I Can Write! Forma0ve Assessment for Beginning Writers

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1 I Can Write! Forma0ve Assessment for Beginning Writers Kathleen S. Cali, M.A. EnCompass Resources for Learning Rochester, NY Presenta0on for the New York State Reading Associa0on Saratoga Springs, NY November 11, 2015

2 Ya cain t faqen a hawg by pusn it on the scale ever day. -North Carolina proverb

3 Assessment Instruc0on

4 Forma0ve Assessment High-Quality Instruc0on

Range of Beginning Writers Writing Sample D Writing Sample E The liqle red hen Eone bay the liqleredhen feond some seeds she ast hre fres if they cuod help hreplant thee s seed s not I siad the ca t

6 Range of Beginning Writers Writing Sample D Writing Sample E The liqle red hen Eone bay the liqleredhen feond some seeds she ast hre fres if they cuod help hreplant thee s seed s not I siad the ca t not I siad the dog not I siad the pig then I ll do it my self and she did who will helq me thresh the weat not I siad thepig not I siad the cat and not I siad the dog then I ll do it my Sllef and she did who will hlep me gringdd The weat not I siad the dog not I siad the Cat and not I siad the pig then I ll do it my slf and she did who will help me daokc the floru not I siad the cat not I siad the pig not I siad the bog then I ll do it my self. and she did who will helq me eat the bred I will Siad the cat I wil siad the dog I wil Siad the pig no siad the liqle red hen the end

7 Range of Beginning Writers Writing Sample F Writing Sample G Writing Sample H I like dogs bakus thay cas cat and I am glad thay cas cat bekus I not like cat. first in the mon cris cam to my hose and his cosin and the un peole was about to fight. Then my sisosy sad how 0m I wot to be on and I sade cris 0me. and the grrl came over and she aks somewon to play with her and my brth play with her. and the boy said want me to poch you in the mof. and we got in to aight and me and my brother fight then I stek my metr fefeg at him then he tod my mom. and my sisare woz his frid no moer. and my siste and lokey fod a bid and lokey got it. and lokey clad the tree and got the berd and smos my sigas nast I do not like school. I am glad we got 5 mor days in school. onley I like part of the school.

8 Common Core State Standards Grade 4: Produc0on and Distribu0on of Wri0ng: Produce clear and coherent wri,ng in which the development and organiza,on are appropriate to the task, purpose, and audience

9 Common Core State Standards K-2: Text Types and Purposes: W1-3. Use a combina,on of drawing, dicta,ng, and wri,ng to compose (1) opinion pieces, (2) informa,ve/explanatory, (3) narra,ve K-2: Produc0on and Distribu0on of Wri0ng: W4. (Begins in grade 3) W5. Add details (elabora,on) Focus on a topic (cohesion and coherence)

10 Forma0ve Assessment Forma0ve Assessment: To measure growth over 0me in wri0ng products To inform instruc0on provide informa0on about effec0veness/efficacy of instruc0on Self-Evalua0on Student can see growth over 0me

11 Developmental Wri0ng Scale for Beginning Writers (Sturm, Cali, Nelson, & Staskowski, 2012) Level Descrip,on 1 Drawing only 2 Scribble wri,ng which may include leqer-like forms but with the majority of shapes not recognizable as leqers 3 Some recognizable le:ers in strings but not grouped into words 4 Strings of le:ers grouped into words (i.e., with spaces between at least two groups of leqers) but with no intelligible words 5 Strings of le:ers grouped into words, with only one possible real word (i.e., two or more leqers in length) set apart, wriqen repeatedly (e.g., dog, dog, dog), or embedded in a string of leqers 6 Two to three different intelligible words embedded in strings, separated by spaces, or in a list format 7 More than three different intelligible words in a list format 8 More than three different intelligible words, with at least two of them in a par,ally formed sentence (i.e., gramma0cally related parts of a phrase, clause or sentence)

12 Developmental Wri0ng Scale for Beginning Writers (Sturm, Cali, Nelson, & Staskowski, 2012) Level Descrip,on 9 One to two complete sentences with a subject phrase and a verb phrase 10 A minimum of three sentences, but with no coherent topic (i.e., most sentences are not related) 11 Organized wri,ng with three or more sentences on a coherent topic but with limited cohesion between sentences (i.e., sentences can be reordered without changing meaning) 12 Organized wri,ng with a coherent topic (i.e., on a consistent theme) and use of cohesive devices (e.g., pronoun or synonym replacement, logical connectors, subordina0ng conjunc0ons, conclusions that refer to prior content) across three or more sentences, so that sentences cannot be reordered without changing meaning 13 Organized wri,ng with a coherent main topic and 2 cohesive subsec,ons (subtopics or story parts) with at least two sentences elabora,ng the meaning of each 14 Organized wri,ng with a coherent main topic and at least 3 cohesive subsec,ons (sub-topics or story parts) with at least two sentences elabora,ng the meaning of

