Sixth Grade Writing 2 Assessment dates for 2005 - 2006 school year Fourth Assessment
Week of May 8
12 Individual Writing Assessment Scoring Sheet
Name > School Grade Assessment
Date Average September Descriptive Essay
Seventh Grade Assessment
Date Average September Persuasive and Narrative
Eighth Grade Assessment
Date Average September Fictional or Personal Analysis
1.Each student will have an individual writing folder.2.Each folder will contain the following information in this order: Individual Writing Assessment Scoring Sheet (overview of all grades) Individual Writing Assessment Summary ScThe four writing assessments completed that For each
assessment the following should be
Make sure all information is filled out on each form.Sixth Grade Writing 5 Month
Writing Assessment November
Personal Essay Thompson, Max
Learning-Focused Benchmark Writing Assessments, Grades 6-8.
Boone, NC: LCI Solutions, Inc.
2004, pp 1-9.Thompson, Max
Learning-Focused Benchmark Writing Assessments, Grades 6-8.
Boone, NC: LCI Solutions, Inc.2004, pp 11-19.Sixth Grade Writing 6 Students should have at least 2 or 3 experiences with to the benchmark assessment.1.
Students will receive the matching rubric when assessment is introduced.2.
Students are to work independently without student/teacher assistance.3.All parts of the assessment will be given in school.4.Scores may be used for marking period average.
Examples included in the assessments are for teache6.Students may use writing tools for independent 7.
Samples should be hand-written unl8.All student work samples should be placed in a personal folder.
9.Grade level teams should meet to assess strengths and weaknesses of assessment Essay
(Implement Narrative Essay
__________________ ________________________ ________________________Sixth Grade Writing 8
Prioritizing and Mapping Course Map
Essay Assessments to implemented Personal arrative
NAssessment Week of Nov.14-18
Reports Due N December (Implement Compare/ Essay
January February Assessments to implemented
March Assessment Week of May 8
12 May 17Year-Long Course Map
Topic Map Worksheet Genre/Literary Elements orObjective/Performance Indictors/Elements: ELA6W1 Elements
a.Selects a focus, an organizationaformat requirements.b.
Writes texts of a length appropriatec.Uses traditional structures for conveying information.d.
Uses appropriate structur (1)TOPIC: Personal Narrative Objective/Performance Indictors/Elements: ELA6W2 Elements a.Engages readers by estabb.Creates an organizing structc.
Includes sensory details Indictors/Elements: a.Plans and drafts indepeb.Revises manuscripts to imp(4)TOPIC: Personal Narrative Standard/Strand The student produces writing that establishes the appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.
ELA6W2 The student demonstrates competence in a variety of genres.
ELA6W4 The student consistently uses the writing process to develop, revise, and evaluate Indictors/Elements: d.Uses a range of strategies.e.Excludes extraneous details and inconsistencies.
f.Provides a sense of closur(3)TOPIC: Personal Narrative Topic Map Worksheet Genre/Literary Elements or
The student produces writing that establishes the appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.
ELA6W2 The student demonstrates competence in a variety of genres.ELA6W4 The student consistently uses the writing process to develop, revise, and evaluate Indictors/Elements: ELA6W1 Elements a.Selects a focus, an organizatlength, and format requirements.b.Writes texts of a length approprtell the story.c.Uses traditional structures for conveying information.d.Uses appropriate structur(1)TOPIC: Persuasive Objective/Performance Indictors/Elements: ELA6W2 Elements
The student produces a multi-paragraph persuasive essay that:
a.Engages the reader by establishing a context, creating a b.States a clear position ofc.
Supports the position with organized and relevant evidence.d.
Excludes information and arguments that are irrelevant.(2)TOPIC:
Persuasive Objective/Performance Indictors/Elements: f.Creates an organizing structure appropriate to a specific
g.Anticipates and addresses rarguments.h.Provides a sense of closure to the writing.
(3)TOPIC: Persuasive Objective/Performance Indictors/Elements: a.
Plans and drafts indepeb.Revises manuscripts to impc.Edits to correct errors (4)TOPIC: Persuasive Sixth Grade Writing 11
Content Map of Unit Topic: Personal Narrative Grade: Sixth nit Essential Questions: How do I convey a personal Optional Instructional Overhead projector
Writing a Personal
Narrative Concept: Concept: Concept: How do I write a multi-paragraph essay that conveys a personal experience? Lesson Essential Questions:Lesson Essential Questions: narrative, plot, setting, point of view, character, purpose, audience, dialogue
Vocabulary: Vocabulary: Additional Information: Grade student will develop the skills narrative.
Sixth Grade Writing 12
Content Map of Unit Topic:: Sixth nit Essential Questions: How do I express my point of view Optional Instructional
Writing a Persuasive Essay Concept: Concept: How do I write a multi-paragraph essay expressing my point of view to persuade an audience?Lesson Essential Questions: Lesson Essential Questions:Lesson Essential Questions:express, evidence Vocabulary: Additional Information: Grade student will develop the skills narrative.Narrative Essay: Grade 6 Instructions to the TeacherA.Hand out and go over student instructions.
Read the narrative to the students, instructing them to listen for details.C.Hand out the graphic organizer to the students for them to use as they plan their own narrative.D.Have students begin working on their E.Collect all materials.A.Hand out students materials
B.Allow students to draft and revise.A.
