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Class Assessment Record
Unit 1 Week 1 Day 3
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Are the students working quietly?
A Are they staying in their seats?
Other observations:
Considerations:
If you notice that the students are having difficulty staying in their seats or working silently, call
for their attention, remind them of your expectations, and have them resume writing. Be aware
that some students may need to sit and think for a while before they start writing.
2
Being a Writer™ • Grade Two
© Developmental Studies Center
Print Unit
Class Assessment Record
Observe the students and
ask yourself:
Print Week
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Unit 1 Week 2 Day 2
All or most
students
About half of
the students
Only a few
students
A Are the students approaching
writing with confidence
and enthusiasm?
A Are they able to start writing
fairly quickly?
A Do the students who have
difficulty getting started begin
writing after a few minutes?
A Are they able to write sentences?
A Can they spell some words
conventionally? If not, do they
approximate spelling using
letter–sound relationships?
Other observations:
Considerations:
Just note where the students are as writers, setting aside concerns about spelling or correctness
at this point. Acknowledge their efforts and encourage them to write words and sentences as
they are able.
If you have a student who has difficulty writing anything at all, have that student dictate an idea
to you. Write it on a self-stick note and have the student copy it onto his own paper and then add
any further writing to it.
© Developmental Studies Center
Being a Writer™ • Grade Two
3
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Class Assessment Record
Unit 1 Week 3 Day 2
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Are the students able to start
writing fairly quickly?
A Do those who sketch
before writing begin to write
fairly quickly?
A Do they skip lines?
A Do they capitalize the first letters
of sentences and use ending
sentence punctuation?
A Do they make a best guess at
spelling unfamiliar words and
then keep writing?
Other observations:
Considerations:
If you have a student who has difficulty writing anything at all, have that student dictate an idea
to you. Write it on a self-stick note and have the student copy it onto her own paper and then add
any further writing to it.
4
Being a Writer™ • Grade Two
© Developmental Studies Center
Print Unit
Class Assessment Record
Observe the students and
ask yourself:
Print Week
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Unit 1 Week 4 Day 1
All or most
students
About half of
the students
Only a few
students
A Do the students list a variety of
friends, such as older and younger
friends, relatives, neighbors, and
even pets?
Other observations:
Considerations:
If you notice many students are struggling, signal for the class’s attention and ask the students to
think about these questions:
Q Who is a friend that is older than you? Younger than you?
Q Who is a friend in your neighborhood? At school?
Q Who do you play with after school?
Have the students resume writing their lists.
© Developmental Studies Center
Being a Writer™ • Grade Two
5
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Unit 1 Week 5 Day 4
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Are the students writing stories
with multiple sentences? Are some
of them beginning to write stories
more than one page in length?
A Are they approximating the
spelling of unfamiliar words?
A Are they using ending sentence
punctuation?
A Are they capitalizing proper nouns
and the first letters of sentences?
Other observations:
Considerations:
If necessary, revisit the above skills with individual students, a small group, or the entire class.
6
Being a Writer™ • Grade Two
© Developmental Studies Center
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Observe the students and
ask yourself:
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Unit 1 Week 6 Day 2
All or most
students
About half of
the students
Only a few
students
A Are the students writing stories
with multiple sentences? Are they
beginning to write stories that are
more than one page in length?
A Do they approximate the spelling
of unfamiliar words?
A Do they refer to the word wall to
spell high-frequency sight words?
A Do they use ending sentence
punctuation?
A Do they capitalize proper nouns
and the first letters of sentences?
Other observations:
Considerations:
If necessary, revisit the above skills with individual students, a small group, or the entire class.
© Developmental Studies Center
Being a Writer™ • Grade Two
7
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Class Assessment Record
Unit 1 Week 7 Day 3
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Does the author share in a voice
loud enough for all to hear?
A Does the author read at a pace that
is neither too fast nor too slow?
A Does the author wait for
everyone’s attention?
A Is the audience listening attentively?
A Do the students ask the author to
speak up if necessary?
Other observations:
Considerations:
Make note of any problems you want to bring up with the students during the reflection.
8
Being a Writer™ • Grade Two
© Developmental Studies Center
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Observe the students and
ask yourself:
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Unit 2 Week 1 Day 2
All or most
students
About half of
the students
Only a few
students
A Are the students able to write
longer pieces by telling more?
A Does their writing make sense?
A Do they approximate the spelling
of unfamiliar words?
A Do they refer to the word wall to
spell high-frequency sight words?