14 DWS Level: 1

16 DWS Level: 8/9

17 Different Genres/ Different Text Types I cach frogs with my cosin. I cote a tod in my gradma's pool. I got a cup and cote him. I keep him for a wile and then I put hem back in the pool. I cote a frog at my other grandmas house with my cosin. He was s0cky on his back we put him in a cool wipe thing. He looked like a lafe. LiQle egg's hach in to tadpol's. The tadpol's groe back lag's. Thin they groe font lag's. The taol gits smolr Thairis yor frog. There once was a wide-math frog. He saw a bird. He said Whort do you like to eat? The bird said I like to eat worms. And then the wide-math frog hoped to a cradile. The wide math frog said to the cradile What do you like to eat? The cradile said I like to eat wide math frogs. Then the wide math frog made his math small and jumed into the pond and he made a big Splash! You can tell the deffrent of a toad and a frog because a toad has brown skin and a frog has green skin. A toad has bumpy skin very bumpy skin. I like frogs the best because green is beateter then brown. Toads are aguley to me. Frogs are preqyer then a toad. I wish that frogs and toad could go to scool like us.

18 Text Type Diversity Measure (Cali & Sturm, 2010) Text Type Genre Func,on Emergent Emergent Graphic expression using drawings, pencil marks, scribbles, a string of leqers, or leqer-like forms. Label Describe elements of a drawing. Argument Opinion Express an opinion about a thing or event. Persuasive Explain reasons for an opinion. Argument Use evidence to support reasons. Informa,ve Descrip,on Describe a specific thing or en0ty. Report Procedure Describe a group or category of things. Explain how an event happens. Explana,on Explain why an event happened or happens. Narra,ve Recount Recount a past event. Plan Plan a future event. Story Create an imaginary event. Poetry Poetry Use carefully chosen words to create meaning or share emo0on (May employ word order, connota0on, imagery,

19 Different Genres/ Different Text Types I cach frogs with my cosin. I cote a tod in my gradma's pool. I got a cup and cote him. I keep him for a wile and then I put hem back in the pool. I cote a frog at my other grandmas house with my cosin. He was s0cky on his back we put him in a cool wipe thing. He looked like a lafe. LiQle egg's hach in to tadpol's. The tadpol's groe back lag's. Thin they groe font lag's. The taol gits smolr Thairis yor frog. There once was a wide-math frog. He saw a bird. He said Whort do you like to eat? The bird said I like to eat worms. And then the wide-math frog hoped to a cradile. The wide math frog said to the cradile What do you like to eat? The cradile said I like to eat wide math frogs. Then the wide math frog made his math small and jumed into the pond and he made a big Splash! You can tell the deffrent of a toad and a frog because a toad has brown skin and a frog has green skin. A toad has bumpy skin very bumpy skin. I like frogs the best because green is beateter then brown. Toads are aguley to me. Frogs are preqyer then a toad. I wish that frogs and toad could go to scool like us.

Different Genres I cach frogs with my cosin. I cote a tod in my gradma's pool. I got a cup and cote him. I keep him for a wile and then I put hem back in the pool.

TTDM: Personal narra0ve DWS: 13 There once was a wide-math frog. He saw a bird. He said Whort do you like to eat? The bird said I like to eat worms. And then the wide-math frog hoped to a cradile.

