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Project #8
Appendices

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Appendix A: Checklist for Writing
Appendix B: Student Writing Interview
Appendix C: Foundational Objectives from the English Language Arts Elementary Curriculum
Appendix D: Parent Consent Form
Appendix E: Parent Interview Questions
Appendix F: Checklist for Writing for Case Study Students Grade One
Appendix G: Checklist for Writing for Grade One
Appendix H: Checklist for Writing for Case Study Students Grade Two
Appendix I: Checklist for Writing for Grade Two
Appendix J: Checklist for Writing for Case Study Students Grade Three
Appendix K: Checklist for Writing for Grade Three

Appendices

Appendix A: Checklist for Writing

Key for scoring: n = never, s = sometimes, u = usually

WRITING PROCESS

1. KNOWLEDGE OF WRITING PROCESS

is aware writing is communicating ideas                  
writes for a variety of purposes                  
writes in a variety of modes                  

2. PREWRITING

can generate own ideas                  
organizes before writing (outline)                  

3. FIRST DRAFT WRITING

does not spend time checking or asking for spelling                  
knows content is of primary importance                  

4. REVISING/EDITING

reads to see if intended message is conveyed                  
makes content changes                  
1) adds information or detail                  
2) deletes irrelevant material                  
3) corrects inaccurate information                  
4) adds better words                  
uses shortcuts during revision                  
1) crosses out                  
2) uses a ^ to indicate text insertion                  
proofreads for surface errors of spelling and punctuation                  
consults appropriate sources to resolve difficulties                  

5. FINAL DRAFT

takes pride in written presentation                  
makes effort to complete final draft                  
correctly transcribes edited version                  

WRITING BEHAVIOURS

voluntarily writes                  
is relaxed when writing                  
engages in task-related talk                  
rereads writing                  
engages in peer conferencing                  
engages in teacher conferencing                  
chooses to share/display writing                  

CONTENT

1. ORGANIZATION

uses appropriate title                  
uses an attention-grabbing opening                  
sequences ideas logically                  
includes sufficient information                  
uses effective endings                  
stays on topic                  
uses reading experiences to influence the writing                  

2. MECHANICS

uses string of random letters                  
uses labelling of pictures                  
uses phonetic/invented spelling                  
uses conventional spelling                  
uses sentence fragments                  
uses run-on sentences                  
writes in complete sentences                  
uses conversation                  
uses capitals to begin sentences                  
uses punctuation
1) period/question mark		                  
2) quotation marks                  
prints legibly                  
demonstrates growing vocabulary                  

3. LANGUAGE LEVEL

uses repeated sentence patterns                  
uses simple sentences                  
uses complex sentences                  
uses fragmentary sentences                  
uses dialogue                  
uses description                  
elaborates on ideas                  

HOME (as reported in student interview)

has books to read at home                  
has materials for writing at home                  

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Appendix B:Student Writing Interview

Blackline masters from Booth et al. (1994).

Name ____________

Date ____________

  1. Are you a good writer? How do you know?
  2. What do you think a writer needs to be good at?
  3. Who do you know are good writers? What makes them good writers?
  4. How do you decide what to write?
  5. What do you do when you can't spell a word?
  6. How did you learn to write?
  7. What did people do that helped you learn to write?
  8. How do you think you can improve your writing?
  9. If you had to teach someone how to write a story, what would you do?

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Appendix C: Foundational Objectives from the English Language Arts Elementary Curriculum

Emerging Phase K-Grade 1
Students will demonstrate emerging:

  • recognition that what is said can be written and read
  • interest in participating in the exploration of the patterns, sounds and rhymes of the English language during listening, speaking, reading and writing activities
  • awareness that print and symbols in their environments convey meaning

Developing Phase Grade 1
Students will demonstrate developing:

  • curiosity about and interest in print by participating in independent and shared writing activities
  • recognition that writing is a process focussed upon conveying meaning to self and others
  • desire to independently initiate writing activities for various purposes

