Below is the example of the rubric I use to assess student writing. It comes from Teaching Strategies GOLD. The blue line (scores 3-5) indicates where children in Pre-Kindergarten should be. Green indicates a Pre-School (scores 2-4) and Purple indicates a Kindergarten level (scores 5-6). I expect most students to come into Pre-Kindergarten between a score of 1-3. Below the rubric is research backing up the use of it for my assessment purposes.
Research behind rubric levels from Teaching Strategies GOLD website:
19b. Writes to convey meaning "Children in the orange (1–2) and yellow (2–3) bands make scribbles or marks. “Children’s writing development rests on the gradual coming together of various strands of knowledge and skill” (Schickedanz & Casbergue, 2009, p. 6). As they begin to write to convey meaning, children’s early levels of writing are very similar to those observed in early name writing. Toddlers’ initial writing attempts are primarily experimentation (Baghban, 2007). They use different writing tools and surfaces as they create scribbles and marks (McAfee & Leong, 2007), paying greater attention to the activity than to the product (Baghban, 2007). “They move the writing tool in a flurry, back and forth, round and round, jab, jab, jab” (Schickedanz, & Casbergue, 2009, p. 9). Children may point to their creations and ask, “What did I write?” This is an important step in development and signals understanding that their “writing” carries meaning rather than simply being a pleasurable physical activity (Baghban, 2007).
Children in the yellow (2–3) and green (preschool 3) bands make controlled linear scribbles. As children are exposed to various types of print in their environments, they begin to notice some of its characteristics (e.g., writing is lined up and the lines are separated from one another) (Schickedanz, & Casbergue, 2009). Their scribbling now becomes more purposeful (Snow, Burns, & Griffin, 1998) as they write out a grocery list or take phone messages (Schickedanz & Collins, 2013; Vukelich & Christie, 2004). With experience and with increased cognitive and fine- motor abilities, children’s scribbles take on a linear appearance with repeated features (McAfee & Leong, 2007). Their scribbles now more closely resemble the linear writing they frequently observe in the environment.
Children in the green (preschool 3) and blue (pre-K 4) bands write mock letters or letter-like forms. Preschool children have a greater awareness of the various functions of writing and the elements of its form (e.g., variable units, linearity, and spelling) than they did previously (Bloodgood, 1999). “As children begin to notice print in their environments, they try to create products that look like real writing in an attempt to communicate messages” (Mayer, 2007, p. 34). They may write as part of play (Snow, Burns, & Griffin, 1998) and experiment with mock letters and produce “mock words” (Schickedanz & Casbergue, 2009). They frequently show off their writing attempts by asking others to look at what they wrote (Snow, et al., 1998).
Children in the green (preschool 3) and blue (pre-K 4) bands write letter strings. Preschool children use known letters and letter approximations to represent written language (Neuman, Copple, & Bredekamp, 2000). Once children begin making mock letters and simple approximations of a few letters, they begin to put their letter-like marks together to make “words” (Schickedanz & Casbergue, 2009). They may string together words copied from their environment (McAfee & Leong, 2007) or the letters in their name, which they repeat over and over again (Schickedanz & Casbergue, 2004).
Children in the blue (pre-K 4) and purple (kindergarten) bands use early invented spelling. By age 4 children attempt to spell words as they write to communicate their thoughts and ideas (Roskos, Tabors, & Lenhart, 2004). They spell according to how words sound, focusing on the most salient sounds, such as beginning or ending sounds (semiphonemic spelling) (Schickedanz & Casbergue, 2004). Initial sounds (especially initial consonants) and/or final sounds may be used to represent entire words (Baghban, 2007; Copple & Bredekamp, 2009). Most preschool children will not progress beyond semiphonemic spelling (Schickedanz & Casbergue, 2004), and kindergarten children who are early phonemic spellers will continue to represent only the most prominent sounds in words (Schickedanz & Casbergue, 2009).
Children in the purple (kindergarten) band use late invented spelling. As children progress from semiphonemic spelling, they begin to incorporate additional sounds (e.g., medial sounds and long vowels) into the words they write (McAfee & Leong, 2007; Schickedanz & Casbergue, 2004). During this period they may integrate some high frequency words into their writings (Burns, Griffin, & Snow, 1999; Neuman, Copple, & Bredekamp, 2000). Familiar, conventionally spelled words and words which are important to them may also be added to their repertoire as they write to express meaning (McAfee & Leong, 2007)" (2018).
Based on the above research and rubric for 19b: writes to convey meaning I expect that students will either come in at BOY slightly behind the Pre-K blue band of development or at the very beginning considering the overlap of the Pre-School band (Green) with a score of 1, 2 or 3. By MOY I expect them to be at the beginning or middle of the Pre-K blue band with a score of 3 or 4 and by EOY I expect that students would have incrementally moved along the Pre-K Blue Band of Development and ideally reached the end of it though some might stay at a 4 considering it also overlaps with Kindergarten expectations.
To monitor progress throughout the year I collect anecdotal data in GOLD primarily during our independent journal time to capture how students are moving along the GOLD rubric as evidenced in the photos in the section below (Journal Writing Growth). The exemplars for each developmental band and corresponding score are shown in the GOLD rubric itself (as seen above).
2. Journal Writing Growth
I selected journals and these samples in particular because it shows the variety of levels my students come in at and the various ways their writing grows throughout the year. I specifically use journals as my assessment tool for writing because it illuminates each student's individual writing skills. Journals are an extremely authentic assessment of student writing and also captures their growth over time since it's all in one place. The journal examples below are from the daily practice of drawing and writing that I've implemented in the classroom. Each day I give students either time to draw and write about whatever they would like or read them a story and give them a prompt related to it to reflect, draw and write about. Each student's examples below show their unique writing process and the writing progression that they've made so far this year but with similar prompts.
