Assessing, reflecting, instructing

1. Assessing, reflecting, instructing They can read, but the writing held them back… Mia Johnson, Catawba County Schools

2. TRC Written Comprehension(Benchmark Levels F and higher) Tap Written Comp to access the rubric. TRC 2

3. Written Comprehension Scoring Rubric TRC 3

4. Scoring Written Comprehension Tap the corresponding number. Tap the arrow to view rubric criteria. TRC 4

5. Written Comprehension • Teachers are cautioned to not use comments such as “are you sure you are finished and look back over your answers” as a means of prompting students to change incorrect answers. • MUST be completed for reading levels F and above • A student MUST answer all parts of BOTH written questions • Teachers can draw charts if charts are part of the written comprehension question. • Allow students to use book when answering written comprehension questions.

6. Written Comprehension • Kindergarteners and 1st Graders (BOY & MOY) may dictate answers to assessor AFTER the student makes an attempt at writing the answer independently. • Assessor CANNOT read or explain written prompts to students (even if scribing in K-1). • If a teacher struggles to read a student’s writing, student may be asked, “Will you please read me what you have written?” If beyond, first grade MOY, student’s oral reading of their answer should reasonably match written response.

7. Written Comprehension • Use exemplars (found in spiral Assessment Material book) to help score written responses. *Exemplars are only examples and may not describe all possible answers. *If unsure of scoring student answer, consult a colleague for second opinion. • Scoring- Students must score proficient (2 or 3) on both questions to be proficient in the written comprehension component. If they score below proficient (0 or 1) on either question, then they are not proficient in written comprehension. • The score given is the lower of the two scores. It is not an average of the two scores. For example a student who scores a 1 and a 3 the final score is a 1.

8. Let’s Look at the Exemplars… • Notebook • www.amplify.com/north-carolina • Resources • TRC Written Comprehension Questions (complete version)

9. Let’s Give it a Go… • Writing samples have been collected from several schools representing a range of students in Title I and Non-Title I schools. Sample #1 Individual score-sticky note on chart paper Small Group score-discuss at your table Whole Group score-visit chart and discuss scoring Additional Samples: Work with your group to score these samples Be prepared to support your scores.

10. Now What… • It is critical as teacher leaders, we expect and assist in lessening the subjectivity of scoring written comprehension. • Encourage colleagues to get a second opinion, use common sense, and be consistent! • Utilize this information as one snapshot in conjunction with other assessments/information to inform instruction • But what about that child that is reading accurately and orally comprehending at a level M, but ended at level J because of the writing….

11. How do I work on writing? • Explicitly model writing expectations and skills. • Embed writing throughout the instructional day. • Provide daily opportunities for writing in response to text. • Use sentence frames during instruction: “On page/paragraph ____, the text states, _________________. “On page _____, the author wrote, _______________________.

12. Catawba County SchoolsK-12District Writing Plan

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