writing
assessment kit
by Brandy Shoemaker
Kit Includ
e
s:
Pre-Assessm
ents
Post-Assessm
ents
Data Trackin
g Sheets
Rubrics
for the fo
llowing
types of w
riting:
Senten
ces, na
rrativ
opinion
e,
, Infor
m at i v e
Proced
,
ural
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First Grade
Writing
Sentences
•
•
•
•
•
Standards & Suggestions
Pre-Assessment
Post-Assessment
Student Progress Tracker
Class Data Tracker
Writing Sentences
Standards & Suggestions
Common Core Standards:
RF.1.1a Recognize the distinguishing features of a sentence (e.g.
first word capitalization, ending punctuation).
L.1.1j Produce and expand complete simple and compound
sentences in response to prompts.
L.1.1b Use end punctuation for sentences.
L.K.2a Capitalize the first word in a sentence and the pronoun I.
Suggestions for Use:
• Use in the first weeks of the school year to assess
students’ sentence writing proficiency.
• Share rubric with students prior to administering and
model writing.
• When entering scores on the data tracker sheet,
either leave as a numeric score (ex. 3/4) or convert
to a percentage.
• Use to collect data on writing proficiency grade-wide.
• Use student progress sheet in data binders and share
at parent-teacher conferences.
Good luck!  Brandy
Writing Sentences
Pre-Assessment
Name
Date
bed
Write a complete sentence using the word bed.
Self-Assessment
Teacher
Rubric
  My sentence begins with a capital letter.
____ / 1
  My sentence ends with the right
____ / 1
punctuation mark.
  My sentence has spaces between the words.
____ / 1
  My sentence is a complete thought.
____ / 1
____ / 4
Writing Sentences
Post-Assessment
Name
Date
bike
Write a complete sentence using the word bike.
Self-Assessment
Teacher
Rubric
  My sentence begins with a capital letter.
____ / 1
  My sentence ends with the right
____ / 1
punctuation mark.
  My sentence has spaces between the words.
____ / 1
  My sentence is a complete thought.
____ / 1
____ / 4
Student Progress Tracker
Sentences
Student:
Teacher:
Pre-Test Date:
Post-Test Date:
Post-Assessment
Pre-Assessment
First word capitalization
First word capitalization
/1
Correct end punctuation
Correct spacing
/1
Correct end punctuation
/1
Correct spacing
/1
Complete thought
/1
Complete thought
/1
Total
/1
/4
/1
Total
/4
Notes:
Student mastered post-assessment.
Student did not master. Continue instruction/begin interventions.
Class Data Tracker
Sentences
Fill in assessment scores for pre- and post-tests. Check M column
for Mastery (80% or higher) after post-test. Plan interventions or
reteaching for students not mastering post-test.
Student
Pre
Notes:
Intervention Groups:
Post
M
Student
Pre
Post
M
Skills/Targets to Reteach:
Narrative
Writing
•
•
•
•
•
Standards & Suggestions
Pre-Assessment
Post-Assessment
Student Progress Tracker
Class Data Tracker
Narrative Writing
Standards & Suggestions
Common Core Standards:
W.1.3 Write narratives in which they recount two or
more appropriately sequenced events, include some
details regarding what happened, use temporal words to
signal event order, and provide some sense of closure.
*Plus standards covered in writing sentences assessment.
Suggestions for Use:
•
•
•
•
•
Use one writing assessment per nine weeks of the school
year to assess students’ writing proficiency. Follow your
curriculum maps to determine which assessment to administer
each quarter.
Share rubric with students prior to administering and model
writing. Score pieces as-is, without editing or revisions.
When entering scores on the data tracker sheet, either leave
as a numeric score (ex. 16/20) or convert to a percentage.
Use to collect data on writing proficiency grade-wide.
Use student progress sheet in data binders and share at
parent-teacher conferences.
Good luck!  Brandy
Narrative Writing
Pre-Assessment
Name
Date
Have you ever had a fun sleepover at a friend
or family’s house?
Write to tell all about the fun time you had.
Narrative Writing Pre-Assessment
Name
Date
Self-Assessment
  I have a topic sentence that tells where
I spent the night..
  I wrote about at least 2 events that
happened that night.
  I finished my writing with a final thought.
Teacher
Rubric
____ / 4
____ / 4
____ / 4
____ / 4
  All of my sentences are complete thoughts.
  All of my sentences are correct (capital
letter, spacing, end punctuation).
____ / 4
____ / 20
Narrative Writing
Post-Assessment
Name
Date
Have you ever had a great birthday?
Write to tell all about what happened
on your special day.
Narrative Writing Post-Assessment
Name
Date
Self-Assessment
  I have a topic sentence that tells which
birthday I am writing about.