A Do they capitalize proper
nouns and the first letters of
sentences and use correct
sentence punctuation?
Other observations:
Considerations:
Support students who are struggling with what to write or with telling more by having them
tell you what they discussed in their partner conversations and by asking them questions about
their writing.
© Developmental Studies Center
Being a Writer™ • Grade Two
9
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Class Assessment Record
Unit 2 Week 2 Day 3
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Are the students able to write
longer pieces by telling more?
A Does their writing make sense?
A Do they approximate spelling and
use the word wall?
A Do they capitalize proper
nouns and the first letters of
sentences and use correct
sentence punctuation?
A Do they attempt to use commas
correctly in a series?
Other observations:
Considerations:
Support students who are struggling with what to write or with telling more by asking them
questions about their writing. If necessary, revisit the above punctuation and capitalization skills
with individual students, a small group, or the entire class.
10
Being a Writer™ • Grade Two
© Developmental Studies Center
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Class Assessment Record
Observe the students and
ask yourself:
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Unit 2 Week 3 Day 2
All or most
students
About half of
the students
Only a few
students
A Are partners listening carefully to
each other’s stories?
A Are they able to tell each other
what more they want to know?
Other observations:
Considerations:
If partners are struggling, wait to see whether they work through their difficulties before you
intervene. If they do not, support them by asking questions such as:
Q What characters are in your partner’s story?
Q What is something more you want to know about [his pet snake]?
© Developmental Studies Center
Being a Writer™ • Grade Two
11
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Class Assessment Record
Unit 2 Week 4 Day 2
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Are partners listening carefully to
each other’s stories?
A Are they able to tell each other
what more they want to know?
Other observations:
Considerations:
If partners are struggling, wait to see whether they work through their difficulties before you
intervene. If they do not, support them by asking questions such as:
Q What characters are in your partner’s story?
Q What is something more you want to know about this character, or about what happens
to [her]?
12
Being a Writer™ • Grade Two
© Developmental Studies Center
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Class Assessment Record
Observe the students and
ask yourself:
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Unit 3 Week 1 Day 2
All or most
students
About half of
the students
Only a few
students
A Are the students able to get
engaged with an idea and start
writing fairly quickly?
A Are they making up stories using
their imaginations?
A Can they sustain their focus on
their writing?
Other observations:
Considerations:
Be aware that some students may need to just sit and think for a while before they start writing.
Give them uninterrupted time to do this. If you notice many students having difficulty starting
to write after 10 minutes, call for the class’s attention and have a few volunteers share what they
have written so far; then have them resume silent writing.
© Developmental Studies Center
Being a Writer™ • Grade Two
13
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Class Assessment Record
Unit 3 Week 2 Day 4
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Are the students making up stories
using their imaginations?
A Can they sustain their focus on
their writing?
A Are they attempting to
include dialogue?
A Do they approximate the spelling
of polysyllabic words by listening
to their syllables?
Other observations:
Considerations:
If you notice that many students are struggling to write stories, call for the class’s attention and
have a few volunteers read their writing to the class. Then have the students resume silent writing.
14
Being a Writer™ • Grade Two
© Developmental Studies Center
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Class Assessment Record
Observe the students and
ask yourself:
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Unit 3 Week 3 Day 1
All or most
students
About half of
the students
Only a few
students
A Are the students adding to
their writing?
A Do they seem to have a sense of
when their piece is finished?
Other observations:
Considerations:
If the students are having difficulty, support them by having them tell you about what they plan
to add. Ask questions such as:
Q Who are the characters in your story? What happens to them?
Q What happens next? How can you write that?
Q What did your partner want to know about your story? Where might you add that?
Q What more can you tell about [how they escape from the haunted house]?
© Developmental Studies Center
Being a Writer™ • Grade Two
15
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Class Assessment Record
Unit 3 Week 4 Day 2
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Are the students engaged
and excited about making their
fiction books?
A Do they handle materials
responsibly and share them fairly?
A If they have disputes about the
materials or supplies, are they able
to resolve them in a fair way?
A Will most students be finished
making their book by the end of
the period?
Other observations:
Considerations:
Make note of any problems you notice the students having and be prepared to discuss them at
the end of the writing period.
16
Being a Writer™ • Grade Two
© Developmental Studies Center
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Class Assessment Record
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ask yourself:
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Unit 4 Week 1 Day 3
All or most
students
About half of
the students
Only a few
students
A Were the students able to write
questions to ask their partner?
