at End of 1st Reporting Period, p. 1

Scoring at End of 1st Reporting Period, p. 2

Student A, Second Quarter, First Grade Writing Sample

Early Writing Checklist

My tooth is coming out and I can not wait until it comes out and I will put (it) under my pillow. Ya ya.

Scoring at End of 2nd Reporting Period, p. 1

Scoring at End of 2nd Reporting Period, p. 2

Student A, Third Quarter, First Grade Writing Sample, pp. 1 & 2

Student A, Third Quarter, First Grade Writing Sample, pp. 3 & 4

Early Writing ChecklistStudent A, First Grade Writing Translation

Me and my dog like to play with the ball. We like to play hide and seek. I have fun. We ran around the house. Ha! Ha! You can’t catch me. My dog is the best dog in the whole world because he is nice and kind that’s why I love my dog. He is just like I want him to be. When I tell him what to do, he will do it. When I tell him to sit he will sit. When I tell him to fetch the ball, he will fetch the ball. When I tell him to run around the house, he will run around the house. When I tell him to catch my dad, he will catch my dad. When I tell him to play volleyball with me, he will play volley ball with me. That’s why I love him! Thank you doggy. You are my favorite pet.

Scoring at End of 3rd Reporting Period, p. 1

Scoring at End of 3rd Reporting Period, p. 2

Three Day Writing Assessment: Day 1

Standard Script“This year you have learned lots of ways to help yourself in writing. Over the next three days you will be writing a story on your own. Today you will write the first draft of your story. Tomorrow you will use your writing tools to revise and edit your story. The third day you will rewrite your story as a final draft. I won’t help you because I want to see what you can do to help yourself.”

Writing PromptSay: “Write about a special time that you have had with your family or a friend.”

Informal ObservationsWalk around the room with a clipboard and post it notes. Record notes on individual children.

Dorn, L. & Soffos, C. (2002). Scaffolding young writers: A writers’ workshop approach. Portland, ME: Stenhouse.

Three Day Writing Assessment: Day 2

Teacher ActionsPass out first draft and writing checklist. Tell students to write their names on the writing checklist. At the end of the writing period, collect writing samples and checklists.

Standard Script“This year you have learned the importance of revising and editing your writing to prepare it for your audience. Today you will use your writing checklist to revise and edit your story. You may use the resources in your writing notebook, class dictionaries, or any other available resources in the room. I won’t help you because I want to see what you can do for yourself.”

Informal ObservationsWalk around the room with a clipboard and post it notes. Record notes on individual children.

Dorn, L. & Soffos, C. (2002). Scaffolding young writers: A writers’ workshop approach. Portland, ME: Stenhouse.

Three Day Writing Assessment: Day 3

Teacher Actions:Pass out writing sample and checklists.

Standard Script:“Today, you will write your final draft. I won’t help you because I want to see what you can do to help yourself.”

Informal ObservationsWalk around the room with a clipboard and post it notes. Record notes on individual children.

Dorn, L. & Soffos, C. (2002). Scaffolding young writers: A writers’ workshop approach. Portland, ME: Stenhouse.

Student A, Pre- and Post-test Gentry Spelling Results, First Grade

Student B, Beginning of YearFirst Grade Writing Sample

Emergent Writing Checklist

I got so mad when my friend does not do what I don’t want him to do.

Scoring at End of 1st Reporting Period, p. 1

Scoring at End of 1st Reporting Period, p. 2

Student B, Second Quarter, First Grade Writing Sample, pp. 1 & 2

Student B, Second Quarter Writing Sample, p. 3

Writing Sample Translation

Do you know where I was yesterday? I was with my dad working cows. I think there was140 but I do not know. It wasa big road. We worked a bunch of cows. It was a great fun because we roped too many cows. It was hard work taking care of cows because we had to rope them because they ran away from us. We gave them 2 shots (in the) back leg of Ivemik. I like taking care of cows with my friends because if we didn’t they would get sick.

Student B, Third Quarter, First Grade Writing Sample, pages 1 & 2

Student B, Third QuarterWriting Sample, p. 3

Writing Sample Translation

Once upon a time there was a little girl playing outside. A ghost came and . . .saw her. When her mom . . .said come on. It is bedtime she didn’t see her. She called Fred the detective. He worked alone. He raced to the lady’s house. He asked her, “When did she disappear?” “9:30,” said the mom. Fred said “Hmmm.” “What did you hear?” the lady said. “A sound I have never heard before.” He got in his truck and went to his secret lab and then he heard the sound the lady heard. He raced to his truck. He raced after the sound. It stopped at the ghost’s house. He raced in before the door shut. The ghost knew Fred was in there. He had an awful place. If he got caught he was too scared. He caught the ghost. He called the police. He pulled the ghost’s mask off. It was the president of the United States and Fred took the girl home.

