1. Assessing, reflecting, instructing
They can read, but the writing held them back…
Mia Johnson, Catawba County Schools

2. TRC Written Comprehension (Benchmark Levels F and higher)
PARAPHRASE:
Written Comprehension is required for Benchmark books levels F and above.
The mCLASS®:Reading 3D™ kit contains the student materials for this measure.
The teacher listens to words read aloud.
After the Reading Record is complete, prompt the student to read the rest of the text silently and to complete the written comprehension questions.
Students are allowed to refer to their books while completing the written comprehension task.
A student in Kindergarten or Grade 1 BOY who reaches this level and has trouble writing dictates answers to the assessor.
Ask the Oral Comprehension questions after the student completes the written comprehension task.
Tap Written Comp to access the rubric.
TRC 2 2

3. Written Comprehension Scoring Rubric
Score
Level
What it means
What it requires No
Understanding
The response demonstrates
no understanding of the text.
Completely incorrect, irrelevant to the question, or missing 1
Minimal
The response demonstrates a minimal understanding of the text.
Minimally addresses the demands of the questions
Uses minimal information to show understanding of the text in relation to the question 2
General
The response demonstrates a general understanding of the text.
Partially addresses the demands of the question
Uses text-relevant information to show understanding 3
Complex
The response demonstrates an understanding of the complexities of the text.
Addresses the demands of the question
Effectively uses text-relevant information to clarify or extend understanding
PARAPHRASE:
Written Comprehension questions are scored using a four-point rubric (0–3 points)
TRC 3 3

4. Scoring Written Comprehension
Tap the
corresponding
number.
PARAPHRASE:
Tap the
arrow to view
rubric criteria.
TRC 4 4

5. Written Comprehension
Teachers are cautioned to not use comments such as “are you sure you are finished and look back over your answers” as a means of prompting students to change incorrect answers.
MUST be completed for reading levels F and above
A student MUST answer all parts of BOTH written questions
Teachers can draw charts if charts are part of the written comprehension question.
Allow students to use book when answering written comprehension questions.

6. Written Comprehension
Kindergarteners and 1st Graders (BOY & MOY) may dictate answers to assessor AFTER the student makes an attempt at writing the answer independently.
Assessor CANNOT read or explain written prompts to students (even if scribing in K-1).
If a teacher struggles to read a student’s writing, student may be asked, “Will you please read me what you have written?” If beyond, first grade MOY, student’s oral reading of their answer should reasonably match written response.

7. Written Comprehension
Use exemplars (found in spiral Assessment Material book) to help score written responses.
*Exemplars are only examples and may not describe all
possible answers.
*If unsure of scoring student answer, consult a colleague
for second opinion.
Scoring- Students must score proficient (2 or 3) on both questions to be proficient in the written comprehension component. If they score below proficient (0 or 1) on either question, then they are not proficient in written comprehension.
The score given is the lower of the two scores. It is not an average of the two scores. For example a student who scores a 1 and a 3 the final score is a 1.

8. Let’s Look at the Exemplars…
Notebook
Resources
TRC Written Comprehension Questions (complete version)

9. Let’s Give it a Go…
Writing samples have been collected from several schools representing a range of students in Title I and Non-Title I schools.
Sample #1
Individual score-sticky note on chart paper
Small Group score-discuss at your table
Whole Group score-visit chart and discuss scoring
Additional Samples:
Work with your group to score these samples
Be prepared to support your scores.

10. Now What…
It is critical as teacher leaders, we expect and assist in lessening the subjectivity of scoring written comprehension.
Encourage colleagues to get a second opinion, use common sense, and be consistent!
Utilize this information as one snapshot in conjunction with other assessments/information to inform instruction
But what about that child that is reading accurately and orally comprehending at a level M, but ended at level J because of the writing….

11. How do I work on writing?
Explicitly model writing expectations and skills.
Embed writing throughout the instructional day.
Provide daily opportunities for writing in response to text.
Use sentence frames during instruction:
“On page/paragraph ____, the text states, _________________.
“On page _____, the author wrote, _______________________.

12. Catawba County Schools K-12 District Writing Plan

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