Developing Phase Grade 2
Students will demonstrate increasing:

  • awareness of the need to adapt written language to the purpose for language use and to the audience
  • interest and ability to express ideas, thoughts and feelings in writing to self and others
  • awareness of the purposes for proofreading, editing and revising in the writing process

Developing Phase Grade 3
Students will demonstrate increasing:

  • respect for the ideas, language and communication styles of others and awareness of the need for sensitive and thoughtful response in writing to self and others
  • use of proofreading, editing and revising procedures to clarify written communication
  • interest and ability to read and respond to what others have written, and to collaborate with them in the stages of the writing process

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Appendix D: Parent Consent

August 30, 1994

Dear Parents,

The year 1994-95 will be a busy and exciting time for your children as they learn to read and write. The students in our classroom, along with two other classrooms, will be involved in a research project for the year. As part of their regular program the children will be involved with writing workshops. We will keep samples of all their writing. We will be trying to show the progress students make in their
writing. We will not be doing intelligence testing as we are only interested in writing progress using an integrated approach to language arts. We are not interested in
looking at children's intellectual abilities. Children will continue to read and participate in all the subjects as usual. Mrs. Howes will be working in the classroom with the students and teacher on many occasions. She will be here to try out and discuss new ideas and strategies that teachers can use to enhance student learning.

We hope you will give permission for your child to be included in the project. We will be asking you in late May or June about the progress that you believe your
child has made. Thank-you for your cooperation. You are invited to come to talk to the teacher
see the writing that is being done at any time during the year.

Sincerely,

Teacher's signature

I give permission for my child, ,___________________(child's name)
to take part in the writing project in the classroom in 1994-95. I will allow my child's
writing to be used if needed for the research report. I understand that I may come in to
check my child's progress and see the writings and assessment whenever I wish.
__________________
Parent's signature

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Appendix E: Parent Interview Schedule

  1. Has your child discussed writing at school with you? If yes, what did they tell you?
  2. Did your child like or dislike writing?
  3. Does your child write at home?
    If yes, how much - very little, quite a bit, a great deal?
  4. How do you believe that your child has progressed in his/her writing
    - very little, quite a bit, a great deal?
  5. Were you pleased or displeased with the writing this year?
  6. Would you like your child to be involved in a formalized writing program next year?

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Appendix F: Checklist for Writing for Case Study Students Grade One

Key for scoring:
r = rarely, s = sometimes, u = usually, n/a = not applicable
B = beginning, M - middle, E = end of year

WRITING PROCESS

1. KNOWLEDGE OF WRITING PROCESS

 

Tess

Lori

Tonya
  B M E B M E B M E
is aware writing is communicating ideas u u u r s u r r u
writes for a variety of purposes u u u r s u r r s
writes in a variety of modes s u u r r s r r s

2. PREWRITING

 

Tess

Lori

Tonya
  B M E B M E B M E
can generate own ideas u u u s s s r s s
organizes before writing (outline) u u u r s s r r r

3. FIRST DRAFT WRITING

 

Tess

Lori

Tonya
  B M E B M E B M E
does not spend time checking or asking for spelling r r r s r r r r r
knows content is of primary importance u u u s u u s u u

4. REVISING/EDITING

 

Tess

Lori

Tonya
  B M E B M E B M E
reads to see if intended message is conveyed s s u r r s r r s
makes content changes s u u r r r r r s
1) adds information or detail s s u r r s r r r
2) deletes irrelevant material s s s r r r r r r
3) corrects inaccurate information u u u r r r r r r
4) adds better words s s s r r r r r r
uses shortcuts during revision r s s r r r r r r
1) crosses out r s s r r s r r r
2) uses a ^ to indicate text insertion r r s r r s r r r
demonstrates willingness to go beyond first draft r s u r r s r r s
proofreads for surface errors of spelling and punctuation r s u r r s r r s
consults appropriate sources to resolve difficulties s u u r r s r r r

5. FINAL DRAFT

 