  I wrote about at least 2 events that
happened that special day.
  I finished my writing with a final thought.
Teacher
Rubric
____ / 4
____ / 4
____ / 4
____ / 4
  All of my sentences are complete thoughts.
  All of my sentences are correct (capital
letter, spacing, end punctuation).
____ / 4
____ / 20
Student Progress Tracker
Narrative
Student:
Teacher:
Pre-Test Date:
Post-Test Date:
Post-Assessment
Pre-Assessment
Topic Sentence
/4
/ 4 Topic Sentence
Relevant Details
/ 4 Relevant Details
/4
Conclusion
/ 4 Conclusion
/4
Complete Sentences
/4
Complete Sentences
Correct Conventions
Correct Conventions
/4
/4
Total
/4
/ 20
Total
/ 20
Notes:
Student mastered post-assessment.
Student did not master. Continue instruction/begin interventions.
Class Data Tracker
Narrative
Fill in assessment scores for pre- and post-tests. Check M column
for Mastery (80% or higher) after post-test. Plan interventions or
reteaching for students not mastering post-test.
Student
Pre
Notes:
Intervention Groups:
Post
M
Student
Pre
Post
M
Skills/Targets to Reteach:
Opinion
Writing
•
•
•
•
•
Standards & Suggestions
Pre-Assessment
Post-Assessment
Student Progress Tracker
Class Data Tracker
Opinion Writing
Standards & Suggestions
Common Core Standards:
W.1.1 Write opinion pieces in which they introduce the
topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide
some sense of closure.
*Plus standards covered in writing sentences assessment.
Suggestions for Use:
•
•
•
•
•
Use one writing assessment per nine weeks of the school
year to assess students’ writing proficiency. Follow your
curriculum maps to determine which assessment to administer
each quarter.
Share rubric with students prior to administering and model
writing. Score pieces as-is, without editing or revisions.
When entering scores on the data tracker sheet, either leave
as a numeric score (ex. 16/20) or convert to a percentage.
Use to collect data on writing proficiency grade-wide.
Use student progress sheet in data binders and share at
parent-teacher conferences.
Good luck!  Brandy
Opinion Writing
Pre-Assessment
Name
Date
Which animal do you like better, dogs or cats?
Write to tell why you like this animal best.
Opinion Writing Pre-Assessment
Name
Date
Self-Assessment
  I have a topic sentence that tells which
animal I like better
  I wrote at least 3 reasons telling why I
like this animal better.
  I finished my writing with a final thought.
Teacher
Rubric
____ / 4
____ / 4
____ / 4
____ / 4
  All of my sentences are complete thoughts.
  All of my sentences are correct (capital
letter, spacing, end punctuation).
____ / 4
____ / 20
Opinion Writing
Post-Assessment
Name
Date
What is your favorite food to eat?
Write to tell what makes this your favorite food.
Opinion Writing Post-Assessment
Name
Date
Self-Assessment
  I have a topic sentence that tells my
favorite food.
  I wrote at least 3 reasons this food is
my favorite.
  I finished my writing with a final thought.
Teacher
Rubric
____ / 4
____ / 4
____ / 4
____ / 4
  All of my sentences are complete thoughts.
  All of my sentences are correct (capital
letter, spacing, end punctuation).
____ / 4
____ / 20
Student Progress Tracker
Opinion
Student:
Teacher:
Pre-Test Date:
Post-Test Date:
Post-Assessment
Pre-Assessment
Topic Sentence
/4
/ 4 Topic Sentence
Supporting Details
/ 4 Supporting Details
/4
Conclusion
/ 4 Conclusion
/4
Complete Sentences
/4
Complete Sentences
Correct Conventions
Correct Conventions
/4
/4
Total
/4
/ 20
Total
/ 20
Notes:
Student mastered post-assessment.
Student did not master. Continue instruction/begin interventions.
Class Data Tracker
Opinion
Fill in assessment scores for pre- and post-tests. Check M column
for Mastery (80% or higher) after post-test. Plan interventions or
reteaching for students not mastering post-test.
Student
Pre
Notes:
Intervention Groups:
Post
M
Student
Pre
Post
M
Skills/Targets to Reteach:
Informative/
Explanatory
Writing
•
•
•
•
•
•
•
Standards & Suggestions
Pre-Assessment Option 1
Post-Assessment Option 1
Pre-Assessment Option 2
Post-Assessment Option 2
Student Progress Tracker
Class Data Tracker
Informative/Explanatory Writing
Standards & Suggestions
Common Core Standards:
W.1.2 Write informative/explanatory texts in which they
name a topic, supply some facts about the topic, and
provide some sense of closure.
