assessment and implementation guide - literacy and math ......2 step up to writing assessment and...

Assessment and Implementation Guide

4th Edition

Maureen Auman

Grades K–2

Copyright 2016 Voyager Sopris Learning, Inc. All rights reserved.

Step Up to Writing is a registered trademark of Voyager Sopris Learning, Inc.

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Permission is granted to the purchasing teacher to reproduce the blackline masters for use in his or her classroom only. No other portion of this work may be reproduced or transmitted in any form or

by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without the express written permission of the publisher.

ISBN 13: 978-1-4916-0792-3 ISBN 10: 1-4916-0792-0

JDE: 347469/08-15

Printed in the United States of America Published and Distributed by

17855 Dallas Parkway, Suite 400 • Dallas, TX 75287 • 800-547-6747 www.voyagersopris.com

Step Up to Writing Assessment and Implementation Guide • Grades K–2 iii

Table of Contents

Overview of Step Up to Writing

Engaging Beginning Writers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1A Program for All Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Preparing Students for a Lifetime of Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Assessment and Implementation Options

Flexible Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Overview of the Teacher Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Flexible Resources for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Training and Professional Development for Step Up to Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Assessment Resources for K–2

Considering the Stages of Print Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Responsive Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Multiple Exposures to Each Type of Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Overview of Step Up to Writing Assessment Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Class Observation Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Scoring Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Formative Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Collecting Writing Data: Recommended Progress Checkpoints . . . . . . . . . . . . . . . . . . . . . . . . . . 20Using Writing Data to Guide Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Implementation Plans

Kindergarten Implementation Plan: Unit Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Understanding and Using the Kindergarten Implementation Plan . . . . . . . . . . . . . . . . . . . . . 24Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Year-at-a-Glance: Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Unit Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Grade 1 Implementation Plan: Unit Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Understanding and Using the Grade 1 Implementation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . 52Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Year-at-a-Glance: Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Unit Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Grade 2 Implementation Plan: Unit Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Understanding and Using the Grade 2 Implementation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . 82Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Year-at-a-Glance: Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Unit Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Step Up to Writing Assessment and Implementation Guide • Grades K–2iv

Table of Contents (continued)

Appendix A: Class Observation Sheets

Informal Observation Sheet: I/E Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112Informal Observation Sheet: Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113Informal Observation Sheet: Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114Shared Research Observation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115Speaking and Listening Informal Observation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116

Appendix B: Scoring Guides

Informative/Explanatory Emergent Writing Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117Informative/Explanatory Writing Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118Opinion Emergent Writing Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119Opinion Writing Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Narrative Emergent Writing Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Narrative Writing Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122Research Report Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Appendix C: Class Record Sheet

Class Record Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Step Up to Writing Assessment and Implementation Guide • Grades K–2 1

Overview of Step Up to Writing

Welcome to Step Up to Writing! Here is an overview of just a few of the program's benefits.

Engaging Beginning WritersStep Up to Writing for grades K–2 empowers young students to think of themselves as writers. They become members of the All Write Club and join B.Z. Beaver, Neema Gecko, Finn Puffin, and Jenny Ant—who represent the traits of effective writing—on the great adventure of learning to write. Students’ writing efforts are supported with:

• Fun, multisensory strategies to address all levels of student writing ability

• Meaningful ongoing practice in the writing process

• Integrated oral and written practice that recognizes the reciprocal relationship of oral and written language development

• Introduction to the three major text types: informative/explanatory, opinion, and narrative

• Age-appropriate exemplar texts designed to be read aloud

• Strategies for using a computer and handwriting, including instruction on pencil grip, letter formation, neatness, and word spacing

• Step-by-step instruction on how to locate information and write research reports

• Instruction in the use of technology for research, collaboration, and publishing

Finally, a long-needed comprehensive and developmentally appropriate program to teach and assess writing in the early elementary grades! Step Up to Writing strategies guide instruction to create inspired writers resulting in powerful learning outcomes. The Step Up to Writing assessment resources provide an effective and efficient process to monitor student writing at all stages of print development.