Tess

Lori

Tonya
  B M E B M E B M E
takes pride in written presentation u u u s u u r r s
umakes effort to complete final draft u u u u u u r r r
correctly transcribes edited version r s s s s s r r r

WRITING BEHAVIOURS

 

Tess

Lori

Tonya
  B M E B M E B M E
voluntarily writes u u u s u u r s s
is relaxed when writing u u u s s u r r r
engages in task-related talk u u u s s s r r s
rereads writing r s u r r s r r s
engages in peer conferencing s s s s s s r s s
engages in teacher conferencing u u u u u u u u r
chooses to share/display writing u u u u u u r r s

CONTENT

1. ORGANIZATION

 

Tess

Lori

Tonya
  B M E B M E B M E
uses appropriate title r u u r s s r u u
uses an attention-grabbing opening r s u r r s r r r
sequences ideas logically u u u s s s s s u
includes sufficient information u u u s s s s s s
uses effective endings r s s r r r r r r
stays on topic u u u s s s r r s
uses reading experiences to influence the writing u u u s s s s s s

2. MECHANICS

 

Tess

Lori

Tonya
  B M E B M E B M E
uses string of random letters na na na u s na r r r
uses labelling of pictures u na na u na na r s s
uses phonetic/invented spelling u u u s u u r r s
uses conventional spelling u u u s u u r s s
uses sentence fragments s r r u u u u u u
uses run-on sentences s s s u u u u u u
writes in complete sentences u u u r r r r r s
uses conversation s u u r r r r r r
uses capitals to begin sentences u u u r r s r s s
uses punctuation
1) period/question mark		 s u u r r s r s s
2) quotation marks na na na na na na na na na
prints legibly u u u u u u s u u
demonstrates growing vocabulary u u u u u u u u u

3. LANGUAGE LEVEL

 

Tess

Lori

Tonya
  B M E B M E B M E
uses repeated sentence patterns s s s u s s r s s
uses simple sentences u s s u u u r r s
uses complex sentences r s s u u u r r s
uses fragmentary sentences s s s u u u u u u
uses dialogue r s s r r r r r r
uses description r s s r r r r r r
elaborates on ideas r r s r r r r r r

HOME (as reported in student interview)

 

Tess

Lori

Tonya
  B M E B M E B M E
has books to read at home no     no     no    
has materials for writing at home no     no     no    

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Appendix G: Checklist for Writing for Grade One

Key for scoring: r = rarely, s = sometimes, u = usually, N/A = not applicable

WRITING PROCESS

1. KNOWLEDGE OF WRITING PROCESS

  u   s   r   N/A    
is aware writing is communicating ideas 10   4   4        
writes for a variety of purposes 4   4   6   4    
writes in a variety of modes 2   6   4   6    

2. PREWRITING

  u   s   r   N/A    
can generate own ideas 9   3   6        
organizes before writing (outline) 3   2   13        

3. FIRST DRAFT WRITING

  u   s   r   N/A    
does not spend time checking or asking for spelling 5   2   11        
knows content is of primary importance 13   3   2        

4. REVISING/EDITING

  u   s   r   N/A    
reads to see if intended message is conveyed 5   7   6        
makes content changes 0   0   0   18    
1) adds information or detail 0   0   0   18    
2) deletes irrelevant material 0   0   0   18    
3) corrects inaccurate information 4   1   8   5    
4) adds better words 2   1   0   15    
uses shortcuts during revision 3   5   5   5    
1) crosses out 2   7   4   5    
2) uses a ^ to indicate text insertion 2   7   4   5    
proofreads for surface errors of spelling and punctuation 4   5   5   4    
consults appropriate sources to resolve difficulties 3   7   3   5    

5. FINAL DRAFT

  u   s   r   N/A    
takes pride in written presentation 7   9   2        
makes effort to complete final draft 9   3   16        
correctly transcribes edited version 3   7   3   5    

