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Student Assessment Data Table

Writing process
stage
Drafting
Revising Editing
Publishing
Pre-Writing Pre-Writing
Publishing
All All All
6+1 Trait Ideas
Organization
Conventions
Presentation
Ideas
Organization
Presentation
Voice

Grade level
benchmark
1.W.2 1.SL.4 1.SL.5 GLO #1 GLO #2 GLO #4
Student Names
1. 3 3 4 + + +
2. 3 4 3 + + +
3. 4 3 4 + + +
4.
5. 4 4 4 + + +
6. 3.5 3 3 +
7. 3.5 3 4 +
8. 3.5 4 4 + + +
9. 2 3 4 + +
10. 4 3 3 + + +
11. 3 4 3 +
12. 3 3 4 + +
13. 4 4 3 + + +
14. 3.5 4 4 + +
15. 3 3 4 + +
16. 4 4 4 + +
17.
18. 3 4 4 +
19. 4 4 4 + +
20.
21.

Student A

Date: November 21-27
th

Rating: Developing Proficiency

Commentary:
Student A is an English Language Learner (ELL) and a Special Education (SPED) student.
He needed assistance throughout the whole writing process. In the pre-writing stage he
did fine in getting his ideas out of who he wanted to write about. He knew that when
brainstorming, he had to list out names and then write out reasons for why he is
thankful for that person. The assistance he needed with that stage was gaining more
information of why he was thankful and with writing them on paper. My mentor
teacher helped him by writing what his thoughts were on paper and he copied. He also
needed assistance on writing his letter. So my mentor wrote out what he wanted to say
and he wrote it out. He was able to only think of one reason why he was thankful for
that person. If we didnt remind him many times what the different parts of the letters
were, he would have not written his date, introduction, and ending in the correct spot.

Student A was not able to edit or revise his own letter. He was able to re-read his paper
to me though, which was a big thing for him. He did write out his draft without
assistance at first, and it was not legible at all. Without assistance, he would have had
many errors with spelling and punctuations. It would also have been hard to read what
letters he used because he would write his letters backwards or just write any letter for
any word.

I rated him Developing only because from where he was before in the beginning of the
semester I was there, he developed a lot. At first he was not able to get any ideas on
paper, but now he knows what a brainstorming list looks like, and although it is not
much information, he is able to come up with some amount of details to support his
writing. His web was filled out completely but when writing the actual letter, he one
provided one reason. His drawing matched his letter but if given more detail in his
letter, more details would have gone into his drawing. With the assistance in writing
them on paper, his ideas are there. He is also able to read what he wrote back to me,
and its an improvement from before, when he would tell me something he wrote, then
one minute later, not know how to read it back. His web was filled out completely but
when writing the actual letter, he one provided one reason.

Ongoing goals for this student are to:
Improve on handwriting and alphabets
Work on what the main parts of the letter are
Practice reading
Work on incorporated more ideas and details into his writing
Student A: Brainstorming List
Student A: Brainstorming Web
Student A: Draft
Student A: Draft with Assistance
Student A: Final Letter
Student A: Drawing
Student B
Date: November 21-27
th

Rating: Meets Proficiency

Commentary:
Student B did well in all stages of writing but needed some assistance with revising and
re-writing his finial letter. During the prewriting stage, he did fine in coming up with
who he wanted to write about. He wrote down a couple reasons why he was thankful
for that person but did not fill out his entire web. When writing out his draft, he put out
many supporting details but he started his sentences all the same way. He needed
reminding on what side of the paper he needed to write his date, and how his ending of
the letter should be written.

I rated student B as meets proficiency because he had lots of ideas and details to
support his letter. In his final letter he was able to put his date and ending in the
correct place. But, I didnt give him exceeds with proficiency because all his sentences
started the same way. While revising he would read out the sentence and know it
didnt make sense but he would correct it because he didnt know how. He didnt start
his sentences with capital letters and most of his spellings were incorrect. After I
revised and edited his paper he had to rewrite his paper twice because he wouldnt
write his final letter with the corrections made. I had to sit with him one on one and
explain to him which words he should be writing on his final letter. His drawing was of
him and his brother but didnt provided much details that matched his letter. Student B
got rated with, meets proficiency but does need some assistance, which is why he is not
within the exceeding stage yet.

Ongoing goals for this student are to:
Sentence Fluency (Starting his sentences different ways)
Neater hand writing
Sounding out words for better spelling
Practice details within their drawings
Student B: Brainstorming List

Student B: Brainstorming Web

Student B: Draft

Student B: Final Letter
Student B: Final Letter (Continued)
Student B: Drawing
Student C
Date: November 21-27
th

Rating: Exceeds Proficiency

Commentary:
Student C did well in all stages of writing. She didnt need much assistance. In the pre-
writing stage, she knew that she wanted to get an ME (Exceeds Proficiency), so she
wrote out a lot of details to help support her letter. She knew how to create a
brainstorming list and was able to learn and understand the brainstorming web. She
completed the whole web and was able to comprehend the parts of a letter. While
starting her draft she was able to transfer all her ideas from her brainstorming web to
her letter. While revising, I assisted her once by prompting her with asking her Are
there other ways you could start your sentences? and she was able to create new
sentence structures. While I corrected and reviewed her letter, she only misspelled one
word.

I rated student C with exceeding proficiency because she was able to comprehend the
different parts of a letter and apply them while writing her own. She was also able to
understand that there are different ways to organize ideas using a web. She did well in
coming up with ideas and finding supporting details to help her write her letter and he
drawing was very detailed that it helped explained what her writing was about.


Ongoing goals for this student are to:
Using resources to help spell words correctly
Practice different ways to structure her sentences
Adding much more details of explaining why, to help support writing.
Student C: Brainstorming List






Student C: Brainstorming Web
Student C: Draft
Student C: Final Letter
Student C: Final Letter (Continued)
Student C: Drawing

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