Student 1: Fall (BOY) through Winter (MOY) Writing Growth
At BOY this student came in writing with scribbles (score of 1), 2 years below grade level. As the practice of HWT and our free journals were implemented they moved from that to controlled linear scribbles (score of 2), still below grade level. Towards MOY they began writing in mock-letters and letter-like forms (score of 3) and beginning of grade-level expectations and by MOY they were writing in letter strings (score of 4) and right within the middle of the Pre-K Blue Band of development for writing.
(Note: some journal images are close up due to protecting student privacy of names)
Analysis: Based on their prior performance of 19b (BOY: score of 1, below grade level, MOY: score of 4, on grade level) I expect by EOY this student will move one additional level (score 5, on/above grade level) which would move to the end of the Pre-K blue band and overlap with the Kindergarten purple band. General education instruction will continue for them.
Student 2: Fall (BOY) through Winter (MOY) Writing Growth
At BOY this student came in writing with mock-letters and letter like forms (score of 3), on grade level. As the practice of HWT and our free journals were implemented they moved from that to writing in letter strings (score of 4), on grade level and then approaching MOY they were in between writing in letter strings and early invented spelling (still score of 4) but by MOY they had moved completely into late invented spelling (score of 6) and above grade level expectations.
Analysis: Based on their prior performance of 19b (BOY: score of 3, on grade level, MOY: score of 6, above grade level) I expect by EOY this student will stay on their current level (score 6, above grade level) which is in the Kindergarten purple band. General education instruction will continue for them.
Student 3: Fall (BOY) through Winter (MOY) Writing Growth
At BOY this student came in writing with controlled linear scribbles (score of 2), below grade level. As the practice of HWT and our free journals were implemented they moved from that to beginning to write in mock-letters and letter-like forms (score of 3) and on grade level. Approaching MOY they began writing early invented spelling (score of 5), on grade level and then by MOY they were writing late invented spelling which is above grade level expectations.
Analysis: Based on their prior performance of 19b (BOY: score of 2, below grade level, MOY: score of 6, on grade level) I expect by EOY this student will stay one their current level (score 6, above grade level) which would be on the Kindergarten purple band level. General education instruction will continue for them.
3. Context of Journals
As evidenced by the above student results from BOY to MOY journals are an extremely authentic and effective ongoing and summative assessment tool for 19b: writes to convey meaning. Therefore, I incorporate them as often as possible. Journals are a part of our every day class experience. We have two different ones that are complementary to each other. The examples above are from our "free draw" journals however, I also use Handwriting Without Tears "My First School Book" to help guide writing instruction. I've implemented our free journals first to get children in the habit of writing their own developmentally appropriate way. At first there is no right way to write because at age four and five it's important to let them start where they are and then help guide them to the next stage of development. Once that I see children are comfortable with our free journals then we begin practicing the strokes of writing, how to hold a writing implement, how to create uppercase letters and begin associating sounds in our "My First School Book." This everyday practice helps children begin to connect their knowledge of letter identification, sound association and writing techniques and contributes to their dramatic academic growth.
Students work on their Handwriting Without Tears journal to learn how to write letters, letter-sound connections and how to hold a writing utensil. I consult with each student after they are done to make sure they have mastered that day's page assignment.
Students work on their "free journal" which either relates to something they want to write about or a prompt related to a story we just read. They are allowed to pick whatever writing utensils they want and I consult with them after they are finished to make sure they have both drawn their thinking (made it visible) and written about it (something on the writing continuum).
4. Reflection and Projection
Students writing samples regardless of their starting point made dramatic academic growth, sometimes moving from several years below grade level to on or above grade level. Students that were already on grade level often moved beyond grade level by mid-year. Since development in early childhood often isn't linear and we do see some regressions I am convinced that our daily practice of journal writing has kept an almost linear progression in their writing. My intentional use of the two complementary journals also helps them practice various skillsets that combine to improve and develop their writing. Based on our whole class mid-year growth results (as seen below) my projection is that 100% of my students will be meeting or exceeding (mastery) grade level (Pre-K Blue Band) expectations by the end of the year.
Beginning of Year (BOY)
Analysis: Based on the whole class prior performance on 19b (BOY: 5 students on Preschool green band (score of 2), below grade level, 15 students in Pre-K blue band, on grade level (score of 4). My interventions of small group and one-to-one instruction with journals will primarily focus on the 5 students below grade level and general instruction will be given to the other 15 students.
Middle of Year (MOY)
Analysis: Based on the whole class MOY performance on 19b (MOY: 2 students still on Preschool green band (score of 2), below grade level, 15 students in Pre-K blue band, on grade level (score of 4) and 3 students in Kindergarten purple band, above grade level (score of 6). Since my targeted small group and one-to-one interventions moved 3 students into the Pre-K blue band expectations I will continue them with the 2 remaining students in the Preschool green band to move them to Pre-K blue band by EOY. I will continue general instruction during journals for everyone else since they are already meeting Pre-K expectations.
End of Year (EOY) Projection:
Projection Analysis: With the effective implementation of interventions (small group and one-to-one instruction) for the students who previously were in the Preschool green band I expect that they will move into the beginning of the Pre-K blue band (score 3) by EOY. A few students who were initially in the middle of the Pre-K blue band (score 4) will likely move into the end of the Pre-K blue band or even into the end of the Kindergarten purple band (score of 5 or 6) with continued practice and implementation of our general instruction around journals. Ultimately that will be my whole class (100%) on the Pre-K developmental continuum band and all children would make at least one level of growth by EOY.