Scoring Writing Kindergarten Scoring Writing Kindergarten (Session two) Created by Pat Collins, Everett Public Schools

Session Two: -Review of Session One -Practice Scoring Writing -Begin With Your Students -Grade Level Expectations Scoring Writing- Scoring Writing -Kindergarten

Review…. -Look at the Three-Strand Writing Rubric and student papers from Session One -Any questions or points that need clarification? Scoring Writing- Scoring Writing -Kindergarten

Practice scoring individually and then compare your scoring with others. Use the papers for Session Two. PRACTICE SCORING WRITING

Using the Three-Strand Writing Rubric begins with the STUDENTS! The next two slides are suggestions how the Kindergarten rubric might be used in the classroom. You may find the information useful or have other ideas that are much better. Discuss how you might integrate the rubric into classroom writing instruction.

 - With students, brainstorm a class chart titled, “What Makes A Good Writer.” Keep the chart up on writing wall.What Makes A Good Writer  -As you work with students and the three-strand writing rubric revisit the chart. Make changes, add, or delete items as needed. Using the Three-Strand Writing Rubric begins with the STUDENTS!

Students and parents are able to put high-stakes testing into perspective when teachers are rigorous about classroom informal and formal assessment. One-on-one roving conferences done on the run Formal one-one one sit down conferences about content and editing Whole-class shares in which students see and hear where to go next Conversations before writing Planning for writing Evidence of revision and editing  Using the knowledge you and your students create together, implement informal assessment for learning.

GRADE LEVEL EXPECTATIONS The next two slides are GRADE LEVEL EXPECTATIONS for Kindergarten that pertain to students analyzing and evaluating their writing. How can these expectations be met in the classroom? What are some of your successes? What are some of your struggles?

Kindergarten ELAR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.1: Analyzes and evaluates others’ and own writing. GLE Understands criteria are used to select a preferred piece of writing. -Discusses preferred stories and authors (e.g. student authors, adult authors) and gives reasons for preferences (e.g. colorful illustrations, rhymes). GLE Uses specific criteria for analyzing own writing. -Identifies specific strength in writing (e.g. sentence beginnings, spelling).

Kindergarten ELAR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.2: Sets goals for improvement. GLE Identifies general goals for own writing. -Confers with teacher to set goals (e.g. add color or detail to drawing). -Monitors progress with a goal sheet (e.g. T-Chart – I can….. I am learning …). -Selects pieces that demonstrate new learning (e.g. portfolio entries, collections of drafts).

The End Suggested reading, Writing Essentials by Reggie Routman Chapter 10 – Make Assessment Count Chapter 11 – Build on Best Practice and Research