A Do they ask follow-up questions to
get more information?
A Do they help each other write
answers when needed?
A Are they talking respectfully to
each other?
Other observations:
Considerations:
Support struggling pairs by having one partner ask the other a question, listening to the answer,
and asking:
Q What can you write to capture what your partner just said?
Q What else can you ask your partner about [what she likes to do on the weekend]?
© Developmental Studies Center
Being a Writer™ • Grade Two
17
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Class Assessment Record
Unit 4 Week 2 Day 4
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Are pairs able to discuss and agree
on sentences to write?
A If they disagree, do they keep
talking until they agree?
A Do they write sentences
that make sense and describe
what happened?
Other observations:
Considerations:
If you notice pairs having difficulty writing about the experiment after 5 minutes, support them
by asking questions such as:
Q What did we want to find out by doing this experiment?
Q What is something else you might tell? How might you say that in your own words?
18
Being a Writer™ • Grade Two
© Developmental Studies Center
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Class Assessment Record
Observe the students and
ask yourself:
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Unit 4 Week 3 Day 4
All or most
students
About half of
the students
Only a few
students
A Are the students excited to write
about their topics?
A Do they include factual
information?
A Do they use the charts from earlier
in the week to help them write?
Other observations:
Considerations:
Support the students by asking questions such as:
Q What topic have you chosen? What do you want to tell about this topic?
Q How might you write this information in a way that makes others interested in it, too?
What might you say first?
Q What is something else you might tell? How might you say that in your own words?
© Developmental Studies Center
Being a Writer™ • Grade Two
19
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Class Assessment Record
Unit 4 Week 4 Day 4
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Are the students adding to
their writing?
A Do they have a sense of when their
pieces are finished?
Other observations:
Considerations:
If students are having difficulty, support them by having them tell you what they plan to add. Ask:
Q Why did you pick this piece to publish? Why do you think your readers will find it interesting?
Q What did your partner suggest that you add? Where might you add that?
Q What else might you tell about your topic?
20
Being a Writer™ • Grade Two
© Developmental Studies Center
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Class Assessment Record
Observe the students and
ask yourself:
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Unit 4 Week 5 Day 3
All or most
students
About half of
the students
Only a few
students
A Are the students engaged and
excited about making their
nonfiction books?
A Do they include any features of
nonfiction books?
A Do they handle the materials
responsibly and share them fairly?
A If they have disputes about the
materials, are they able to resolve
them in a fair way?
Other observations:
Considerations:
Make note of any problems the students have so that you can discuss these problems at the end
of the writing period. Also note whether most of the students will finish making their books today
or whether they will need more time to do so.
© Developmental Studies Center
Being a Writer™ • Grade Two
21
Print Unit
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Class Assessment Record
Unit 5 Week 1 Day 1
Observe the students and
ask yourself:
Print Day
All or most
students
About half of
the students
Only a few
students
A Do partners start writing quickly
and stay on task?
A Do they share the work?
A Do they agree on what to write?
Other observations:
Considerations:
Support pairs who are struggling to write by asking questions such as:
Q What is something you’d like me to know about [our classroom/our classroom rules/how
we go to lunch/how we use the computers]?
Q What should I know about recess time? What are some things that could make recess
time better?
As you observe, jot a few notes about ways the students work responsibly and any problems you
notice. You will use these notes during the reflection time at the end of the lesson.
22
Being a Writer™ • Grade Two
© Developmental Studies Center
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Class Assessment Record
Observe the students and
ask yourself:
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Unit 5 Week 1 Day 4
All or most
students
About half of
the students
Only a few
students
A Do the students begin writing
eagerly?
A Do they use the five parts of a
friendly letter?
A Do they seem to consider
the feelings of the recipient as
they write?
Other observations:
Considerations:
Support students who are struggling by asking them questions such as:
Q Look around the room. Who is someone you might write to?
Q What is something you might tell about yourself in this letter? How might you write that?
Q What is something you want to ask this person? What question can you write to ask that?
© Developmental Studies Center
Being a Writer™ • Grade Two
23
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Class Assessment Record
Unit 5 Week 2 Day 4
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Do the students quickly pick a
recipient and begin writing?
A Do they use the five parts of a
friendly letter?
A Do they correctly punctuate the
date, greeting, and closing?
A Are they able to write something
about themselves? Write
questions? Tell more?
