Module 2: Power Point Response: Assessment of Reading and Writing Processes

I really liked reading through this power point.  I felt like a lot of my time is spent assessing, whether it is formal or informal and much of it is related to reading and/or writing assessment.  I give Fountas and Pinnell tests to my students 3 times a year.  I have seen how low comprehension is driven by low vocabulary.  In today's classroom, many students use slang when they speak and it is hard to evaluate their vocabulary when they use words that are not often found in print books. However, I have asked students what some of their terms mean and they are able to tell me and when they read and answer comprehension questions, they are also able to translate phrases or words into their own dialect or slang.  Therefore, you can evaluate their vocabulary acquisition.

My students create a writing portfolio, however it is not used to assess their writing progress throughout the year.  Each of their scored writing pieces is kept in this portfolio so the progress can be seen at the end of the year.  Students also keep a reading and writing journal but typically it is used for students to respond to a book or a prompt. We do use writing rubrics to evaluate writing.  I do teach 5th grade and my students take the GA 5th Grade Writing test.  In my county students are required to pass before they can be promoted to the 6th grade.  However, on the rubrics, the ideas sections is weighted more heavily than the other components of the rubric because the ideas reflect the paper as a whole.  Students do not help in the construction of these rubrics since they are county made. The components to the writing we use are Ideas, Organization, Style, Conventions.  Word choice is within style.

I have never heard of the TOWL before.  I think it would be an interesting assessment to use with many students.  However, I think with the writing rubrics that are used county wide within my district, each student is evaluated using components of TOWL-3.

AS students write, even within the content areas it is important to observe whether they are going through the stages of writing- planning, drafting, revising/editing, proofreading etc. Students who fully understand the stages of writing will use these techniques in any situation they are asked to write.  The more students read the wider vocabulary they will use within their conversations and within their writing.