Teaching and assessing writing in first grade classrooms

¶ … classrooms of the past, there was little direct instruction of writing. Writing tasks were assigned and corrected. Students were expected to learn from their mistakes but given little guidance until the writing process was complete. Writing is an important component in every content area and is assessed on high-stakes standardized tests. In most of today's classrooms, writing is taught directly. It is difficult for teachers to assess writing, so it is suggested that they teach and assess one element at a time, particularly in the primary grades. Rubrics provide objective frameworks with which writing can be assessed. A self-reporting scaled survey enables students to communicate to the teacher how they feel about writing and what struggles they face. The survey can provide as much insight as the writing assessments and can be used to design remediation or enrichment instruction to meet students' needs.

Teaching and Assessing Writing in First Grade

Intended Audience: Regular education classroom, first grade

Gender

No services

Reading Recovery Complete

Reading Recovery in Progress

Special Education for Language Arts

Total number of students

Boys

Girls

The intended audience is a first grade, regular education classroom with twenty-four students, evenly divided between boys and girls. Testing done at the end of kindergarten and again in the first few weeks of first grade determines the priorities with which children receive Title I support through Reading Recovery. Students with the greatest need are assigned during the first round. The one student who receives special education for language arts is also in special education for mathematics. He was coded in kindergarten and has an Individualized Education Plan (IEP).

Characteristics of the Assessment Tool

The writer developed a simple rubric for each of the 6+1 traits. The publishers rubric used a five point rating scale that the writer believed would be cumbersome for use with first grade portfolio assessments. Instead, a four point scale was created that included a zero for non-performance or illegible performance. The 0-3 scale will make it easier to divide the students into flexible groupings for remediation or enrichment, as necessary. It is, overall, a much more manageable system for one individual to use in a classroom. A score of 0 stands out immediately so that extra attention can be given to a child in a timely manner. The scores 1-3 for writing simplify the choices the teacher makes in assessing the work.

Validity and Reliability

Because this is a new instrument, validity and reliability are not yet established. The rubrics are based on those created for the 6+1 Trait program, which has established validity and reliability over years of use. The classroom teacher could have students write their names on the backs of the papers to help prevent bias. It does not take long for teachers to develop opinions about the strong writers and the weak ones. Removing the names helps teachers be objective and not score papers according to a preconceived idea about quality. The rubrics included in this paper could be used by other teachers at the same grade level in the same school. The creator of the rubrics could use them year after year.

Description of the Scoring Procedures

The teacher will evaluate all work samples according to the rubrics. As much as possible, the teacher should adhere to the rubrics and refrain from comparing papers with one another. They should all be judged according to the standards set in the rubrics. The teacher will read the paper and assign scores. The sample rubrics, included with this paper, make it clear how this is done.

Using the Assessment to Improve Instruction and Learning

The rubrics will highlight student strengths and weaknesses. At the end of each trait study, students will choose the best example of their writing for inclusion in the portfolio. During the instruction phase, the teacher will use the scores to identify students' need for remediation. Children will be assigned to flexible support groups to enhance their learning. Teachers may also want to include a scaled self-reporting tool for students (example follows) that can be used to help students set goals.

As an example of the way the rubrics can be used, we will look at the rubric for word choice. Students who earn a zero on the rubric -- for scribbles or random letters -- can be immediately identified for remediation. The teacher can learn much from a one-on-one conference with the student, from the self-reporting scale, and from consultation with Title I and special education teachers. Did the student scribble because she was stuck for an idea? Is she frustrated because she does not know how to spell the words she wants to use? Was she distracted or upset? Is she still unable to make letter-sound connections? Did she misunderstand the instructions for the task? Does she have poor vision? Is there a learning disability? All of these are questions that can be asked to determine why a student completely failed to do a task. Appropriate intervention might be relatively simple, such as an eye exam and a prescription for glasses. It may be something much more complex, such as diagnosing a learning disability. In any case, understanding why a child fails to perform or performs poorly provides insight into what is needed for further teaching and learning.

