PREVIEW - collinsed.compunctuation,sentence structure, and grammar/usage rules Abundant errors that substantially detract from meaning Select problem areas: Spelling Capitalization

IMPROVING WRITING SKILLS AND HABITSTHROUGH MEANINGFUL PREASSESSMENT,PURPOSEFUL FOCUS CORRECTION AREAS,

AND STRATEGIC INSTRUCTION

Kristine GibsonCollins Education Associates LLC

ROADMAP

COLLINS WRITING PROGRAM

PREVIEW

Copyright © 2021 by Collins Education Associates LLC. All rights reserved.

Table of Contents (HIGHLIGHTED ITEMS INCLUDED IN PREVIEW)

INTRODUCTION

OVERVIEW OF WRITING ROADMAP 4 WHY PREASSESS? 5 ABOUT THE PROMPTS 6 NOTES ON YEAR-END ASSESSMENT 7

ASSESSMENT INSTRUCTIONS FOR TEACHERS

ADMINISTERING THE PREASSESSMENT 9 ASSESSING THE STUDENT WRITING SAMPLES 11 INTERPRETING AND USING THE DATA 12 ANSWERS TO FREQUENTLY ASKED QUESTIONS 13 HELPFUL HINTS FOR CONDUCTING THE PREASSESSMENT VIRTUALLY 15

ASSESSMENT MATERIALS

CURATED MENU OF PROMPTS FOR BEGINNING AND END OF YEAR (SAMPLING OF PROMPTS) 17 WRITING HABITS INDICATORS: OBSERVATION GUIDE 19 DIAGNOSTIC WRITING RUBRICS (SAMPLING OF RUBRICS)

KINDERGARTEN 20 GRADE 1 21 GRADE 2 22 GRADES 3–5 23 GRADES 6–12 24

INSTRUCTIONAL MATERIALS

RUBRICS VERSUS FCAS 26

IMPROVING WRITING WITH FCAS 28 SUGGESTED FCAS (SAMPLING OF FCAS)

KINDERGARTEN 31 GRADE 1 34 GRADE 2 37 GRADES 3-5 40 GRADES 6–12 43

GUIDE TO IMPROVING WRITING HABITS (INTRODUCTION INCLUDED) 46 TEACHING THE REVISING AND EDITING PROCESS 54 USING PAST PAPERS TO TEACH NEW SKILLS 56

ANNOTATED AND SCORED STUDENT WRITING SAMPLES

ABOUT THE WRITING SAMPLES 59


GRADES K–2 KINDERGARTEN/FAMILY ACTIVITY (PAIGE) 60 GRADE 1/ABOUT ME (JAKE) 63 GRADE 1/SPECIAL PERSON (AVERY G.) 67 GRADE 2/FAMILY ACTIVITY (OWEN) 70 GRADE 2/PROUD (RUHIE) 74

GRADES 3–5 GRADE 3/CHALLENGE (AVERY Z.) 77 GRADE 3/THREE ITEMS (CLAIRE) 82 GRADE 4/SPECIAL PERSON (BENNETT) 86 GRADE 4/THREE ITEMS (MADISON) 90 GRADE 5/MEMORABLE EXPERIENCE (BRIANNA) 94

GRADES 6–12 GRADE 6/ROLE MODEL (LEAH) 97 GRADE 7/CHALLENGE (REYA) 100 GRADE 8/THREE ITEMS (ALEXA) 103 GRADE 9/ABOUT ME (JANNAH) 106 GRADE 11/CHALLENGE (VICTOR) 109 GRADE 12/ROLE MODEL (KRISTIN) 113

DATA COLLECTION CLASS CHECKLISTS

WRITING HABITS CLASS CHECKLIST 117 DIAGNOSTIC WRITING SKILLS CHECKLISTS

DETAILED VERSION (PREFERRED), GRADES K, 1, 2, 3–5, 6–12 118 QUICK VERSION, GRADES K, 1, 2, 3–5, 6–12 123

APPENDIX

REPRODUCIBLE STUDENT PROMPTS/PREASSESSMENT GRADES K–2 129 GRADES 3–5 133 GRADES 6–12 137

REPRODUCIBLE STUDENT PROMPTS/POSTASSESSMENT GRADES K–2 141 GRADES 3–5 145 GRADES 6–12 149

SYMBOLIC FCAS FOR PRIMARY GRADES 153 STUDENT REPRODUCIBLE MATERIALS

GO-TO GRAPHIC ORGANIZERS 155 FOUR-STAR SENTENCES WORKSHEET 159 SENTENCE VARIETY WORKSHEET 161 STUDENT-FORMATTED LINED PAPER 162