Students must edit and write a final copy by the Narrative Essay: Grade 6 Instructions to the StudentsREE 45 minute sessions to complete the assignment.
Step Two:ou are to write a well-written, well-edited NARRATIVE ESSAYA time I was angry A time I was embarrassed An experience in the middle school A.Choose a topic.B.Pre-write, using the graphic organizer.
C.Draft D.Revise first draft.SE.Edit for spelling, capitalizatiF.Publish, following the guidelines used in class.Sixth Grade Writing 15 Q
A - D
Sixth Grade Writing 16
:< :< :< :< Sixth Grade Writing 18
Smugglers Notchicles taping hard on my face and goggles.The sign to the A faint, muffled shout was carried to me by the wind.beckoning me to follow her.The small descent of the rever beauty of Vermont mountains at Smugglers Notch were too picture-perfect, but they stood, mountain majesties against the dim-lit sky.
The trail was empty and silent beside the howling wind.The winding path turned through a mileless forest of trees, always making me wonder if wed ever get to the bottom.Why is it taking so long/Is there anybody else here? Questions zipped through my mind lik to slip from beneath me.I glided up beside my mom and insistShe quickly agreed.We stood there, in the middle of the traarrive.None came.
Ten minutes inched by.Suddenly we began to hear noises voices, music, and moving about lodge, we hurried on down the slope.Coming over the last rise, we saw the baseThat experience, though it happened some years back, is still a clear memory in my mind.Narrative Essay (6
8) 4 Points Each 3 Points Each 2 Points Each 1 Point Each Develops an interesting and creative controlling idea for Develops an interesting and controlling idea for the Develops an idea for the essay but is unable to keep that idea as the controlling focus for all of the States an idea but is unable to use that idea as the focus for the essay at all Effectively and creatively focuses on those characteristics of the controlling idea that lend themselves to sensory detail Effectively focuses on those characteristics of the controlling idea that lend themselves to sensory detail Focuses on some of the characteristics of the controlling idea that lend themselves to sensory details but has others which do not Focuses on characteristics that do not lend themselves to sensory details Creatively and clearly describes characteristics of the idea by selecting details that appeal to the senses Clearly describes the characteristics of the idea by selecting the details that appeal to the senses Describes some of the characteristics of the idea through sensory details but not all of the characteristics Provides few if any sensory details when describing the characteristics of the idea Effectively uses specific, vivid language throughout the essay including the use of simile/metaphor as Accurately uses vivid language throughout the essay including the use of simile/metaphor as Inconsistent use of vivid language throughout the essay including the use of simile/metaphor Little if any use of vivid language appears in the essay
no attempt to use simile or metaphor Edits very carefully
complete sentences, correct spelling, organizer, drafts, revisions, editing on time.Follows the publishing guidelines.Edits carefully with few errors.Shows process
more revision would help.For the most part, follows publishing guidelines Many editing errors.More revising and editing are needed.Somewhat follows publishing guidelines Far too many editing errors.Poorly revised and edited.Guidelines are not followed.
Instructions to the Teacher A.The teacher will pass out the Persuasive essay Packet.This packet includes.1.Student directions 2.Persuasive essay Rubric 3.Persuasive essay Organizer 4.The issue is called Homework
Yes or No? A.
The teacher will go over the Student Directions and the Persuasive essay Rubric.B.
The students will read the issue piece and complete the Persuasive essay Organizer.C.Collect all student work.A.
Pass back all student work.B.The students will write their rough draft.
C.Collect all student work.
A.Pass back all student work.B.
Students will revise, edit, Instructions to the StudentA.
Today you will be given a Persuasive Essay Packet which includes a Persuasive Organizer, a Persuasive essay Rubric, and the issue which is called Homework
Yes or No? B.
You will read Homework
Yes or No? After reading this piece, you must decide whether New Hartford should or C.Once you have decided, fill in the Persuasive Organizer
Using your Persuasive OrgaA.
Revise and edit your rough draft.You may use writB.Read your rubric again.
C.Write your final copy anD.Attach your rubric Persuasive Organizer First Paragraph = the explained issue AND your opinion
Second Paragraph = your first reason AND its supporting details
its supporting details
Fourth Paragraph = your last reason ANDFifth Paragraph = Rewrite ALL your reasons (not your details) ANDagree with you.Task 4 Points Each 3 Points Each 2 Points Each 1 Point Each clearly states States clearly accurate support accurate and Provides some inaccurate accurate support followed the format for a mechanics and Followed the format for a essay most of the time; mechanics and Followed the format for a essay some of the time; difficulty with mechanics and follow the format for a mechanics and influence the readers at all influence the readers at most Uses some some points in Little attempt is made to use the preference or value in the statement Accurately preference or value in the statement statement of the speech did preference or statement, if preference or Sixth Grade Writing 1
Descriptive Essay Personal Narrative Essay Compare / Contrast Essay Persuasive Essay Ware County 2005-2006 Benchmark Assessments Grades 6
2004 LCI Solutions, Inc.EARNING Writing Benchmark Assessments __________________
School: Grade Period:
______________ Task Components:
Average for all Assessments Grades 6
2004 LCI Solutions, Inc.EARNING Writing Benchmark Assessments Teacher Assessment Period:____________ Component.