Other observations:
Considerations:
Support students who are struggling by asking questions such as:
Q Read this sentence aloud. Where does your voice naturally stop? What punctuation mark
will you put there?
Q What is something you’ve done recently that you can tell this person about?
Q What would you like to know about this person?
24
Being a Writer™ • Grade Two
© Developmental Studies Center
Print Unit
Class Assessment Record
Observe the students and
ask yourself:
Print Week
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Unit 5 Week 3 Day 1
All or most
students
About half of
the students
Only a few
students
A Do the students use the five parts
of a friendly letter?
A Do they notice and correct
incorrect or missing capitalization
or punctuation?
A Do they notice and correct
misspelled words?
Other observations:
Considerations:
Support the students who are struggling by asking questions such as:
Q Read this sentence aloud. Where does your voice naturally stop? What punctuation mark
will you put there?
© Developmental Studies Center
Being a Writer™ • Grade Two
25
Print Unit
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Class Assessment Record
Unit 6 Week 1 Day 4
Observe the students and
ask yourself:
Print Week
All or most
students
About half of
the students
Only a few
students
A Are the students eager to write?
A Do they use ideas from the chart
and/or their own ideas?
A Are they attempting to write
poems rather than stories?
Other observations:
Considerations:
Support students by asking questions such as:
Q How are you starting your poem?
Q Close your eyes and imagine your favorite food. What does it [look/feel/taste] like? How
can you write that as a line in your poem?
26
Being a Writer™ • Grade Two
© Developmental Studies Center
Print Unit
Class Assessment Record
Observe the students and
ask yourself:
Print Week
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Unit 6 Week 2 Day 1
All or most
students
About half of
the students
Only a few
students
A Are the students eager to write?
A Do they use their listed
descriptive words and/or other
words of their own?
A Are they attempting to write
poems rather than stories?
Other observations:
Considerations:
Support struggling students by having them look at their objects as you repeat the questions
in Step 3 of the lesson. Encourage them to add to their poems by asking, “What other words tell
what [your lunch box] looks like? Where might you add those words to your poem?”
© Developmental Studies Center
Being a Writer™ • Grade Two
27
Print Week
Print All Units
Class Assessment Record
Unit 7 Week 1 Day 1
Observe the students and
ask yourself:
Print Day
All or most
students
About half of
the students
Only a few
students
A Are the students writing with
confidence and enthusiasm?
A Does their writing make sense?
A Do they add to their writing to tell
more?
A Do they capitalize and punctuate
sentences correctly?
A Do they capitalize proper nouns
and the pronoun I?
A Do they approximate spelling and
use the word wall?
Other observations:
28
Being a Writer™ • Grade Two
© Developmental Studies Center
Print Week
Class Assessment Record
Observe the students and
ask yourself:
Print Day
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Unit 7 Week 1 Day 4
All or most
students
About half of
the students
Only a few
students
A Do the students remember to
include the five parts of a letter?
A Do they punctuate their letters
appropriately?
A Do their letters make sense and
communicate clearly?
A Do they check their spelling and
make necessary corrections?
Other observations:
© Developmental Studies Center
Being a Writer™ • Grade Two
29
Print Form
Participates in partner work and class discussions
Follows classroom procedures (e.g., gathering for readalouds, silent writing time, pair conferences, Author’s Chair)
Uses “Turn to Your Partner” and “Think, Pair, Share” (e.g.,
faces partner, listens attentively, contributes ideas about the
reading, question, or topic)
Speaks clearly
Listens to others
Reflects on own behavior
Takes responsibility for learning and behavior
(e.g., during writing time, pair conferences, Author’s Chair)
Acts considerately toward others
Gives full attention to people who are speaking
Uses discussion prompts (e.g., to express interest in one
another’s writing, to build on one another’s thinking)
Expresses interest in and appreciation for others’ writing
Asks others questions about their writing
Shares partner’s thinking with the class
Agrees and disagrees in a caring way
Reaches agreement before making decisions
Makes fair decisions
Discusses and solves problems that arise in
work together
Handles materials responsibly
Shares materials fairly
32
Being a Writer™ • Grade Two
na m
s tudent
Use the following rubric to score each student:
1 = does not implement
2 = implements with support
3 = implements independently
es
Social Skills Assessment Record
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
© Developmental Studies Center
s tudent
na m
es
Print Form
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
© Developmental Studies Center
Being a Writer™ • Grade Two
33
Print Form
Individual Writing Assessment Tool: Fall
BLM
Student’s name
Date
Teacher’s name
Grade
Writing sample score (fall)
6+1 Trait®
addressed
Almost all of
the writing
Much (>50%)
of the writing
Some (<50%)
of the writing
Almost none
of the writing
It’s clear what this piece is about.
