The 2004-2005 Tucson Unified School District’s K-5 Quarterly Prompts use
four of the six modes specified in the newly articulated Arizona Academic
Content Standards, Language Arts, Standard 2 WRITING. The modes for
the Quarterly Prompts are as follows:
Kindergarten
1st Quarter – Expressive
2nd Quarter – Expository
3rd Quarter – Functional
4th Quarter – Expressive
First and Second Grades
1st Quarter - Expressive
2nd Quarter - Expository
3rd Quarter - Expository
4th Quarter - Functional
Third – Fifth Grades
1st Quarter – Expressive
2nd Quarter – Expository
3rd Quarter – Persuasive
4th Quarter – Functional
Clarification of the modes can be found in the newly articulated Arizona
Writing Standards. It is imperative that all educators familiarize
themselves with the modes in order to positively affect student
achievement. http://www.ade.state.az.us/standards/languagearts/writing/articulated.asp
The Functional Mode should be practiced throughout the school year and can
be used with all the other modes. Remember the modes often overlap.
Though the Research and Literary Response Modes are not represented in
the given prompts, it is strongly suggested that they be taught throughout
the year.
Quarterly Writing Protocol
Rationale:
Collaborative scoring using the Six Traits Rubric and Monthly and
Quarterly Writing Prompts provide opportunities for teachers to:
 Engage in rich collegial dialogue about student work,
 Assess student progress to facilitate mastery of standards and
performance objectives,
 Inform instruction in order to improve student achievement in writing
and other subject areas.
 Provide timely intervention where indicated,
 Identify effective instruction based on evidence of student learning,
 Focus staff development on student work,
 Compare student writing progress within and across grade levels
across the district,
 Make important information available to all stakeholders,
 Establish more equitable instruction for all students.
The use of rubrics to reflect on their writing and Monthly and Quarterly
Writing Prompts provide opportunities for students to:
 Celebrate progress as they become more proficient communicators
through writing,
 Review and set goals to refine their writing,
 Demonstrate progress to facilitate mastery of standards and
performance objectives,
 Demonstrate effective student learning by applying their skills in an
intentional and disciplined manner, and
 Learn about assessment as they respond to requests to write for
specific purposes, for particular audiences, and in formats that have
not been self-selected.
Quarterly Writing Prompts:
Administration:
 Students will be given a copy of the prompt and the prompt may be
written on the board.
 The teacher will read the prompt and assist students (K-1) in breaking
it down into R.A.F.T.S. and have students (2–5) independently break it
down into R.A.F.T.S.








Teachers will not brainstorm lists of words, web ideas.
Students may independently brainstorm and develop their own graphic
organizers or drawings during prewriting.
Teachers will not provide sentence starters.
Materials present in the room as part of everyday instruction may
remain and be self-selected for use by the students. These include
charts, dictionaries, thesauruses, and word walls. Teachers will
provide no additional assistance.
Students will hand write their responses. Computers should not be
used unless determined by an IEP or 504.
In order to complete their response to the prompt, students will write
independently, without the support of a teacher or peers. It is
suggested that students be given two 1-hour sessions to complete
their writing; however, all students will be allowed time to finish. No
more than two consecutive days will be allowed for completion.
Exceptions: absent students will be given time to finish immediately
upon their return to school.
Kindergarten and first grade students may draw and then write a
response to the prompt.
The content of dictation will not be scored. The fact that the K-1
student can dictate will be taken into account only as it is specified in
the rubric (i.e., Ideas and Content using the K-1 Rubric).
Scoring the Quarterly Writing Prompts:
 The Prompts, Six Traits Rubric, and new articulated grade level
standards must be used when papers are scored.
 All six traits will be scored.
 A minimum of two teachers will score each trait. If there is a conflict
teachers will discuss the trait. Should a consensus not be reached, a
third reader will read to determine a final score for that trait.
 All scorers will be physically present while scoring in case a problem
arises that requires discussion.
 A trait score is determined by the reader’s ability to read what the
student has written. If the paper is unreadable, score a one (1) to
indicate the lowest possible score.




The content of dictation will not be scored. The fact that the K-1
student can dictate will be taken into account only as it is specified in
the rubric (i.e., Ideas and Content using the K-1 Rubric).
For all grade levels, when a student’s response is not related to the
prompt it will be scored a one (1) in Ideas and Content.
For all grade levels, when the final response to the Quarterly Writing
Prompt is written in any language other than English, a score of one (1)
will be given for all traits. (For teaching purposes only, the paper may
be scored.)
Students’ individual scores must be shared with that student.
Conferencing is recommended.
Clarification for Kindergarten and First Grade:
 All kindergarten and first grade papers will be scored using the K-1
Rubric.
 When kindergarten and first grade students respond to a prompt,
both writing and drawing will be taken into account.
 When kindergarten and first grade students dictate a story, it
represents their ability to communicate ideas, events, and/or
information through speech.
 The role of dictation in instruction is to provide students with
opportunities to realize that their messages can be conveyed to
others through written words.
 The Writing Prompts provide an opportunity for teachers to observe
this developing awareness and students’ intent to communicate
through writing (i.e., scribbling, letter strings, phonetic and standard
spelling).
Submission of Quarterly Writing Samples:
 Four papers from each grade level are to be submitted to the
Office of Professional Development and Academics. Copies are
acceptable, but must be legible.
 A K-5 elementary school will submit a total of 24 papers; a K-2 school
will submit a total of 12 papers, etc.
 The four papers per grade level should be representative of the
following categories:
o 28 – 36 points = Exceeds
o 22 – 27 points = Meets
o 16 – 21 points = Approaches
o 1 - 15 point(s) = Falls Far Below



Add the scores for each of the six traits on the Six Traits Rubric in
order to determine the total number of points for a given paper.
The trait scores and category should be reported and attached to the
back of each sample. All names must be removed.
Grade level papers should be paper clipped together and the grade
level indicated on a post-it attached to the front paper. If one of the
four FAME levels is not evident at a grade level, indicate that on the
post-it note.
Disposition of Quarterly Writing Prompt Papers
 It is recommended that teachers hold all Quarterly Writing Prompt
papers in a portfolio until the end of the school year for evaluative
and instructional purposes.
 Sites will determine the final disposition of the Quarterly Writing
Prompt Papers. (i.e., 4th Quarter papers may be placed in cum folder
for the next year’s teacher to reference or sent home to
parents/guardians at the end of the school year.)
Guidelines for Quarterly Writing Assessments for Students Receiving
Special Education Services



All students will participate in the writing assessments regardless of
disability using on-grade level prompts, unless indicated on IEP.
Any additional accommodations as indicated on the current student
IEP or 504 should be implemented during the Quarterly Writing
Assessment.
The accommodation(s) implemented must be indicated on the student’s
paper, however it will not be considered during the scoring process.
Guidelines for Monthly Prompts
 Monthly Prompts are highly recommended. They should be used as
formative assessments, a teaching tool.
 It is suggested that scoring be limited to 1 or 2 traits only, to
facilitate instructional focus.
District prompts are available, however each grade level team may
create their own monthly prompt.
 Teacher guidance is both permitted and encouraged. (RAFTS,
brainstorming, graphic organizers, etc)
Monthly prompts may be sent home with students at teachers’ discretion.
