Activity Description

Preparation:

1. Prepare writing cards for informal assessment
   1. For example, have students describe what is happening in a picture or respond to a sentence starter
2. Prepare student tracking sheets
   1. Record the student's name at the top of a lined paper
   2. Record the name of the assessment and date of completion
   3. Include columns for observations
3. Select a formal assessment tool
   1. For instance, use the K-8 Continuum for Assessing Narrative Writing
      1. This continuum is especially useful to use in correspondence with Lucy Calkins' Writing Workshop Program

Implementation:

Informal Writing Assessment:

1. Introduce a writing task
   1. Give students specific guidelines for completion (e.g., try to write 5 sentences in the next 10 minutes)
   2. Have students write a goal or favorite activity
      1. Students may share a school-related goal or a goal related to an activity outside of school
      2. You may wish to record the students' ideas on a chart paper
2. Have students complete the writing task
   1. Ensure that all students understand the task by observing and checking in with each student
   2. Make sure to include the date directly on the piece of writing
3. Meet one-on-one with each student to discuss the writing task, particularly if the writing relates to students' goals
4. Collect the writing samples
5. Record your observations on a student tracking sheet
   1. For instance, record words or letters that are written in reverse, record use of or lack of punctuation marks, record legibility
6. Record next steps for each student
7. Complete steps 1-6 at multiple time points throughout the year

Formal Writing Assessment:

1. Introduce a writing task
   1. For example, tell students about your favorite outdoor activity
2. Model the writing task
   1. Record 3-5 ideas related to the writing task on a piece of chart paper
      1. Think aloud about the writing process as you record your ideas
3. Have students complete the writing task
   1. For example, have students write a short paragraph about their favorite outdoor activity
4. Collect the students’ writing
5. Use a rubric or standardized assessment chart to assess each student’s writing
6. For instance, use the K-8 Continuum for Assessing Narrative Writing
   1. This continuum is especially useful to use in correspondence with Lucy Calkins' Writing Workshop Program
7. Record each student’s level on a student tracking sheet
   1. You may also wish to record observations of students' writing
      1. For instance, record words or letters that are written in reverse
8. Meet with each student to discuss his/her piece of writing
   1. Discuss the student's strengths, next steps and goals
   2. Complete steps 1-8 at multiple time points throughout the year

Adaptations For

English Language Learners/ESL:

- Use short and simple instructions
- Repeat instructions
- Pause often during each assessment

LD/Reading & Writing Difficulties:

- Use short and simple instructions
- Repeat instructions
- Administer short writing tasks and provide extra time

Cultural Appropriateness & Diversity:

- Select writing tasks that represent all backgrounds, genders, exceptionalities and avoid stereotypes

Differentiated Instruction:

- Have students repeat instructions
- Model each assessment response
- Close proximity to students

Related References

Additional Links:
Units of Study for Primary Writing: A Year Long Curriculum: http://www.unitsofstudy.com/default.asp

The Reading & Writing Project, Writing Assessments: http://readingandwritingproject.com/resources/assessments/writing-assessments.html

K-8 Continuum for Assessing Narrative Writing: http://www.tc.columbia.edu/rwp/CANW_8_12.pdf

Evidence:
Romeo, L. (2008). Informal writing assessment linked to instruction: A continuous process for teachers, students, and parents. Reading & Writing Quarterly, 24(1), 25-51.