ABOUT THE AUTHOR 165


Why Preassess? We, as teachers, begin every school year with a new batch of writers. With best intentions and high levels of back-to-school enthusiasm, many of us eagerly jump into writing instruction, striving to maximize learning without a moment lost. We push forward day after day, trying to cover everything in a frantic forward march to the end of the school year. We cram in as much as possible before handing the baton to next year’s teacher to repeat the process. I think most of us, on informal observation and assessment, quickly gain a sense of where our students stand as writers when they enter our classrooms. We can identify our strong writers (“Wow, so much vivid vocabulary!” or “A topic AND closing sentence—YES!”) right out of the gate. With slightly less enthusiasm, we can just as quickly identify our weaker writers—the ones who stare blankly at the page until the time is up, who gleefully submit a page of writing without a single capital letter or punctuation mark, who spend so much time struggling over spelling that they accomplish little in the way of content. And let’s not forget the proverbial middle child of the classroom dynamic—the large group of writers who fall somewhere between the ones we worry about day and night and the ones who could teach the class in our absence. This average group is, in fact, hardly a group at all. Each student possesses different strengths and weaknesses in terms of writing: One is a terrific speller but struggles to organize their ideas; another has an extensive vocabulary and wealth of background knowledge but skips elaborating on their ideas in favor of finishing the work as quickly as possible; still another has a solid ability to develop ideas clearly but lacks understanding of some basic writing conventions. Sadly, however, we tend to lump these writers together without recognizing their individual skill levels and needs. The assessment materials in this packet provide teachers with the diagnostic information they are missing when they simply dive in to writing instruction with students who have been grouped roughly, based only on first impressions. They offer a clear picture of students’ writing strengths and weaknesses, both as individuals and as a class. And they can be used during just one class period at the beginning of the school year, allowing plenty of time for instruction and practice for the remainder of the year. Too often, writing assignments are random or driven primarily by past practice. The data collected here will enable teachers to clearly identify specific writing skills that need to be taught and practiced. Teachers will use the Diagnostic Writing Skills Rubric, Diagnostic Writing Skills Checklist, and Writing Habits Checklist to identify writing skills and behaviors that need improvement and will design a series of assignments from multiple genres to target those skills. They also can use the data to form small groups for focused instruction on individual skills. In this way, they can maximize instructional time by focusing attention and energy on the most-needed skills rather than simply teaching every skill to every student in a prepackaged sequence—or worse, teaching them arbitrarily. This design collects preassessment samples, forming a baseline for students to start the year. Future progress can be measured in comparison to these initial samples. For maximum benefit, we recommend repeating the assessment task mid-year and at the end of the year to compare results, track student growth, and recalibrate instruction as needed. Besides using the collected data to select and teach critical writing skills, teachers can use preassessment compositions as model papers during minilessons and revisit them for practicing new skills as they are introduced throughout the year. This assessment package is about working smarter, not harder. When we take a little time early in the year to diagnose students’ writing needs, we save valuable time later by teaching with greater purpose and clarity.


Sampling of Prompts

Beginning of Year

End of Year

Grades K-2

Describe something special that you like to do with your family. It might be a tradition or holiday or another routine you follow together. What makes this experience special?

Describe something special that you hope to do this summer. How would you like to spend your time off? Why would this experience be special for you?

Grades

3-5 Write an essay that describes the most influential person in your life and why or how that person has influenced you.

Identify a person you admire. It could be a person you know, a famous figure from past or present, or even a fictional character. Describe what makes this person special and why you admire them.

Grades 6-12

“It's fine to celebrate success, but it is more important to heed the lessons of failure.”

– Bill Gates Recall a time when you faced a challenge, setback, or failure in life. Write an essay that describes how this experience affected you and what you learned as a result.

Reflect on an accomplishment from this past year that you are proud of. Describe your experience and how it has affected who you are.