Lucy Hart Paulson Ed.D., CCC-SLP

Step Up to Writing Assessment and Implementation Guide • Grades K–22

Overview of Step Up to Writing (continued)

A Program for All StudentsStep Up to Writing is for all students in grades K–2 and encompasses a wide range of knowledge, abilities, and learning styles. The program provides foundational strategies, such as naming and writing the alphabet, to more advanced skills, such as writing research reports. Differentiated, multisensory strategies can be used to expand students’ knowledge and abilities no matter what their stages of print development. (For more on the stages of print development, see page 8.)

Preparing Students for a Lifetime of Writing Step Up to Writing is a kindergarten through grade 12 solution to help students become confident, successful, independent writers by supporting them every step of the way. Step Up to Writing lays a strong foundation for K–2 writers with:

• A direct, systematic approach to teaching that provides explicit instruction

• Teacher modeling, shared writing, and guided instruction

• Subject-area exemplars encompassing literary texts and informational texts in history/social studies and science

• Strategies for subject-area writing assignments such as science reports, book reports, explanations of math problems, and biographical sketches


Assessment and Implementation Options

Flexible ImplementationStep Up to Writing is a highly flexible resource for teachers, and there are many ways to use the program. Here are three possible options for implementing Step Up to Writing:

• Option 1: Use the Step Up to Writing Implementation Plan to Meet Common Core State Standards for English Language Arts (CCSS ELA) for Writing. The Implementation Plan section of this guide contains a series of unit maps for each grade level:

Grade Pacing of Plan Weeks of Instruction

Kindergarten (pages 26–51) 30 min./day (5 days/week) 20

Grade 1 (pages 54–81) 30 min./day (5 days/week) 22

Grade 2 (pages 84–111) 30 min./day (5 days/week) 24

Following the unit maps allows teachers to meet all the CCSS ELA for Writing, while supporting the standards for Language, Speaking and Listening, and Reading. See the Year-at-a-Glance for each grade for unit overviews as well as suggested ways to use the Step Up to Writing assessment resources at progress checkpoints during the year.

• Option 2: Plan a Customized Sequence of Instruction. Step Up to Writing can be used flexibly and creatively. Teachers can build their own lesson plans by choosing from the array of strategies in each section of the Teacher Edition. The introduction to each section provides a selection of strategies that might be used with students at different stages of print development. (For more on the stages of print development, see page 8.)

• Option 3: Use Step Up to Writing as Supplemental Mini-Lessons. Step Up to Writing strategies can serve as mini-lessons to teach concepts that may not be adequately covered in a core program, or to reinforce and practice concepts from the core program. Step Up to Writing is compatible with the Writer’s Workshop approach and 6+1 Trait® Writing.

Using Step Up to Writing to Complement a Core

Literacy Program

It is expected that Step Up to Writing will be used in addition to a core literacy program that provides systematic, scaffolded practice in the component skills of literacy: phonemic awareness, phonics, vocabulary, fluency, and comprehension (Moats, 2005/06; National Reading Panel, 2000). Step Up to Writing complements core programs by directly teaching writing and the writing process while reinforcing the key literacy skills taught in a core program.


Assessment and Implementation Options (continued)

Overview of the Teacher Edition

1: Writing to Improve Reading Comprehension

Comprehension skills support the ability to respond to text

both orally and in writing.

2: Foundational Writing Skills

The essential literacy components underpin the ability to produce effective sentences

and paragraphs.

3: Vocabulary Acquisition and Use

Writers need powerful vocabularies to express

themselves clearly.

4: Informative/Explanatory Writing

Writing to inform and explain establishes understanding of a topic and supporting details.

5: Opinion Writing

Differentiating facts, opinions, and reasons is a critical

academic skill.

6: Narrative Writing

Imaginary and nonfiction narratives convey a clear

sequence of events that unfold naturally.

10: Writing in the Subject Areas

Strategies focus on writing in history/social studies, science, math, and ELA.

7: Research Reports

Research report writing includes forming a research

question and gathering information.

8: Speaking and Listening

Strategies for presenting, discussing, and collaborating reinforce oral language skills.

9: Writing for Assessments

Understanding how to answer questions and address prompts

is key to demonstrating knowledge.

Assess student abilities when deciding the order to teach text types.

Introduce writing with the strategies in Sections 1, 2, and 3, and continue to incorporate them when teaching each text type.