20 Different Genres I cach frogs with my cosin. I cote a tod in my gradma's pool. I got a cup and cote him. I keep him for a wile and then I put hem back in the pool. I cote a frog at my other grandmas house with my cosin. He was s0cky on his back we put him in a cool wipe thing. He looked like a lafe. TTDM: Personal narra0ve DWS: 13 There once was a wide-math frog. He saw a bird. He said Whort do you like to eat? The bird said I like to eat worms. And then the wide-math frog hoped to a cradile. The wide math frog said to the cradile What do you like to eat? The cradile said I like to eat wide math frogs. Then the wide math frog made his math small and jumed into the pond and he made a big Splash! TTDM: Story DWS: 12 LiQle egg's hach in to tadpol's. The tadpol's groe back lag's. Thin they groe font lag's. The taol gits smolr Thairis yor frog. TTDM: Procedure DWS: 12 You can tell the deffrent of a toad and a frog because a toad has brown skin and a frog has green skin. A toad has bumpy skin very bumpy skin. I like frogs the best because green is beateter then brown. Toads are aguley to me. Frogs are preqyer then a toad. I wish that frogs and toad could go to scool like us. TTDM: Report/Opinion DWS: 13/12/11

22 DWS Level: 3/6 /9 TTDM: Emergent/ Label

23 I can put spaces between the words in my sentence. I can use the word wall to spell the words we and are. I can use the word went to write a personal narra0ve. DWS Level: 6 TTDM: Emergent/ Label

43 Grade 1, Student 1 Developmental Wri,ng Scale /25/ /1/ /8/ /12/ /19/ /26/2015

44 Grade 1, Student Developmental Wri,ng Scale 9/25/ /1/ /8/ /12/ /19/ /26/2015

45 Grade 1, Student 3 DWS /1/ /8/ /12/ /19/ /26/2015

46 Grade 1, Student 4 Developmental Wri,ng Scale

47 Grade 1, Student Developmental Wri,ng Scale 9/25/ /1/ /8/ /12/ /19/ /26/2015

48 Grade 1, Student 6 Developmental Wri,ng Scale /25/ /1/ /8/ /12/ /19/ /26/2015

49 Grade 1, Student 7 Developmental Wri,ng Scale /25/ /1/ /8/ /12/ /19/ /26/2015

50 Grade 1, Student 8 Developmental Wri,ng Scale

52 References Bereiter, C. (1980). Development in wri0ng. Cogni,ve processes in wri,ng. Ed. W. Gregg and E. R. Steinberg. Hillsdale, NJ, Lawrence Erlbaum Associates: Cali, K., & Sturm, J. (Manuscript in prepara,on). Genre diversity for beginning writers: Emergent forms and func,ons. Clay, M. M. (2002/2006). An observa,on survey of early literacy achievement. Portsmouth, NH: Heinemann. Clendon, S., Sturm, J., & Cali, K. (2013). Vocabulary use across genres and topics: Implica,ons for students with complex communica,on needs. Language, Speech, and Hearing Services in Schools 44 (1), Coker, D. L. & Ritchey, K. D. (2010). Curriculum-based measurement of wri0ng in kindergarten and first grade: An inves0ga0on of produc0on and qualita0ve scores. Excep,onal Children, 76, Fitzgerald, J. and D.L. Spiegel Textual Cohesion and Coherence in Children's Wri0ng. Revisited. Research in the Teaching of English 24, Halliday, M., & Hasan, R. (1976). Cohesion in English. London: Longman. Kress, G. (1986). Learning to write. London: Routledge. Langer, J. A. (1986). Children reading and wri,ng: Structures and strategies. Norwood, NJ, Ablex. Newkirk, T. (1987). The non-narra0ve wri0ng of young children. Research in the Teaching of English 21(2), New York State Department of Educa0on. (2009). Early Literacy Profile. Retrieved September 12, 2012, from hqp:// Sturm, J., Cali, K., Nelson, N., & Staskowski, M. (2012). The Developmental Wri,ng Scale: A progress monitoring tool for beginning writers. Topics in Language Disorders, 32 (4), Sturm, J., Nelson, N., Staskowski, M., & Cali, K. (2010). Outcome measures for beginning writers with disabilifes. Presenta,on at Annual Conference of American Speech-Language Hearing Associa,on, Philadelphia, PA. Sulzby, E., Barnhart, J., & Hieshima, J. (1989). Forms of wri,ng and re-rereading from wri,ng: A preliminary report (Technical Report No. 20). Berkeley, CA: Na0onal Center for the Study of Wri0ng and Literacy. Retrieved November 15, 2010 from hqp://

Writing Model. Report. Talk About It. The topic sentence tells what the report is about. Detail sentences tell facts about the topic.

Writing Model. Report. Talk About It. The topic sentence tells what the report is about. Detail sentences tell facts about the topic. Projectable 14.1 The Big Race Writing Write to Inform: Report Writing Model Report The topic sentence tells what the report is about. Detail sentences tell facts about the topic. Coyotes Coyotes are animals