Diagnostic Writing Rubrics

Samplings from Various Grade Bands

Grade 1

Characteristics No Evidence (0) Emerging (1) Competent (2) Advanced (3)

Cont

ent

(mak

ing

the

writ

ing

rich

and

enga

ging

)

Maintains focus on topic and addresses all parts of the prompt

Most of the response is off topic

Parts of response are off topic and/or response does not address all parts of prompt

On topic and addresses all parts of prompt

On topic; smoothly and fluently addresses all parts of prompt

Includes relevant supporting details, facts, events, thoughts, actions, and/or reasons

Supporting ideas not present, unclear, or unrelated to topic

Too few supporting details and/or ideas are listed without explanation

Two or more relevant supporting ideas clearly stated and developed in several sentences

Three or more supporting ideas identified and developed with elaboration

Grade 3 4 5


Orga

niza

tion

( ens

urin

g th

at th

e w

ritin

g is

easy

to fo

llow

)

Includes introductory and concluding sections

Select problem areas: No introduction of any kind No conclusion of any kind

Select problem areas: Includes topic sentence with no additional introductory elements OR Introduction does not reflect prompt Includes closing sentence with no additional concluding elements OR Closing does not reflect prompt

Select competent areas: Standard introductory section reflects the topic and previews key ideas Standard concluding paragraph provides reflection and closure

Select advanced areas: Sophisticated introductory paragraph reflects the topic, previews key ideas/structure, and includes a hook Sophisticated concluding paragraph reviews, reflects on, and extends the topic

Uses paragraph structure to organize and build support

Response is only a few sentences with no evidence of paragraph structure

All one paragraph OR Paragraphs contain unrelated details

Multiple paragraphs used, each containing one topic with relevant supporting details

Fluent and deliberate use of paragraphs to build support

Grade 6 7 8 9 10 11 12


Styl

e (g

ivin

g th

e w

ritin

g pe

rson

ality

)

Writes with sentence variety (varied beginnings, lengths, structures, and phrasing)

Sentences lack variety (repetitive beginnings, predominantly short, simple sentences)

Minimal sentence variety Varied sentences Fluent use of a variety of sentence types and sophisticated use of phrasing

Conv

entio

ns/M

echa

nics

( fo

llow

ing

the

rule

s and

et

ique

tte

of w

ritin

g)

Correctly applies spelling, capitalization, punctuation, sentence structure, and grammar/usage rules

Abundant errors that substantially detract from meaning Select problem areas: Spelling Capitalization Punctuation Sentence structure Grammar/usage

Multiple errors that may or may not interfere with meaning Select problem areas: Spelling Capitalization Punctuation Sentence structure Grammar/usage

Minor errors that do not detract from meaning Select competent areas: Spelling Capitalization Punctuation Sentence structure Grammar/usage

Few or no errors Select advanced areas: Spelling Capitalization Punctuation Sentence structure Grammar/usage


Sampling of Suggested FCAs

Kindergarten

Rubric Indicator

Competent (2) Suggested FCAs

Student-Friendly Abbreviations and Symbolic FCAs ***See Appendix for ready-to-use symbols, noted below in (Bold)

Cont

ent

(mak

ing

the

writ

ing

rich

and

enga

ging

)

Depicts

relevant

details through

drawing

Picture shows three or more objects or details

• On-topic • Clear central focus • Picture is at least the size of

your hand • 3 or more realistic colors • Answer all parts of prompt • 3 details in picture

• (target)

• (glasses)

• (hand)

• (crayon box with 3 inside)

• (checkbox)

• 3D (magnifying glass)

Grade 2

Rubric Indicator Competent (2) Suggested FCAs

Student-Friendly

Abbreviations

Orga

niza

tion

( ens

urin

g th

at th

e w

ritin

g is

easy

to fo

llow

)

Tells about

events or details

in logical order

Ideas logically ordered

• Tell events (or steps) in order • Story has beginning, middle, end • Group ideas by subtopic • Use paragraphs to group like ideas

• 1, 2, 3 • BME

• Group ideas • Para.