I
4
3
2
1
The writing shows evidence of sustained
thought and stays on topic.
I
4
3
2
1
The writing shows creativity or personal
engagement with the topic.
V
4
3
2
1
O, S
4
3
2
1
There is varied and descriptive vocabulary.
W
4
3
2
1
Spelling communicates effectively whether
conventional or approximate.
C
4
3
2
1
The writing incorporates taught skills.
C
4
3
2
1
I, P
4
3
2
1
Descriptors of Successful Writing
One idea flows logically into the next.
Writing corresponds to illustration.
Subtotals
Total score (sum of 4 subtotals)
(Highest=32, middle=20, lowest=8)
I = Ideas
O = Organization
V = Voice
W = Word choice
S = Sentence fluency C = Conventions
P = Presentation
Teacher Reflections
•
What evidence of instruction do I see in this student’s notebook writing?
•
What areas of focus are evident in this student’s “Conference Notes” record sheets?
•
What might I want to focus on with this student between now and the winter assessment?
44
Being a Writer™ • Grade Two
© Developmental Studies Center
Print Form
Individual Writing Assessment Tool: Winter
Student’s name
Date
Teacher’s name
Grade
Writing sample score (fall)
BLM
Writing sample score (winter)
6+1 Trait®
addressed
Almost all of
the writing
Much (>50%)
of the writing
Some (<50%)
of the writing
Almost none
of the writing
It’s clear what this piece is about.
I
4
3
2
1
The writing shows evidence of sustained
thought and stays on topic.
I
4
3
2
1
The writing shows creativity or personal
engagement with the topic.
V
4
3
2
1
O, S
4
3
2
1
There is varied and descriptive vocabulary.
W
4
3
2
1
Spelling communicates effectively whether
conventional or approximate.
C
4
3
2
1
The writing incorporates taught skills.
C
4
3
2
1
Details are used to tell more.
I
4
3
2
1
Descriptors of Successful Writing
One idea flows logically into the next.
Subtotals
Total score (sum of 4 subtotals)
(Highest=32, middle=20, lowest=8)
I = Ideas
O = Organization
V = Voice
W = Word choice
S = Sentence fluency C = Conventions
P = Presentation
Teacher Reflections
•
How do this student’s fall and winter writing sample scores compare?
•
What changes do I notice in how I scored the fall and winter “Descriptors of Successful Writing?”
•
What learning is evident in this student’s recent notebook writing? In the “Conference Notes” record sheets?
52
Being a Writer™ • Grade Two
© Developmental Studies Center
Print Form
Individual Writing Assessment Tool: Spring
Student’s name
Date
Teacher’s name
Grade
Writing sample score (fall)
Writing sample score (winter)
BLM
Writing sample score (spring)
6+1 Trait®
addressed
Almost all of
the writing
Much (>50%)
of the writing
Some (<50%)
of the writing
Almost none
of the writing
It’s clear what this piece is about.
I
4
3
2
1
The writing shows evidence of sustained
thought and stays on topic.
I
4
3
2
1
The writing shows creativity or personal
engagement with the topic.
V
4
3
2
1
O, S
4
3
2
1
There is varied and descriptive vocabulary.
W
4
3
2
1
Spelling communicates effectively whether
conventional or approximate.
C
4
3
2
1
The writing incorporates taught skills.
C
4
3
2
1
Details are used to tell more.
I
4
3
2
1
Descriptors of Successful Writing
One idea flows logically into the next.
Subtotals
Total score (sum of 4 subtotals)
(Highest=32, middle=20, lowest=8)
I = Ideas
O = Organization
V = Voice
W = Word choice
S = Sentence fluency C = Conventions
P = Presentation
Teacher Reflections
•
How do this student’s fall, winter, and spring writing sample scores compare?
•
What changes do I notice in how I scored the “Descriptors of Successful Writing” across the three samples?
•
What learning is evident in this student’s notebook writing? In the “Conference Notes” record sheets?
60
Being a Writer™ • Grade Two
© Developmental Studies Center
Print Form
Individual Writing Assessment Class Record Sheet
Student Names
© Developmental Studies Center
Writing Sample Scores
Fall
Winter
Spring
Being a Writer™ • Grade Two
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