Flexible Resources for AssessmentStep Up to Writing provides many options to help teachers monitor writing progress and encourage student growth as students move through the stages of print development (see page 8 for more detail on the stages of print development). The assessment options in K–2 are highly flexible and allow teachers to choose assessment techniques that make the most sense given their students’ skill levels, classroom environment, school or state expectations, instructional time, etc. See the Assessment Resources for K–2 section (pages 7–21) for more information on assessing writing in the K–2 grade band.


Training and Professional Development for Step Up to WritingProfessional development for teachers, literacy coaches, and principals is available in order to ensure a clear understanding and successful implementation of Step Up to Writing. Initial and ongoing professional development includes training focused on research-based instructional practices with alignment to rigorous core standards and state standards. For information on face-to-face training, ongoing support and coaching, and private Training of Trainers (TOT), call (800) 547-6747 or visit www.voyagersopris.com.

Also, look for this icon throughout the Teacher Edition. These icons indicate strategies with associated videos that demonstrate how to teach some of the core Step Up to Writing strategies. Videos can be accessed at www.stepuptowriting.com.

Professional Development Videos



Considering the Stages of Print Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Responsive Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Multiple Exposures to Each Type of Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Overview of Step Up to Writing Assessment Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Class Observation Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Scoring Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Formative Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Collecting Writing Data: Recommended Progress Checkpoints . . . . . . . . . . . . . . . . . . . . . . . . . . 20Using Writing Data to Guide Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

A Note about Step Up to Writing Assessment Resources

Step Up to Writing assessment resources are not meant to be comprehensive language assessments. The assessment resources outlined in this guide provide ways to monitor writing progress. Step Up to Writing assessment resources should not be used to replace norm-referenced assessments that test the component skills of literacy: phonemic awareness, phonics, vocabulary, fluency, and comprehension (Moats, 2005/06; National Reading Panel, 2000).




Considering the Stages of Print DevelopmentWhen monitoring students’ writing progress in the early grades, it is important to consider that students move through different stages of print development (Paulson & Moats, 2010). Teachers should strive to monitor writing progress through informal, engaging activities that allow students to express their ideas in writing no matter what their stage of print development.

As teachers collect data, they should use it to guide their instruction with the goal of helping students move toward the later stages of print development as they progress through the grades.

Step Up to Writing Strategies and Tools

Can Be Used to Teach: Stages of Print Development Grade Range/Age

Emergent Writers: Students drawing and producing random written symbols and those with a beginning awareness that alphabet letters represent speech sounds

1. Prealphabetic Scribbling, mock letters, and random letters lack any use of sound/letter correspondences.

Pre-K–Kindergarten (2–5 years)

2. Semiphonetic Writing shows a beginning understanding of the connection between letters and the speech sounds they represent.

Pre-K–Kindergarten (4–6 years)

Developing Writers: Students demonstrating a growing understanding of the alphabetic principle and the written structures of print

3. Phonetic Writing demonstrates greater understanding of the alphabetic principle and written words show close sound/letter correspondences.

Kindergarten–Grade 1

4. Transitional Writing reflects a well-developed understanding of the alphabetic principle and the written structures of print.

Pleese pass the pees.

Grades 2–3

5. Conventional Writing is orthographically and grammatically correct.

Please pass the peas.

Later Grades


Responsive InstructionStep Up to Writing provides a number of assessment resources—many of them informal progress monitoring tools—to help teachers determine areas in which students are exhibiting growth and areas that would benefit from additional instruction or practice. The assessment resources are designed to help teachers collect meaningful data that can be used to guide individual, small-group, and whole-class instruction.

MonitorProgress

Provide Feedback

Adjust Instruction

Multiple Exposures to Each Type of WritingThe optional Implementation Plan in this guide suggests that teachers engage students in each type of writing (informative/explanatory, opinion, narrative) multiple times throughout the year. Giving students repeated practice with each writing type helps them become familiar with the conventions of each and helps them build their writing skills over time. Cycling back to each type also allows teachers to adjust their instruction with each repetition. As teachers revisit each type of writing, they can give students opportunities to practice skills that need improvement and help them build on demonstrated strengths.


Assessment Resources for K–2 (continued)

Overview of Step Up to Writing Assessment Resources Step Up to Writing provides many resources to help teachers track students’ writing progress over time. Teachers should use the resource(s) that best meet the needs of students and best match the requirements of states, districts, and schools. Teachers can use their own assessment resources and grading criteria wherever appropriate.