Grades 3–5


Note: In the FCAs below, # represents a number of your choice. Choose numbers to set clear, measurable criteria based on students’ abilities, content availability, state standards, and teacher expectations

Styl

e (g

ivin

g th

e w

ritin

g pe

rson

ality

) Uses precise and vivid

vocabulary and phrasing

(general academic and

subject-specific, sensory

details)

Mixed use of general academic and subject-specific vocabulary combined with sensory details and comparative devices

• #+ general academic vocabulary/circled/spelled correctly

• #+ subject-specific vocabulary, used and spelled correctly

• #+ sensory details/circled • # similes (or metaphors)/underlined • # examples of figurative language, labeled in margin • # colorful adjectives


Grades 6-12


Note: In the FCAs below, # represents a number of your choice. Choose numbers to set clear, measurable criteria based on students’ abilities, content availability, state standards, and teacher expectations

Cont

ent

( mak

ing

the

writ

ing

rich

and

enga

ging

) Includes relevant and

elaborated support in the

form of details, facts,

examples, reasons,

definitions, and/or

quotes

Supporting ideas clearly identified and developed with elaboration

• # details (facts, events, steps, etc.) with elaboration

• # reasons with # examples each • # similarities/# differences • Support includes three HELPS categories (Historic,

Economic, Literary, Personal, Scientific) • Accurate paraphrasing from sources • Set context for quote(s) • ICE x 3 (For quotes: ICE = intro, cite, explain)

Conv

entio

ns/M

echa

nics

( fo

llow

ing

the

etiq

uett

e of

writ

ing)

Correctly applies spelling,

capitalization,

punctuation,

grammar/usage rules

Minor errors that do not detract from meaning Spelling Capitalization Punctuation

Sentence structure Grammar/usage

• Correct spelling of key content vocabulary • Correct spelling of homophones

• Capitalization—book/movie titles (or cities, states,

monuments, etc.) • Correct capitalization in quotes

• # compound or complex sentences with correct

comma placement • # direct quotes with correct punctuation

• Complete sentences throughout

• Consistent tense throughout • Pronouns have clear references (or agree with

antecedents)


Guide to Improving Writing Habits

Introduction Great writing isn’t just about the words, and for many students, the problem with their writing has more to do with their approach than their skills. The good news is that we can learn about students’ writing habits just by watching them as they tackle a writing task. Who gets started right away, and who uses stall tactics to delay the inevitable? Which students jump right in to their first sentence, and which students take time to organize their thoughts on scrap paper? How many students read their work to themselves and make changes before submitting it, and how many rush to turn in the work as quickly as possible? All of these habits affect the product of writing, including its length, detail, and readability. But we can’t expect students to pick up good writing habits on their own. They need direct instruction and focused practice for each of the following key writing habits to craft well-constructed compositions. • Marking Up the Prompt • Using Prewriting Strategies • Dealing with On-Demand Writing • Reading Aloud to Improve Writing (included in Preview) • Revising and Editing • Increasing Response Length Arm yourself with knowledge about the importance of writing habits and use the following tips and activities as needed to target specific class and individual needs.


Reading Aloud to Improve Writing Why It’s Important: A simple and effective but underused technique for improving student writing is having them read their work aloud. A quick Google search on this topic yields endless results from educational professionals, authors, publishers, and business professionals. It seems that nearly everyone who deals with writing in their careers strongly advocates for this practice. There are three reasons for reading aloud:

1. It is observable by the teacher and ensures that students do it. 2. It slows down the reader. 3. By reading aloud, the ear will hear what the eye doesn’t see.

Reading aloud adds a layer of accountability to the writing process, forcing students to grapple with their own work before turning it in. Emerging writers will more frequently hear repetitive words or catch missing words. More mature writers will learn to identify more subjective problems with their writing, such as rambling sentences or lack of voice. The best part about reading aloud is that it doesn’t have to take long to be effective. When paired with revising and editing (the next writing habit in this section), it will help students form a lifelong habit that will serve them well throughout their educational experience and beyond.

How to Teach It: • Model reading your own work aloud as you write and after you finish writing. Demonstrate how to use a “one-foot”

voice that is loud enough to hear yourself but not so loud that it will disrupt others. • Use student writing samples to model the read-aloud process. Model as a whole group with a common paper. Ask

students to read the paper aloud to themselves and then rejoin the group and share their observations and possible tips or fixes.

• Encourage the use of the “check without stopping” strategy to avoid interrupting fluency while reading aloud. In other words, train students to read with pen in hand and make a checkmark at each spot that contains an error, doesn’t sound right, or needs improvement—but don’t stop and fix! Read through to the end of the piece and then go back to each checkmark and make any changes.