WRITING BEHAVIOURS

  u   s   r   N/A    
voluntarily writes 7   6   5        
is relaxed when writing 8   4   6        
engages in task-related talk 12   6   0        
rereads writing 4   5   5   4    
engages in peer conferencing 3   8   7        
engages in teacher conferencing 4   13   1        
chooses to share/display writing 11   6   1        

CONTENT

1. ORGANIZATION

  u   s   r   N/A    
uses appropriate title 14   4   0        
uses an attention-grabbing opening 5   7   1   5    
sequences ideas logically 11   7   0        
includes sufficient information 5   8   0   5    
uses effective endings 5   6   2   5    
stays on topic 7   6   0   5    
uses reading experiences to influence the writing 8   5   0   5    

2. MECHANICS

  u   s   r   N/A    
uses string of random letters 2   0   0   16    
uses labelling of pictures 2   4   0   12    
uses phonetic/invented spelling 8   6   0   4    
uses conventional spelling 4   2   8   4    
uses sentence fragments 3   6   5   4    
uses run-on sentences 2   8   4   4    
writes in complete sentences 3   5   6   4    
uses conversation 1   4   8   5    
uses capitals to begin sentences 5   6   2   5    
uses punctuation
1) period/question mark		 6   5   2   5    
2) quotation marks 0   0   0   18    
prints legibly 16   2   0        
demonstrates growing vocabulary 7   10   1        

3. LANGUAGE LEVEL

  u   s   r   N/A    
uses repeated sentence patterns 0   9   5   4    
uses simple sentences 15   3            
uses complex sentences     4   14        
uses fragmentary sentences                  
uses dialogue     4   14        
uses description     5   3   10    
elaborates on ideas             15    

HOME (as reported in student interview)

    yes   no          
has books to read at home   12   6          
has materials for writing at home   17   1          

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Appendix H: Checklist for Writing for Case Study Students Grade Two

Key for scoring:
r = rarely, s = sometimes, u = usually, n/a = not applicable
B = beginning, M - middle, E = end of year

WRITING PROCESS

1. KNOWLEDGE OF WRITING PROCESS

 

Conrad

Nancy

Kent
  B M E B M E B M E
is aware writing is communicating ideas s u u u u u u u u
writes for a variety of purposes s s u s s u s u u
writes in a variety of modes   s s s s s s u u

2. PREWRITING

 

Conrad

Nancy

Kent
  B M E B M E B M E
can generate own ideas s s u s u u u u u
organizes before writing (outline) r s s s s s s u u

3. FIRST DRAFT WRITING

 

Conrad

Nancy

Kent
  B M E B M E B M E
does not spend time checking or asking for spelling s u u s s s u u u
knows content is of primary importance s u u u u u u u u

4. REVISING/EDITING

 

Conrad

Nancy

Kent
  B M E B M E B M E
reads to see if intended message is conveyed r s s u u u s s u
makes content changes r s s s s u s s u
1) adds information or detail r s s s s u s s u
2) deletes irrelevant material r r s s u u s s s
3) corrects inaccurate information r s s s u u s u u
4) adds better words r r s s s u s s u
uses shortcuts during revision r s s r s s s s u
1) crosses out r r s r s s s s s
2) uses a ^ to indicate text insertion r s s r s s s s s
demonstrates willingness to go beyond first draft r r s s s s s s u
proofreads for surface errors of spelling and punctuation r r s s u u s s u
consults appropriate sources to resolve difficulties r s s u u u s u u

5. FINAL DRAFT

 

Conrad

Nancy

Kent
  B M E B M E B M E
takes pride in written presentation s u u u u u u u u
umakes effort to complete final draft r s s s s s s s u
correctly transcribes edited version r s s u u u s s u

WRITING BEHAVIOURS

 

Conrad

Nancy

Kent
  B M E B M E B M E
voluntarily writes r s s u u u u u u
is relaxed when writing s s s u u u u u u
engages in task-related talk s s s u u u s s u
rereads writing r s s s s u s s u
engages in peer conferencing s u u s u u s u u
engages in teacher conferencing s s u s s u u s u
chooses to share/display writing s s s s u u s s u