*Plus standards covered in writing sentences assessment.
Suggestions for Use:
•
•
•
•
•
•
Two options included: One is passage-based and requires
students to write a text using facts from the passage (written
in their own words). The other is a how-to piece requiring
students to explain steps in a process.
Use one writing assessment per nine weeks of the school
year to assess students’ writing proficiency, based on your
curriculum pacing.
Share rubric with students prior to administering and model
writing. Score pieces as-is, without editing or revisions.
When entering scores on the data tracker sheet, either leave
as a numeric score (ex. 16/20) or convert to a percentage.
Use to collect data on writing proficiency grade-wide.
Use student progress sheet in data binders and share at
parent-teacher conferences.
Good luck!  Brandy
Informative Writing
Pre-Assessment: Option 1
Name
Date
How do you clean your bedroom?
Write to tell the steps to cleaning a bedroom.
Informative Writing Pre-Assessment
Name
Date
Self-Assessment
  I have a topic sentence that tells what I
am writing about.
  I wrote at least 3 steps to take when
cleaning a room.
  I finished my writing with a final thought.
Teacher
Rubric
____ / 4
____ / 4
____ / 4
____ / 4
  All of my sentences are complete thoughts.
  All of my sentences are correct (capital
letter, spacing, end punctuation).
____ / 4
____ / 20
Informative Writing
Post-Assessment: Option 1
Name
Date
How do you brush your teeth?
Write to tell the steps to brushing your teeth.
Informative Writing Post-Assessment
Name
Date
Self-Assessment
  I have a topic sentence that tells what I
am writing about.
  I wrote at least 3 steps to take when
brushing your teeth.
  I finished my writing with a final thought.
Teacher
Rubric
____ / 4
____ / 4
____ / 4
____ / 4
  All of my sentences are complete thoughts.
  All of my sentences are correct (capital
letter, spacing, end punctuation).
____ / 4
____ / 20
Informative Writing
Pre-Assessment: Option 2
Name
Date
Spiders!
There are many kinds of spiders in
the world. Some are big and some are small.
All spiders have eight legs. Most spiders
have eight eyes. A spider can lay eggs. It
can also make a web. Spiders like to eat
bugs. They catch bugs in their sticky webs.
Then spiders eat the bugs. Yuck!
Write to tell a friend three new things
you learned about spiders.
Informative Writing Pre-Assessment
Name
Date
Self-Assessment
  I have a topic sentence that tells what I
am writing about.
  I wrote at least 3 facts I learned about
spiders.
  I finished my writing with a final thought.
Teacher
Rubric
____ / 4
____ / 4
____ / 4
____ / 4
  All of my sentences are complete thoughts.
  All of my sentences are correct (capital
letter, spacing, end punctuation).
____ / 4
____ / 20
Informative Writing
Post-Assessment: Option 2
Name
Date
Frogs!
Frogs are amazing animals. A frog has
strong back legs. Frogs use their legs to leap and
jump. Frogs like to live in wet places. A frog lays
eggs in the water. Frogs start out as tadpoles with a
tail. The tadpole grows back legs, then front legs.
As their legs grow stronger, their tail gets smaller.
Then the tail is gone. Now the tadpole is a frog!
Write to tell a friend three new things
you learned about frogs
Informative Writing Post-Assessment
Name
Date
Self-Assessment
  I have a topic sentence that tells what I
am writing about.
  I wrote at least 3 facts I learned about
frogs.
  I finished my writing with a final thought.
Teacher
Rubric
____ / 4
____ / 4
____ / 4
____ / 4
  All of my sentences are complete thoughts.
  All of my sentences are correct (capital
letter, spacing, end punctuation).
____ / 4
____ / 20
Student Progress Tracker
Informative/Explanatory
Student:
Teacher:
Pre-Test Date:
Post-Test Date:
Post-Assessment
Pre-Assessment
Topic Sentence
/4
/ 4 Topic Sentence
Facts/Steps
/ 4 Facts/Steps
/4
Conclusion
/ 4 Conclusion
/4
Complete Sentences
/4
Complete Sentences
Correct Conventions
Correct Conventions
/4
/4
Total
/4
/ 20
Total
/ 20
Notes:
Student mastered post-assessment.
Student did not master. Continue instruction/begin interventions.
Class Data Tracker
Informative/Explanatory
Fill in assessment scores for pre- and post-tests. Check M column
for Mastery (80% or higher) after post-test. Plan interventions or
reteaching for students not mastering post-test.
Student
Pre
Notes:
Intervention Groups:
Post
M
Student
Pre
Post
M
Skills/Targets to Reteach:
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You!
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