Resource Description Location

Scoring Guides

Rubrics aligned to rigorous writing standards that give teachers clear criteria for scoring student writing (see page 13)

• The Progress Monitoring subsections in the Teacher Edition

• Appendix B (pages 117–123) or www.stepuptowriting.com

Quick Checks

Student-friendly checklists and activities to help students check and improve their work

• The Progress Monitoring subsections in the Teacher Edition

Class Observation Sheets

Sheets used to record students’ progress with different skills throughout a writing unit and to help teachers adapt their instruction. When filled out, these observation sheets provide a snapshot of individual and whole-class progress (see page 12).

• B7-16 Research Report Scoring Guide, B8-18 Speaking and Listening Observation, and B9-8 Recording and Monitoring Progress

• Appendix A (pages 112–116) or www.stepuptowriting.com

Early Literacy Checklist

A checklist to help teachers assess the foundations of early literacy: oral language, phonological awareness, and print knowledge

Note: This is not a placement test, but rather an informal observation of students’ skills.

• B9-1 Early Literacy Checklist

Formative Assessments

Two assessments for each type of writing (informative/explanatory, opinion, narrative) for each grade level

• At www.stepuptowriting.com

Class Record Sheet

A sheet to record each student’s scores in the four traits of writing and help pinpoint class strengths and areas that need additional practice

• B9-8 Recording and Monitoring Progress

• Appendix C (page 124) or www.stepuptowriting.com

Prompts Suggested prompts to help teachers create engaging writing assignments for the three types of writing

• At www.stepuptowriting.com

Other Progress Monitoring Tools

Character tokens (or stickers) given to students as they practice and improve each trait of writing, and All Write Club Game Boards or Club Passes to collect the tokens (or stickers)

• B9-9 Tracking Progress with All Write Club Tokens


Quick ChecksClass Observation Sheets

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use.

Tool B9-8c

Tool B9-8c Writing for Assessments Step Up to Writing • Grades K–2

Informal Observation Sheet: Narrative

Informal Observation Sheet: Narrative Writing

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*CUPS: Make a note of concept(s) you are working on in the areas of capitalization, usage, punctuation, and spelling.

Procedure: Assess students informally and mark their progress in each area: needs work (-), meets expectations (3), or exceeds expectations (+).

Class: Date: ��

Scoring Guides


Tool B9-1a

Tool B9-1a Writing for Assessments Step Up to Writing • Grades K–2

Student Name: Birthdate:

Teacher: Assessment Dates: 1 2 3


Early Literacy ChecklistProcedure: Mark if student is progressing toward expectations (-), meets expectations (3), or exceeds expectations (+) for each skill listed on the assessment date indicated.

Oral Language1 2 3 Skill

Uses speech that is understandable with only age-appropriate errors

Understands concepts such as top/bottom; under/over; beginning/middle/end; first/last/next; before/after; one/all; more/less; same/not same

Uses endings that indicate plurals, possessives, present tense, past tense (e.g., -s, -ing, -ed)

Uses sentences with correct word order and of appropriate length, and includes pronouns, verbs, and question forms

Relates a story with three to five events

Phonological Awareness1 2 3 Rhyme

Imitates rhythmic patterns in songs, rhymes, and fingerplays

Fills in missing words to known songs, rhymes, and fingerplays

Identifies words that rhyme

Produces a word that rhymes with a given word

Produces a string of three words that rhyme

1 2 3 BlendingBlends words from syllables (e.g., cow-boy)

Blends the beginning sound to the rest of the word (e.g., f-ish)

Blends words with three sounds

1 2 3 SegmentingSegments words into syllables

Identifies the number of syllables in words

Identifies words that begin with the same sound

Segments the beginning sound from the rest of a word (e.g., s-un)

Segments sounds into words with three sounds (e.g., h-a-t)

Print Knowledge1 2 3 Print Awareness

Holds book right-side-up and turns one page at a time

Identifies the pictures and words on the page

Recognizes symbols and print in the environment

Follows print using left-to-right sequence

Points to words using 1:1 word correspondence

Recognizes own written name

1 2 3 Alphabet KnowledgeSings the “Alphabet Song”