CONTENT

1. ORGANIZATION

 

Conrad

Nancy

Kent
  B M E B M E B M E
uses appropriate title s u u u u u u u u
uses an attention-grabbing opening r s s r s s s s s
sequences ideas logically s u u s u u s u u
includes sufficient information s s s s s u s u u
uses effective endings s s s r s u s s u
stays on topic u s s s u u s u u
uses reading experiences to influence the writing s s s s s s s u u

2. MECHANICS

 

Conrad

Nancy

Kent
  B M E B M E B M E
uses string of random letters s s n/a n/a n/a n/a n/a n/a n/a
uses labelling of pictures u u u u s s u s s
uses phonetic/invented spelling u u u s s s s s s
uses conventional spelling s s s s u u s u u
uses sentence fragments u s s s s s s s s
uses run-on sentences s u u s s s s s s
writes in complete sentences s s s s s u s s u
uses conversation r r s r s s r s s
uses capitals to begin sentences s s u s s u u u u
uses punctuation
1) period/question mark		 s s s u u u s s u
2) quotation marks r r r r r s r r s
prints legibly u s u u u u u u u
demonstrates growing vocabulary s u u u u u u u u

3. LANGUAGE LEVEL

 

Conrad

Nancy

Kent
  B M E B M E B M E
uses repeated sentence patterns u s s u u s s s s
uses simple sentences u s s s s u s u u
uses complex sentences r r u s s s s s s
uses fragmentary sentences s u s s s s s s s
uses dialogue r r s r s s r s s
uses description s s s s s u s u u
elaborates on ideas s s u s s u s u u

HOME (as reported in student interview)

 

Conrad

Nancy

Kent
  B M E B M E B M E
has books to read at home y y y y y y y y y
has materials for writing at home y y y y y y y y y

 

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Appendix I: Checklist for Writing for Grade Two

Key for scoring: r = rarely, s = sometimes, u = usually, N/A = not applicable

WRITING PROCESS

1. KNOWLEDGE OF WRITING PROCESS

  u   s   r   N/A    
is aware writing is communicating ideas 15   2   0        
writes for a variety of purposes 12   5   0        
writes in a variety of modes 7   8   2        

2. PREWRITING

  u   s   r   N/A    
can generate own ideas 10   6   1        
organizes before writing (outline) 7   5   1        

3. FIRST DRAFT WRITING

  u   s   r   N/A    
does not spend time checking or asking for spelling 8   8   1        
knows content is of primary importance 12   5   0        

4. REVISING/EDITING

  u   s   r   N/A    
reads to see if intended message is conveyed 10   7   0        
makes content changes 9   8   0        
1) adds information or detail 9   7   1        
2) deletes irrelevant material 9   8   0        
3) corrects inaccurate information 9   8   0        
4) adds better words 9   6   2        
uses shortcuts during revision 3   13   1        
1) crosses out 2   13   2        
2) uses a ^ to indicate text insertion 3   10   4        
demonstrates willingness to go beyond first draft 7   10   0        
proofreads for surface errors of spelling and punctuation 8   6   3        
consults appropriate sources to resolve difficulties 10   7   0        

5. FINAL DRAFT

  u   s   r   N/A    
takes pride in written presentation 15   2   0        
makes effort to complete final draft 8   8   1        
correctly transcribes edited version 11   6   0        

WRITING BEHAVIOURS

  u   s   r   N/A    
voluntarily writes 9   6   2        
is relaxed when writing 9   5   3        
engages in task-related talk 10   7   0        
rereads writing 10   7   0        
engages in peer conferencing 11   6   0        
engages in teacher conferencing 14   3   0        
chooses to share/display writing 11   6   0        

CONTENT

1. ORGANIZATION

  u   s   r   N/A    
uses appropriate title 12   5   0        
uses an attention-grabbing opening 4   9   4        
sequences ideas logically 13   4   0        
includes sufficient information 8   9   0        
uses effective endings 7   8   2        
stays on topic 8   9   0        
uses reading experiences to influence the writing 12   5   0        