• Carve out time for reading aloud every time students write a formal response (Type Three Writing). This need not take more than five minutes, but doing so as a class increases the chance that the task will be completed and helps make it part of students’ writing routines. If time is short at the end of the class period, save reading aloud for the start of class the next day when students’ minds are fresh and they’ve created some distance between their original writing and reading aloud.

• After students read their work aloud, follow up with a one- to two-minute discussion of some of the fixes they found. Praise students for their findings and suggest that everyone check for similar fixes.

• For younger students, consider making the read-aloud process more appealing by inviting students to bring a writing buddy (a small stuffed animal, action figure, or similar), which they will keep hidden until it’s read-aloud time. Students will read to their writing buddy and tell how they are making their writing better.

When time does not allow for every student in the class to read aloud, consider having students voice or video-record themselves reading their work aloud to maintain accountability for this important part of the process. Explain that it’s okay if they pause to make checks or fixes during or after their read-aloud—that’s why we’re doing this, after all!


About the Writing Samples

This section includes a selection of student writing samples, accompanied by completed rubrics and teaching notes on each writer. We have included student writing samples for several purposes. The first, and most obvious, is to assist teachers with their own scoring and build comfort with using the diagnostic rubrics and setting learning goals for their students. However, the use of these writing samples need not end after all papers have been scored. In fact, this section provides a valuable bank of student writing pieces to use during classroom instruction. With these goals in mind, each page of notes is broken into three sections, as further explained here. Rubric Annotations The writing samples have been selected to represent a cross-section of prompts, grade levels, and competencies. Each sample has been scored using the corresponding Writing Roadmap rubric. As with any evaluation of writing, a certain level of subjectivity is to be expected. While some areas, such as correct letter formation and correct use of punctuation are fairly easy to score and likely to be scored similarly among any given set of readers, others, such as the existence of a sophisticated closing or well elaborated details, are more challenging. The annotations that follow each scored sample will help you to understand why each paper was scored as it was and to calibrate scoring of similar writing. Think of the scores and annotations as an informed analysis of the writing samples, not the only possible analysis. They provide an informed summary of each writer’s strengths and weaknesses paired with evidence and examples to support the analysis. Goals for the Student The teacher notes also contain suggested goals for each writer. Remember, the purpose of preassessment is to diagnose writing needs and make strategic instructional decisions. The goals identified are designed to target the most realistic and actionable goals for each writer. We can’t fix every problem with every student, but setting two or three clear goals gives students something to work for and feels more manageable. How to Use Each Paper in Your Instruction My favorite part of the teaching notes! In the previous section, we highlighted the many benefits of using student writing samples to teach, model, and practice new skills and to review those that have been forgotten. For many teachers, the hardest part of using student writing samples in their teaching is that they forget to collect them! The samples provided here will get you started with building your own bank of student writing. Even better, we have included specific ready-to-use tips on how to use each writing sample in your instruction.


Rubric Annotations: This student’s work is a perfect example of a formulaic but effective response. It is in the form of a standard five-paragraph essay, provides a focused response to the prompt, and demonstrates competence in all but one of the rubric areas. Here are some observations:

• In the first paragraph, the author restates the prompt in her own words and concisely previews supporting reasons.

• Each of the next three paragraphs begins with a topic sentence that restates one of the identified supporting reasons (why her dad is her role model) and follows with specific supporting examples, which include personal stories and experiences.

• The author recaps her choice of role model and includes feelings to emphasize her choice. • While this author provides specific details about her father, the piece feels repetitive and would benefit from

having the author apply the goals set below.

Goals for This Student: This student has a solid foundation of writing skills. The following goals will help her move from emerging and competent to advanced.

• Apply techniques for varying sentence beginnings. In this essay, 15 sentences begin with, “My dad…” • Enhance the style of writing. This may include

o adding a hook to the introduction; o adding emotion and feeling to writing (e.g., How can we add depth to the simple sentence, “I love my dad

so much”?); and o embedding sensory details and figurative language to bring writing to life (e.g., instead of saying “I was

really sad because I could not do gymnastics for a while,” try saying “I was devastated…” or “I couldn’t imagine how I would survive the next eight weeks without gymnastics”).

How to Use This Paper in Your Instruction:

• Provide students with a copy of this paper as an example of a well-structured essay that addresses all parts of the prompt effectively.

• Use this paper as a starting point for enhancing topic sentences. Any of the body paragraph topic sentences can be revised to create more interest.