Student B, Pre and Post-Test Gentry Spelling Results, First Grade

Student C, First Grade Beginningof Year Writing Sample

I love writers’ workshop. Writers’workshop is good for you.

Emergent Writing Checklist

Scoring at End of 1st Reporting Period, p. 1

Scoring at End of 1st Reporting Period, p. 2

Student C, 2nd Quarter, First Grade Writing Sample

Writing Sample Translation Early Writing Checklist

Title: Halloween Night

Halloween is tonight. I will be a bag of bones. I can’t go to Boo at the Zoo because my dad has to work tonight. Oh, no, there might be ghosts and witches, goblins, zombies. Boo! Last year at Boo at the Zoo, I rode a camel. When I got my picture made on the camel I think the camel smiled.

Student C, Third Quarter, First Grade Writing Sample, pp. 1 & 2

Student C, Third Quarter, FirstGrade Writing Sample, p. 3

Transitional Writing Checklist

Writing Sample Translation

Title: Fairy Tale

Once upon a time there was a fairy. She had a dress that was made from a purple daisy flower. That fairy’s name was Lee. Lee wanted to fly to the moon. She wanted to have a new friend. She tried everything she could think of to get to the moon. But how could she because fairies can’t fly to the moon. The moon sounded like fun to her. Lee felt unhappy because she could not fly to the moon. She was too tiny. All of the sudden she had an idea. She tried to make a bouncy trampoline but it didn’t work. She still could not get to the moon. Lee tried many other things but they never worked. But I think dreams will work. Lee always loved her family better than the moon. But she still loves the moon.

Scoring at End of 3rd Reporting Period, p. 1

Scoring at End of 3rd Reporting Period, p. 2

Pre and Post Test Gentry Spelling Results, First Grade

Student D, Beginning of Year First Grade Writing Sample, pp. 1 & 2

Writing Sample Translation Early Writing Checklist

Title: Dreams

I had a bunch of dreams one night. One night I had a bunch of dreams and one of them was a sponge bob skywarpants dream and it was about sponge Bob and I playing with each other and then I had another dream and it was about me getting bit by a copperhead snake and then I had another dream that was about me and GI Joe and me helping other people.

Scoring at End of 1st Reporting Period, p. 1

Scoring at End of 1st Reporting Period, p. 2

Student D, Second Quarter, First Grade Writing Sample

Early Writing Checklist Translation of Writing Sample

Title: My Accident

I was in a boat in the river in Australia.I hit a rock and flew out of the boat and landed on a crocodile and it hugged and licked me. “Wow! Wow!” I said.“Good crocodile”, said my babybrother. “Neat!” said my sister. “Wow!”said my four year old brother and my mom said, “Wow!” Then we lived happily ever after. The end! End!

Scoring at End of 2nd Reporting Period, p. 1

Scoring at End of 2nd Reporting Period, p. 2

Student D, Third Quarter, First Grade Writing Sample, pp. 1 & 2

Student D, Third Quarter, First Grade Writing Sample pp. 3 & 4

Student D, Third Quarter First Grade Writing Sample, pp. 5 & 6

Title: The Great Mystery SolverOne foggy night, there was stolen crystal diamonds from First National Bank. The CIA called me because I am the best detective. I said I was frightened of the advanced darkness, that means super scary darkness. A teenager was hustling down the road. He looked pretty suspicious. I told the C.I.A. that I was close to solving the case. A woman was wearing camouflage, tiptoeing down the street. Just then the suspicious looking teenager ran to the woman. They were both wearing camouflage. They walked and started to talk. The only words I heard was sparkly diamonds. They went home to their lab. I went home for dinner. Wehad chinese soup and chinese rice. Yum! I went to bed. My mom kissed me good night and turned off the light and I called the CIA with my phone. They needed the address. I looked on their desk. Bingo I whispered. I found the address number. I told it to the CIA. It is 301-3027. They said to stay there. Some people in the CIA came and arrested the bad people. They thanked me and gave me 100,000 dollars. I went back home. I got into bed. I turned off the light. “Good old case solver” I said. The end

Writing Sample TranslationTransitional Writing Checklist

Scoring at End of 3rd Reporting Period, p. 1

Scoring at End of 3rd Reporting Period, p. 2

Pre and Post Test Gentry Spelling Results, First Grade

Literacy Team Meeting

• The next section includes pre and post test writing samples for 4 students. Work with a partner to study the student’s writing development. Use the appropriate writing checklist from Shaping Literate Minds and the Scoring Guides from the Teacher Resources link. Refer to the paper on Commonly Asked Questions in Scoring Writing Samples.