2. MECHANICS

  u   s   r   N/A    
uses string of random letters 1   4   0   12    
uses labelling of pictures 10   7   0        
uses phonetic/invented spelling 11   6   0        
uses conventional spelling 8   9   0        
uses sentence fragments 4   13   0        
uses run-on sentences 2   15   0        
writes in complete sentences 7   10   0        
uses conversation 0   13   4        
uses capitals to begin sentences 12   5   0        
uses punctuation
1) period/question mark		 11   6   0        
2) quotation marks 0   10   7        
prints legibly 13   4   0        
demonstrates growing vocabulary 12   5   0        

3. LANGUAGE LEVEL

  u   s   r   N/A    
uses repeated sentence patterns 2   15   0        
uses simple sentences 7   10   0        
uses complex sentences 2   10   5        
uses fragmentary sentences 1   16   0        
uses dialogue 0   12   5        
uses description 2   14   1        
elaborates on ideas 4   11   2        

HOME (as reported in student interview)

    yes   no          
has books to read at home   9   8          
has materials for writing at home   7   10          

Go To Top

Appendix J: Checklist for Writing for Case Study Students Grade Three

Key for scoring:
r = rarely, s = sometimes, u = usually, n/a = not applicable
B = beginning, M - middle, E = end of year

WRITING PROCESS

1. KNOWLEDGE OF WRITING PROCESS

 

Ruth

Jill

Merv
  B M E B M E B M E
is aware writing is communicating ideas u u u u u u u u u
writes for a variety of purposes r s u r s s r s s
writes in a variety of modes r s u r s s r r s

2. PREWRITING

 

Ruth

Jill

Merv
  B M E B M E B M E
can generate own ideas u u u r s u s s u
organizes before writing (outline) r s s r s s r s s

3. FIRST DRAFT WRITING

 

Ruth

Jill

Merv
  B M E B M E B M E
does not spend time checking or asking for spelling r r r r r r s s s
knows content is of primary importance s s u s s u s s u

4. REVISING/EDITING

 

Ruth

Jill

Merv
  B M E B M E B M E
reads to see if intended message is conveyed s s u r s u r s s
makes content changes s s s s s u r s s
1) adds information or detail s s s s s u r s s
2) deletes irrelevant material r s s s s s r r s
3) corrects inaccurate information r r r s s s r r s
4) adds better words r s s s s s r r r
uses shortcuts during revision s s u s s s r r s
1) crosses out s u u s s s r s s
2) uses a ^ to indicate text insertion r r r r r s r r r
demonstrates willingness to go beyond first draft s u u r s u r s s
proofreads for surface errors of spelling and punctuation s u u s s u r s s
consults appropriate sources to resolve difficulties s s s s s s r s s

5. FINAL DRAFT

 

Ruth

Jill

Merv
  B M E B M E B M E
takes pride in written presentation s u u s s u r s s
makes effort to complete final draft s u u s s u r r s
correctly transcribes edited version s u u s s u r r s

WRITING BEHAVIOURS

 

Ruth

Jill

Merv
  B M E B M E B M E
voluntarily writes u u u s s u r s s
is relaxed when writing u u u s s u r r s
engages in task-related talk s s s r s s r r s
rereads writing s u u s s u s s s
engages in peer conferencing s s s s s u r s s
engages in teacher conferencing s u u s u u r s s
chooses to share/display writing s u u s s u r s s

CONTENT

1. ORGANIZATION

 

Ruth

Jill

Merv
  B M E B M E B M E
uses appropriate title u u u u u u u u u
uses an attention-grabbing opening s s s s s s r r s
sequences ideas logically s u u s s u s s u
includes sufficient information s u u s s u s s u
suses effective endings s s s s s s s s s
stays on topic u u u s u u u u u
uses reading experiences to influence the writing s s s s u u s s s

2. MECHANICS

 

