Thank you for coming to our first writing assessment meeting. I’d love feedback.
I hope it was somewhat useful. My goal was to make a connection between what you are teaching (the curriculum) and what assessments ask the children to do. Also, I wanted to emphasize the teaching of writing.
Writing does take time. Students in second grade and up can fit a plan, a writing, and an edited writing into your schooling once a week or more.
It probably is within their work somewhere already.
They can start doing this independently and like anything else it takes practice. So let them practice.
I meant to have Pippi Howard, my assistant, share her success. Within ONE week of the same discussion we all had, she saw HUGE growth in her second grader’s independent writing ability. Your kids will amaze you. She just gave a prompt, suggested a plan, gave time to write, and is yet to edit the writing. It was easy and had great results. Hope it wasn’t overwhelming.
Do remember to mention to your student that a “plan” can be a web, cluster, brainstorm list, pro/cons type list, alike/different list, OUTLINE (especially in older grades), or pre-writing. I really want the students to know that what they are doing may be referred to as a plan or planning their writing.
The site Eve suggested for CSAP examples and info.
Colorado Department of Education: http://www.cde.state.co.us/cdeassess/released_items.html
The books she mentioned:
· "Hooray for Diffendoofer Day!" by Dr. Suess, Jack Prelutsky, and Lane Smith, 1998, Scholastic Inc.
· "Testing Miss Malarkey" by Judy Finchler, 2000, Scholastic Inc.
Her info:
Eve Owen,
Gateway IRT
686-2053
ecowen@wpsdk12.org
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