• Ask students to find three to five basic vocabulary words and replace each with a higher-level vocabulary word (e.g., change “love” to “adore.”)

• There are several sentences in this piece that are missing commas, so ask students to find and fix the errors. • For practice with varying sentence beginnings, ask students to select one paragraph and rewrite it using the

sentence starter “My dad” no more than once.

Gr. 6 Role Model

Leah


My role model

By: Leah

A lot of people inspire me and make me want to be like them. One of those people is my dad.

My dad is very hardworking, loving, motivating, and a million more awesome traits.

My dad is a very hard worker. My dad runs a lot of races, he puts in a lot of effort to prepare

himself for the race. My dad always gives 100% in anything he does. My dad owns a gym and works

very hard keeping things organized. My dad always does his very best at making sure things are

good for me and my brother. My dad is a very hard worker.

My dad is very loving. He does everything he can for me and my brother to help us. My dad is

always here for me and will always be here for me. I see my dad on Tuesdays, Thursdays, and every

other weekend. When I do see him we always make the best out of it. During quarantine, my brother

got a basketball net for the driveway. My dad, my brother, and I all played basketball together. We

had such a fun time and made so many fun memories. I love my dad so much.

My dad always motivates me to do better. Two years ago I fractured my ankle. I was really sad

because I could not do gymnastics for a while. My dad motivated me saying that it would get better

and that I would be able to get into the swing of things quickly. When I got out of the boot I had to do

physical therapy. My dad helped me and we even did our own exercises together to help get my

ankle stronger. When I have gymnastics meets my dad always motivates me and cheers for me in the

crowds. My dad always motivates me.

My dad loves me and my brother so much. I hope when I am older I am just like him. He

inspires me to do my best and to never give up. I love him so much.


Diagnostic Writing Rubric Grade 6 Leah


Cont

ent

(mak

ing

the

writ

ing

rich

in

deta

il an

d in

form

atio

n)

Maintains focus on topic and addresses all parts of the prompt

Off topic and/or does not address most parts of prompt

Parts of response are off topic and/or response does not address all parts of prompt

On topic and addresses all parts of prompt; may be formulaic

On topic; smoothly and fluently addresses all parts of prompt

Includes relevant and elaborated support in the form of details, facts, examples, reasons, definitions, and/or quotes

Ideas unclear, unrelated to topic, and/or listed without any elaboration

Too few supporting ideas and/or supporting ideas listed with minimal elaboration

Supporting ideas clearly identified and developed with elaboration

Several supporting ideas in varied forms (facts, examples, reasons, etc.), well elaborated and developed in depth

Orga

niza

tion

( ens

urin

g th

at th

e w

ritin

g is

easy

to fo

llow

)

Writes introductory paragraph that introduces topic and previews

No introduction of any kind Introductory section is too brief OR Introduction does not reflect the prompt

Standard introductory paragraph reflects the topic and previews key ideas

Sophisticated introductory paragraph reflects the topic, previews key ideas/structure, and includes a hook

Information/supporting ideas logically grouped/organized

No evidence of an organizational structure; ideas seem to be shared randomly or out of order

Inconsistent use of organizational structure; some sections more organized than others

Ideas logically grouped/organized; may be formulaic

Ideas logically grouped/organized using sophisticated techniques (flashback, flashforward, etc.)

Uses multiple body paragraphs to build support

Response is only a few sentences with no evidence of paragraph structure

All one paragraph OR Paragraphs contain unrelated details

Multiple paragraphs used, each containing one topic with relevant supporting details

Fluent and deliberate use of paragraphs to build support

Uses linking and transition words, phrases, and clauses to sequence, unify, and clarify

No evidence of linking/transitional elements

Minimal, repetitive, or overly simplistic use of linking/transitional elements

Effective use of varied linking/transitional elements

Use of numerous and varied complex linking/transitional elements

Writes reflective concluding paragraph

No evidence of a sense of closure

No concluding section OR Conclusion does not adequately reflect the prompt and focus of the piece

Standard concluding paragraph provides reflection and closure

Sophisticated concluding paragraph reviews, reflects on, and extends the topic

Styl

e ( g

ivin

g th

e w

ritin

g pe

rson

ality

)

Uses precise, vivid vocabulary and effective literary devices (general academic and subject-specific, sensory details, metaphor, simile, analogy, etc.)

