Assessing Children s Writing Connect with the Classroom Observation and Assessment

Transcription

1 Written Expression Assessing Children s Writing Connect with the Classroom Observation and Assessment Overview In this activity, you will conduct two different types of writing assessments with two of your children: the name/self-portrait/message assessment you saw in the Check Yourself activity and the CIRCLE-recommended Emergent and Early Writing Checklist. You will use the results of these assessments as a guide to adapting your practice to better meet the learning needs of your children. Objectives To conduct two observation-based writing assessments with two children To reflect on the results of the assessments To use assessment results to adapt teaching practice as needed Materials Writing implements and paper (for children s samples) Self-Portrait Assessment Notes sheet, below (two copies) Emergent and Early Writing Checklist, below (two copies) Observation and Assessment Reflection Sheet, below (two copies) Instructions 1. Pick two children to assess. 2. Do two self-portrait assessments and complete a Self-Portrait Assessment Notes sheet for each child. Conduct the self-portrait assessments one at a time, using the following steps: Ask child to write name at top of page Ask child to draw a self-portrait below name Ask child to write a message about him/herself at the bottom of the page Observe the children closely as they write, paying special attention to: Specific use of drawing, scribbles, and letter forms Directionality of writing Use of well-learned letters or letter strings Spelling (either developmental or conventional) 3. Complete two Emergent and Early Writing Checklist assessments, using the following steps: Read the checklist carefully Observe two children s writing behavior over the course of one week Fill out two Emergent and Early Writing Checklists, one for each child 4. Complete two Observation and Assessment Reflection Sheets, one for each child. Consider the ways in which the assessment results might help Written Expression: Assessing Children s Writing Connect with the Classroom Page 1 of 7

2 you to modify your practice to better meet each child s learning needs. 5. Reflect on your experiences with this activity and have your thoughts and notes ready to share with other teachers in the next Share Ideas. What did you learn about your children s abilities to express themselves in writing by conducting the assessments? How did the reflection questions help you come up with ways to modify your practice in order to better meet the learning needs of the two children you assessed? CIRCLE Tip: Assessment Portfolios Teachers seeking to improve their practice will benefit immensely from creating and maintaining a good assessment portfolio for each of their children. The contents of an assessment portfolio provide a record of a child s progress over time. Teachers can use this record as a lens through which to view their own practice, and modify that practice, if necessary, to better meet children s needs. Good assessment portfolios are updated regularly and typically include: Dated writing samples Anecdotal notes Results of formal assessments (such as the Emergent and Early Writing Checklist and Self-Portrait Assessment Notes ) It is helpful to get in the habit of regularly reviewing the contents of children s assessment portfolios. There is an easy way to do this: whenever you add an item to a portfolio, take a moment to leaf through it. Consider the new addition in relation to items that you ve already collected. Any insights you have can be added to the portfolio as well in the form of a quick note. Written Expression: Assessing Children s Writing Connect with the Classroom Page 2 of 7

3 Self-Portrait Assessment Notes Name Date Child s Name: 1. Based on this assessment, what did you learn about the child s written expression development? From the writing of his/her name? From the self-portrait? From the message about the portrait? 2. Of the stages of writing listed below, which do you see exhibited in this child s writing sample? Describe the part of the drawing that matches each stage. (If one of the stages listed is not represented in the sample, just leave the space blank.) a. Drawing b. Scribbling from left to right c. Writing with letter-like forms d. Writing by reproducing well-learned letters or letter strings (typically the letters of the child s name, reordered to produce new words) e. Writing with developmental spelling f. Writing with conventional spelling Written Expression: Assessing Children s Writing Connect with the Classroom Page 3 of 7

4 3. What kind of message did this child choose to write? Do you think that the child understood the idea of the message what the message was supposed to convey? Did the child follow the directions that were given? 4. Do you think this writing sample is an accurate portrayal of what this child is capable of in terms of written expression? If so, how did you gauge that? If not, why do you think this child might not have done all s/he could do with this writing sample? What might have affected his/her assessment? Written Expression: Assessing Children s Writing Connect with the Classroom Page 4 of 7

5 Emergent and Early Writing Checklist Child s Name Date Use the checklist below to consider a child s writing behaviors, habits, and abilities on a scale of one to five (with one being seldom and five being often). This child Seldom Often Writes by drawing pictures Writes using scribbles or symbols Writes random strings of letters or symbols Writes with left-to-right directionality Understands that spoken words can be presented in writing Enjoys free writing in the Writing center Enjoys writing in a personal journal Writes words and names that appear around the classroom Writes in response to read alouds or literature Is willing to read a personal story he or she wrote Is willing to dictate a story to an adult Written Expression: Assessing Children s Writing Connect with the Classroom Page 5 of 7

6 Name Date Observation and Assessment Reflection Sheet Child s Name: 1. In general, what kinds of situations, topics, materials, or writing implements motivate this child to write? 2. What stages of written expression has this child achieved? 3. What kinds of writing is this child particularly good at? (And what kinds of writing does this child particularly enjoy?) 4. What kinds of writing have you never seen this child do? 5. Based on the results of your assessments, what does this child need to do in order to express him/herself better in writing? Written Expression: Assessing Children s Writing Connect with the Classroom Page 6 of 7

7 6. In terms of written expression, what would you like to see this child be able to do a week from today? A month from today? One year from today? 7. Based on your answers to all of the questions above, how can you modify your written expression instruction to best meet this child s needs (cognitive, social, and emotional)? Written Expression: Assessing Children s Writing Connect with the Classroom Page 7 of 7