• Use the Writing Analysis sheet to summarize the students’ writing and make recommendations for next year,

Student 1, First Grade Pretest Writing Sample

I went on a airplane to Chattanooga, Tennessee to visit Hannah.

Student 1, First Grade Post-test Writing Sample, pages 1 & 2

Student 1, Post-test Writing Sample Translation

Once upon a time at the bottom of the sea there lived a dolphin. One day the dolphin went out to the sea. A shark was swimming and saw the dolphin and snap! The shark bit the dolphin and the dolphin ran away. The dolphin had no friends. The dolphin was sad. But one day a net came down and caught the dolphin and the shark saw the dolphin. But he saved the dolphin by his sharp teeth. The dolphin had a friend and they became good friends and they lived happily ever ever.

Student 2, First Grade Pretest Writing Sample

Student 2, Pretest Writing Sample Translation

If somebody pulled me I would feel really bad. If somebody pushed me down it would feel really sad. If somebody teased me I would feel reallysad and if somebody called me names I would feel really bad and if somebody is mean to me, I would feel really really sad.

Student 2, First Grade Post-test Writing Sample, pages 1 & 2

Student 2, First Grade Post-test Writing Sample, pages 3 & 4

Student 2, Post-test Writing Sample Translation

Long long ago, there was a princess. Her name was Grace. She lived with her father who was greedy! They lived in a kingdom far away. One day the princess was looking in the closet and shefound . . . a treasure map. She called her father and her father said, “What?” “ I found a treasure map.” So her father said “Let’s go on it. Get your stuff on.” So they went on it. “OK, I’ll get my stuff on.” So they went on it. They went over the ocean and through the woods to go to the end of the treasure. The father made the princess dig. She found it. It was gold. And the dad only gave the princess two pieces of gold and the dad got the rest. And then the princess said, “You can not have all that gold! You have to share it!” And then the king changed. And the king was happy. And theylived happily ever after. The end.

Student 3, First Grade Pretest Writing Sample

Student 3, First Grade Pretest Writing Translation

I went to the store and my sister stole candy and she put it in her pocket but she did not go to the jail but my Mama saw her because we do not want her to get caught.

Student 3, First Grade Post-test Writing Sample, pages 1 & 2

Student 3, First Grade Post-test Writing Translation

Long long ago there lived a beautiful mermaid named Ariel. She and her baby lived in a castle under the sea and she was trying to think of a name for her baby. But late one night a ugly bad witch took her baby far far away. Ariel was so sad that she cried and cried until she was part human and part mermaid. Ariel got in the ocean and (she) the mermaid saw her (the baby) with the witch and they got her and lived happily ever after.

Student 4, Pretest First Grade Writing Sample

Before I was born when my mom and dad went to a concert because of the music I was kicking a lot. I bet it hurt.

Student 4: Mid-Year, First Grade Writing Sample, page 1

The PeddlerOnce upon a time there livedan old man. He was a peddler. And with great joy he peddled down the road on his bicycle calling “boots for sale”. But no one came. He knocked on the doors. That didn’t work

Student 4, Mid Year, First Grade Writing Sample, page 2

either. Finally someone bought all the boots! He was lucky that time because you don’t find a customer like that very often! And he lived happily ever after.The end

Scoring Practice

Use the first grade end-of-year writing rubric from Scaffolding Young Writers to score the final draft samples.

Use the summary sheet from to analyze behaviors across the three writing standards.

Use the information to plan appropriate writing instruction for the student.

First Grade End of Year Writing Sample, Final Draft, pp. 1 & 2

First Grade End of Year Writing Sample, Final Draft pp. 3 & 4

First Grade End of Year Writing Sample, Final Draft, pp. 1 & 2

First Grade End of Year Writing Sample, Final Draft, pp. 1 & 2

First Grade End of Year Writing Sample, Final Draft, pp. 3 & 4