Beginning Writer's Rubric -- Ideas

0

1

2

3

Page is blank or illegible

Idea is conveyed in a general way

Idea is stated with text.

Idea is clearly stated and original

No details

Few details; details support text

Good use of supporting detail to support or enhance story

Picture, if present, is unidentifiable.

Picture connects to a few words

Picture supports topic

Clear, detailed picture enhances topic

Beginning Writer's Rubric -- Organization

0

1

2

3

Page is blank or illegible

No beginning or ending

Two out of three: beginning, middle and end

Beginning, middle, and end all present

No transitions

Transitions rely on connective "and" and/or run-on sentences.

Transitions smooth

Random structure

Some attempt at sequencing and structure

Logical sequencing; structure clarifies topic

No Title (if required)

Simple title fits content

Title fits content and is engaging

Beginning Writer's Rubric -- Voice

0

1

2

3

Page is blank or illegible

No individual expression

Individual expression present and supported by text

Unique tone reflected in individual expression

Emerging voice

Voice supports writer's purpose

Engaging voice appropriate to the piece

Awareness of audience

Writing connects to audience

Clear attempts to engage audience

Beginning Writer's Rubric -- Word Choice

0

1

2

3

Page is blank or contains random letters and/or scribbles

Few words are recognizable

General or ordinary words convey message, favorite words used well

Creative word choice; specific, accurate words used well

Word choice relies on environmental print

Mostly limited to safe, known words but some evidence of expanding vocabulary

Incorporates new words, targets audience with natural and effective vocabulary

Does not create mental imagery

Begins to create mental imagery

Attempts at figurative language, good mental imagery

Beginning Writers Rubric -- Fluency

0

1

2

3

Page is blank or illegible

Words strung together in phrases

Simple sentences, may be combine with run-on sentences.

Simple and compound sentences, varied structure

No use of connective words

Connective words, mostly "and," link phrases

More varied connective words

No rhythm

Somehwat mehanical

Fluid and easy to read aloud

Beginning Writer's Rubric -- Conventions

0

1

2

3

Page is blank or illegible

Few conventions correct

Half the conventions are correct

Most conventions are correct; little editing needed

Inventive spelling attempted

Inventive spelling with some use of high-frequency words

Fairly accurate phonetic spelling, most high-frequency words used correctly

Random use of capital and lower case letters

Use of capitals correct but inconsistent

More than half the required capitals are in place for sentence beginnings, titles, and proper nouns

Beginning Writer's Rubric -- Presentation

0

1

2

3

Page is blank or illegible

Letters are poorly formed and difficult to read

Handwriting is mostly legible

Handwriting is neat and easy to read

Pictures missing

Pictures randomly placed

Pictures fit with text

Pictures enhance content, are balanced with text

Paper is messy -- wrinkled, torn, excessive erasures

Paper is fairly neat.

Paper is neat.

Student's Self-Reporting Scale -- 1 (low) to 5 (high)

I like to write.

1

2

3

4

5

I have a hard time thinking of ideas.

1

2

3

4

5

I have trouble spelling words I want to use.

1

2

3

4

5

I think writing is fun.

1

2

3

4

5

Writing is my favorite subject.

1

2

3

4

5

I am a good writer.

1

3

3

4

5

I have a hard time getting started.

1

2

3

4

5

I have trouble staying focused.

1

2

3

4

5

I like to share my work with the class.

1

2

3

4

5

I wish the teacher would give me more help.

1

2

3

4

5

Conclusion

The 6+1 Trait model has been widely adopted in schools and has demonstrated effectiveness as an approach to teaching writing at all grade levels. The program creators developed a series of rubrics that can be used at all grade levels. The rubrics provide consistency as students progress towards mastery, but the choices one needs to make when using the rubric can be overwhelming, especially for new teachers and especially when assessing work in the primary grades. First grade writers may only write a few sentences, so a detailed rubric is not necessary. The purpose of this project was to create a set of simplified rubrics that a first grade teacher can use to get a quick but fairly accurate picture of each student's strengths and weaknesses. One-on-one conferencing, when used with these rubrics, can help teachers effectively meet students' needs.