I also analyzed the second
assessment for class 1 this week. The
assessment is based on DeFord’s developmental stages of writing. On the assessment one student was at the “writing
know isolated words” stages (stage 6), nine students were on the “Writing simple sentences: inventive spellings” (stage
7) and ten students were on “Combining two or more sentences, complete thoughts”
(stage 8). The students that were in
stage 8 showed a strong understanding of storytelling and writing for a purpose
but they did not exhibit strong control of capitalization and punctuation, as
noted in the previous assessment of dictated sentences.
Trends include:
- All students showed errors with capitalization use.
- All students showed errors with punctuation use.
- Several students simple wrote a list of simple sentences with identical beginnings (I like…).
This assessment provided
information about the writing stages of third graders. One would expect for the students in the
class to be close on the writing development scale due to similar instruction
throughout the course of their schooling; this was true for the most
paper. The range of stages for the assessment
was only 3 (all students were on stages 6, 7 or 8). This supports the use of the assessment of
dictated sentences to provide further information in order to select students
for intervention. The five students in
each class who struggle the most will be selected for ten sessions of structured,
research based intervention strategies.
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