Lacks general academic and subject-specific vocabulary; basic vocabulary only; no sensory details or literary devices

Minimal use of general academic and subject-specific vocabulary; few or no sensory details or literary devices

Adequate use of general academic and subject-specific vocabulary combined with sensory details and literary devices

Fluent use of general academic and subject-specific vocabulary; extensive and fluent use of sensory details and literary devices

Writes with sentence variety (varied beginnings, lengths, structures, and phrasing)

Sentences lack variety (repetitive beginnings, predominantly short, simple sentences)

Minimal sentence variety Varied sentences Fluent use of a variety of sentence types and sophisticated use of phrasing

Conv

entio

ns/M

echa

nics

( fo

llow

ing

the

rule

s and

etiq

uett

e of

writ

ing)

Correctly applies spelling, capitalization, punctuation, sentence structure, and grammar/usage rules

Abundant errors that substantially detract from meaning Select problem areas: Spelling Capitalization Punctuation Sentence structure Grammar/usage

Multiple errors that may or may not interfere with meaning Select problem areas: Spelling Capitalization Punctuation Sentence structure Grammar/usage

Minor errors that do not detract from meaning Select competent areas: Spelling Capitalization Punctuation Sentence structure Grammar/usage

Few or no errors Select advanced areas: Spelling Capitalization Punctuation Sentence structure Grammar/usage

About Collins Education Associates Writing Roadmap: Improving Writing Skills and Habits Through Meaningful Preassessment, Purposeful FCAs, and Strategic Instruction is a product of Collins

Education Associates LLC. For over 30 years, John Collins

and his associates have conducted more that 10,000

workshops and have established long-term teacher

training and consulting relationships with school districts

of every type and size. Thousands of teachers and more

than four million students have benefited from CEA’s

work.

Collins Education Associates’ mission is to deliver high-

quality resources and cost-effective training to improve

students’ communication skills—especially written

communication. Everything CEA produces is based on

the best research and practice, has been tested in

classrooms under a range of conditions, and must make

the most difficult job of the writing teacher—classroom

management—easier.

Author, Kristine Gibson, has presented hundreds of

writing and math workshops and has consulted with

schools across the country. Prior to her work with CEA,

she was a successful user of the Collins Writing Program

in her own classroom for nearly a decade. Using the

teacher-friendly structure and activities that are the

foundation of the research-based Collins Writing

Program, Kristine demonstrates practical ways to help

students improve their writing and thinking skills while

simultaneously increasing their subject area knowledge.

Kristine holds a Master’s in Education and has over 20

years of combined experience in classroom teaching and

consulting support for district-wide administration

leaders and teachers in grades K-12. For information about other products and services of

Collins Education Associates, contact:

CEA Collins Education Associates LLC

320 Main Street, PO Box 957

West Newbury, MA 01985

800-932-4477

www.colinsed.com

Writing Roadmap: Improving Writing Skills and Habits

Through Meaningful Preassessment, Purposeful FCAs, and Strategic Instruction

Writing Roadmap includes everything teachers need to

diagnose writing strengths and needs and plan

purposeful assignments and instruction for the entire

school year. Collins Associate Kristine Gibson’s invaluable

package of resources includes:

- Prompts and Instructions: The carefully chosen

prompts for beginning and end of year capture as

many critical elements as possible from multiple

genres. Diagnostic assessment takes only one class

sitting and includes guidelines for teachers on how

to administer, evaluate, and use results for designing

an effective plan of writing instruction.

- Diagnostic Rubrics and Class Checklists: Standards-

based rubrics for each grade band are accompanied

by class checklists for assessing patterns of strengths

and weaknesses. NEW rubrics just for kindergarten

and first grade emerging writers!

- Writing Habits Checklist and Guide: This unique tool

helps assess students’ approach to writing and

provides ready-to-use classroom strategies for

improving the critical writing habits that impact

writing proficiency.

- Annotated and Scored Student Writing Samples: Over a dozen samples represent a cross-section of

prompts, grade levels, and writing competencies.

Each sample is scored using the Writing Roadmap

rubric and annotated with key observations to help

calibrate scoring, targeted student goals, and

instructions on how to use the sample in your

instruction. [link to one sample and annotations]

Documents

PREVIEW - collinsed.compunctuation,sentence structure, and grammar/usage rules Abundant errors that substantially detract from meaning Select problem areas: Spelling Capitalization