Ruth

Jill

Merv
  B M E B M E B M E
uses string of random letters r r r r r r r r r
uses labelling of pictures r r r r r r r r r
uses phonetic/invented spelling r r r s s r s s r
uses conventional spelling u u u s u u s s u
uses sentence fragments s r r s s s s s s
uses run-on sentences s r r s s s s u u
writes in complete sentences s u u s s s s s s
uses conversation r s s r s u r r r
uses capitals to begin sentences s s s r s s s s s
uses punctuation
1) period/question mark		 s s s r s s s s s
2) quotation marks r r r r s s r r r
prints legibly u u u u u u s s u
demonstrates growing vocabulary s s s r s u r s s

3. LANGUAGE LEVEL

 

Ruth

Jill

Merv
  B M E B M E B M E
uses repeated sentence patterns r r r s s r u s r
uses simple sentences r r r s s r u s r
uses complex sentences u u u r s s r s s
uses fragmentary sentences r r r s s r s s r
uses dialogue r s s r s s r r s
uses description s u u s s s s s s
elaborates on ideas s s u r s s r s s

HOME (as reported in student interview)

 

Ruth

Jill

Merv
  B M E B M E B M E
has books to read at home     r     r     s
has materials for writing at home     u     u     u

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Appendix K: Checklist for Writing for Grade Three

Key for scoring: r = rarely, s = sometimes, u = usually

WRITING PROCESS

1. KNOWLEDGE OF WRITING PROCESS

 

year beginning

  

midyear

  

end of year
  u s r   u s r   u s r
is aware writing is communicating ideas                      
writes for a variety of purposes 0 11 6   0 15 2     14 1
writes in a variety of modes 0 9 8   0 12 5   2 13 2

2. PREWRITING

 

year beginning

  

midyear

  

end of year
  u s r   u s r   u s r
can generate own ideas 5 9 3   11 5 1   13 2 2
organizes before writing (outline) 0 2 15   0 9 8   1 12 4

3. FIRST DRAFT WRITING

 

year beginning

  

midyear

  

end of year
  u s r   u s r   u s r
does not spend time checking or asking for spelling 8 8 1   11 5 1   13 4 0
knows content is of primary importance 2 12 3   3 12 1   9 7 1

4. REVISING/EDITING

 

year beginning

  

midyear

  

end of year
  u s r   u s r   u s r
reads to see if intended message is conveyed 1 13 3   2 12 3   5 9 3
makes content changes 0 9 8   1 12 4   3 10 4
1) adds information or detail 0 3 14   1 12 4   1 13 3
2) deletes irrelevant material 0 6 11   1 4 12   1 2 14
3) corrects inaccurate information 0 3 14   0 4 13   0 8 9
4) adds better words 0 4 13   0 6 11   0 11 6
uses shortcuts during revision 0 12 5   0 14 3   1 15 1
1) crosses out 0 14 3   1 13 3   6 10 1
2) uses a ^ to indicate text insertion 0 0 17   0 0 17   0 1 16
demonstrates willingness to go beyond first draft 0 5 12   3 7 7   6 8 3
proofreads for surface errors of spelling and punctuation 0 14 3   2 12 3   6 8 3
consults appropriate sources to resolve difficulties 0 7 10   1 11 5   5 10 2

5. FINAL DRAFT

 

year beginning

  

midyear

  

end of year
  u s r   u s r   u s r
takes pride in written presentation 1 7 9   5 8 4   7 6 4
makes effort to complete final draft 0 9 8   7 5 5   8 7 2
correctly transcribes edited version 6 7 4   6 7 4   8 6 3

WRITING BEHAVIOURS

 

year beginning

  

midyear

  

end of year
  u s r   u s r   u s r
voluntarily writes 2 7 8   3 10 4   9 5 3
is relaxed when writing 3 4 10   4 9 4   10 4 3
engages in task-related talk 0 10 7   0 14 3   5 10 2
rereads writing 0 14 3   5 11 1   6 9 2
engages in peer conferencing 0 7 10   3 13 1   10 7 0
engages in teacher conferencing 3 9 5   6 11 0   13 4 0
chooses to share/display writing 2 8 7   6 8 3   11 5 1

