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1 Nicole Hullfish ELD-307: Dr.

Casey 4/10/14 Assessment Paper

Writing Assessment Paper The purpose of this assessment was to analyze a piece of kid writing. This action would help us future teachers in identifying young writers work and how different age groups have learned different skills and have adapted them or have not. This assessment is a way for us to analyze this students work and to see how they may need some extra instruction based on what they need to improve on from their writing. Each child is different so the needs will be different based off of what they know and what they still need help with. I was given this piece of kid writing from my co-op teacher. But I know the individual child and why these kinds of questions were being asked of them. This sheet of kid writing is from a guided reading lesson. These are the questions that would be asked of them after the session. They would answer these questions on their own back at their seat. This student was told to answer in complete sentences. She was also asked to answer five questions about the book that she just read in her guided reading group. She would be given these questions around 10:30am. This child is a second grader but on a lower end in reading and writing. The methodology behind this writing assessment would be these guided reading questions based off of the book that the child has just read in their guided reading groups. I was given this data by my co-op teacher. She did not make these questions. They were provided along with the guided reading curriculum given by the school district. But, I know that sometimes my co-op does have to make some of the questions so maybe she did make these guided reading questions. But the method of this writing assessment is a five question piece of paper based off of a book that these students have just read in their guided reading groups.

I would describe my findings to be very obvious when first looking at the kid writing. You can see that she was using complete sentences but not using any punctuation. She also had very little capitalization. The only time when she did use it was when addressing Bunny. Tha t is when she used capitalization at the beginning of a sentence and the only time. From what I can transcribe I believe that her spelling is very well for a second graders vocabulary. There were a few time when she used the wrong form of a word but I could understand what she was trying to say. There are a few words that I cant quite make out but if I had read the book then I would know what each bunny saw while they were hiding and I would understand what she was writing about. I also discovered that she writes very large with very prominent letters. Compared to another kid writing of a third grader, this child has much bigger writing. She can only fit about four to five words on a line, which already has larger spacing between, when the letters are very large. I think this can be fixed when she starts to write more and uses capitalization and punctuation. These were the only findings from the sheet that needed improvement. Based off of my findings on this students writing I believe that the concept wh ich needs the most instruction would be on capitalization and punctuation. These skills are very important to a childs sentence development for the rest of their life. These findings in my opinion are the most prominent in this sample of kid writing and could be more beneficial to this child. The only other concept would be a few words and their spelling but it wasnt as consistent as the capitalization and punctuation. With the individualized lesson plan I believe these concepts will be reinforced for this child and also for her educational path from now on.

Individualized Lesson Plan Rationale This lesson will assist the student with punctuation and capitalization with the help of worksheets, colored markers and a homework page. This student will be geared with new tools that she can use when completing her guided reading questions on a daily basis, but also for the rest of her educational career. Standard CCSS.ELA-LITERACY.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Objective SWBAT gain tools to help strengthen her capitalization and punctuation skills with 90% accuracy. SWBAT use these new skills being modeled into practice with 90% accuracy. SWBAT identify, produce and correct sentences with correct/incorrect capitalization and punctuation in a sentence with 85% accuracy.

Procedures Introduction: The first part of my lesson will be where I initially engage the student by stressing the importance of the topic. I will then get out my white board and write an incorrect looking sentence like: when Charles came home he didnt see his blanket. I will then give her a green and red marker and tell her that the green means go and the red means stop. She will have to use these markers and correct the sentence to how she thinks it should look like. So she will underline with the green and circle with the red. (Green is for capitalizing and the red is for the punctuation.) After that correcting with the marker like this she will grab a black marker and now right the correct sentence under the incorrect sentence and explain why this one is correct. After this I will do two more sentences with her and then I will hand her a piece of her own writing to correct with the same method she has been using from the beginning of the lesson with the markers. After that is done we will move on to some more practice with some worksheets. Middle: During this part I will hand her the first worksheet that is called declarative sentences. I will explain to her what they are and what is needed for one of these sentences (like the parts that should be included). After I explain the worksheet to her and do the first one with her I will tell her that she only has to do the even numbered questions. After she is finished with this worksheet I will give her the next worksheet

that has to do with punctuation and the different kinds. I will do the first question with her and then she will complete that. While she is doing this I will look over her previous worksheet on the declarative sentences and see if she did them correctly and if I think she still needs some more practice with it. If I feel she needs the extra practice I may give it to her for homework or have her work on it after the punctuation worksheet if there is time. But if she is doing them correctly then I will save it and have her work on it another time. Closure: Lastly, after she is done with the punctuation worksheet I will quickly go over it with her and see if she understands this concept. Now if there is time left I will give her the homework sheet and explain to her what she has to do. Then I will have her write the assignment down in her homework agenda so we dont forget. For an exit slip I will give her a sentence to correct based on the concept we have been going over during the lesson. I will also ask her to write me a sentence that is incorrect and she will have to get me to correct it. I would show her next class that I have corrected it (the way I taught her how) and see if she can explain to me why the sentence is now correct or not. This will be the end of my lesson and I think there will not be any more time left and if there is I would maybe have us do more whiteboard work and have her write sentences and have me correct them. If there is not enough time to finsh everything I would cut out the exit card and have her complete the rest of the punctuation worksheet for homework if I feel she is understanding the concept well enough. Materials Mini Whiteboard Expo Marker Eraser Green Marker Red Marker Pencil Marker Sentence Worksheet Capitalization and Punctuation Worksheets Homework Worksheet Exit Slip

Assessments The assessment that will take place will be when she assesses her past work and corrects the capitalization and punctuation. Another assessment would be how independent she is while completing her other worksheets and with how much accuracy. Another would be how well she does correcting the homework worksheet. If she is able to

correct that and also her own writing I think she will be on the right track to better her own sentence completion. And finally I will be assessing my observations of her work, attitude, and understanding level throughout the entire lesson. Differentiation This entire lesson is differentiated and is based off of this individualized lesson plan for the student. So the content is differentiated because it is what she needs to specifically be working on to improve. On the one declarative sentence worksheet I would probably only tell her to do the even questions because there are a lot. I would have her do the rest of them another day when I need her to have some more practice with them. I would pick an old piece of work of hers that has a lot of incorrect sentence structure so she can have a good amount to work on with the green and red markers. Lastly, the only other part that I would differentiate for her is maybe adding an extra sentence on to her homework page because she can correct more than what the page is given. Technology links http://www.k12reader.com/worksheet/periods-and-capitalization/ http://www.k12reader.com/punctuation/Declarative_Sentences.pdf http://www.k12reader.com/punctuation/ending_punctuation.pdf http://www.k12reader.com/punctuation/periods_and_capitalization.pdf

Future Connections (ideas for where this may lead to additional opportunities for instruction) This will lead to further practice of capitalization and punctuation in this students education and everyday life from this point on. She now will be able to build off this beginning lesson of how sentences should look like to even harder more complex sentences and how capitalization and punctuation should look like in that sense. After this lesson the students completion of her guided reading questions would look more put together and easier for reading and understanding.