CONTENT

1. ORGANIZATION

 

year beginning

  

midyear

  

end of year
  u s r   u s r   u s r
uses appropriate title 3 12 2   10 7 0   15 2 0
uses an attention-grabbing opening 0 3 14   1 8 8   0 14 3
sequences ideas logically 2 13 2   12 4 1   13 3 1
includes sufficient information 2 14 1   8 9 0   11 6 0
uses effective endings 0 10 7   4 11 2   4 11 2
stays on topic 9 8 0   11 6 0   16 1 0
uses reading experiences to influence the writing 1 10 6   5 12 0   7 10 0

2. MECHANICS

 

year beginning

  

midyear

  

end of year
  u s r   u s r   u s r
uses string of random letters 0 0 17   0 0 17   0 0 17
uses labelling of pictures 0 0 17   0 0 17   0 0 17
uses phonetic/invented spelling 4 5 8   2 6 9   2 5 10
uses conventional spelling 10 5 2   10 7 0   12 5 0
uses sentence fragments 2 8 7   3 9 5   0 5 12
uses run-on sentences 3 9 5   4 11 2   1 13 3
writes in complete sentences 7 8 2   5 11 1   8 9 0
uses conversation 0 3 14   1 8 8   5 5 7
uses capitals to begin sentences 2 6 9   3 9 5   2 7 8
uses punctuation
1) period/question mark		 2 4 11   4 7 6   4 7 6
2) quotation marks 0 0 17   0 3 14   1 4 12
prints legibly 12 5 0   13 4 0   15 2 0
demonstrates growing vocabulary 0 6 11   0 17 0   10 7 0

3. LANGUAGE LEVEL

 

year beginning

  

midyear

  

end of year
  u s r   u s r   u s r
uses repeated sentence patterns 4 12 1   1 11 5   0 5 12
uses simple sentences 8 8 1   3 6 8   3 5 9
uses complex sentences 0 12 5   4 10 3   5 7 5
uses fragmentary sentences 1 9 7   1 5 11   0 5 12
uses dialogue 0 3 14   2 7 8   6 6 5
uses description 0 12 5   3 11 3   6 9 2
elaborates on ideas 0 11 6   6 9 2   9 6 2

HOME (as reported in student interview)

 

year beginning

  

midyear

  

end of year
  u s r   u s r   u s r
has books to read at home                 4 5 4
has materials for writing at home                 11 1 1

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References

Atwell, N. (1987)
In the middle. Portsmouth, NH: Heimemann Educational.

Booth, D., J. Booth and J. Phenix (1994)
MeadowBooks assessment and evaluation ages 5-9. MeadowBooks Press.

Calkins, L. (1991)
Living between the lines. Portsmouth, NH: Heinemann Educational.

Clay, M. M. (1982)
Learning and teaching writing: a developmental perspective, Language Arts, 59(1), 65-70.

Cullinan, B., ed. (1993)
Pen in hand: children become writers. Newark, DE: International Reading Association

Froese, V., ed. (1990)
Whole language: practice and theory. Scarborough, ON: Prentice-Hall.

Graves, D. H. (1978)
Balance the basics: let them write, Learning, 6(8), 30-33.

Jasmin, J. (1993)
Portfolios and other assessments. Huntington Beach, CA: Teacher Created Materials.

Johnson, T. D. and D. R. Louis (1989)
Bringing it all together. Richmond Hill, ON: Scholastic Canada.

Parry, J. and Hornsby, D. (1988)
Write on: a conference approach to writing. Portsmouth, NH: Heinemann Educational.

Routman, R. (1991)
Invitations: changing as teachers and learners. Portsmouth, NH: Heinemann Educational.

Saskatchewan Education (1992)
English language arts: a curriculum guide for the elementary level. Regina: Saskatchewan Learning, Government of Saskatchewan

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