Identifies uppercase letters

Identifies lowercase letters

Identifies the sounds of letters

Produces the sounds of letters

1 2 3 Writing DevelopmentWrites using scribble-like marks

Writes using individual letter-like characters or mock letters

Writes using recognizable, random letter strings

Writes using semiphonetic spellings

Writes using phonetic spellings


Class Record SheetFormative Assessments

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Narrative Writing Scoring GuideTopic/Prompt =

No Credit (0) Below Basic (1) Basic (2) Proficient (3) Advanced (4) Score

Org

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No writing produced

Event order is confusing**

Events are unrelated

No end was attempted

Events are mostly in order**

Events are mostly linked

End was attempted but does not provide closure

Events in the beginning and middle are in order**

Events are linked; some transitions are used**

End provides some sense of closure

Beginning introduces characters or setting; middle expands upon events**

Events are clearly linked with transitions**

End provides a clear sense of closure

Ide

as/

Co

nte

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No writing produced

Story does not fit prompt or assignment No details were included**

Story fits part of prompt or assignment

A detail was included**

Story fits prompt or assignment

Includes some details about actions, thoughts, and feelings**

Story addresses prompt or assignment in an interesting way

Includes details about characters, setting, and events**

Lang

uag

e/S

tyle No writing

produced Uses incomplete sentences and run-on sentences Some words are unclear or incorrectly used

Uses mostly complete sentences

Language is simple but words are used correctly

Uses complete sentences

Uses some action verbs and sensory description

Uses a variety of complete sentences

Action verbs and sensory description bring story to life

Ne

at

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No writing produced

Handwriting difficult to read Initial capitals are missing

End punctuation is missing

Taught words misspelled; other spelling is random (not based on phonetic knowledge)

Handwriting mostly readable

Mostly uses initial capitals

Mostly uses end punctuation

Spells some taught words correctly; estimates spelling based on phonetic knowledge

Readable handwriting

Uses initial capitals

Uses end punctuation

Spells most taught words correctly; estimates other spellings based on phonetic knowledge

Readable handwriting and neat paper

Uses capitalization correctly, including initial capitals, proper names, and dates

Uses end punctuation correctly; demonstrates understanding of commas and apostrophes

Spells taught words correctly; estimates other spellings based on phonetic knowledge

*Neat = Neatness Conventions, or CUPS: C = Capitalization U = Usage P = Punctuation S = Spelling Total Score (16 possible) /16**Kindergarten: Only a single event is required, no transition words or details are required.

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Narrative Emergent Writing Scoring GuideProcedure: 1. Have a copy of the scoring guide for each student to be assessed. Have student drawing/writing available. 2. Sit one-on-one with the student in a quiet location. 3. Have the student dictate a description of his or her drawing/writing, and record the dictation. 4. Using the student’s dictation, mark the most accurate descriptors in each row. 5. Indicate if the student needed prompting at the bottom. Students who are emergent or who have less experience talking

about their writing are expected to need prompting (e.g., who, what, when, where, and why questions).

Topic/Prompt = No Credit (0) Below Basic (1) Basic (2) Proficient (3) Advanced (4) Score

Org

ani

zatio

n

No writing/drawing produced

Event order is confusing*

Events are unrelated

No end was attempted

Events are mostly in order*

Events are mostly linked

End was attempted but does not provide closure

Events in the beginning and middle are in order*

Events are linked; some transitions are used*

End provides some sense of closure

Beginning introduces characters or setting; middle expands upon events*

Events are clearly linked with transitions*

End provides a clear sense of closure

Ide

as/

Co

nte

nt No writing/drawing produced

Story does not fit prompt or assignment No details were included*

Story fits part of prompt or assignment A detail was included*

Story fits prompt or assignment*

Includes some details about actions, thoughts, and feelings*

Story addresses prompt or assignment in an interesting way Includes details about characters, setting, and events*

Total Score (8 possible) /8

*Kindergarten: Only a single event is required, no transition words or details are required.

Prompting: Level of prompting required to elicit student’s discussion of his or her writing: High Medium None

Notes:

©2016 Voyager Sopris Learning, Inc. All rights reserved.

Permission is granted to reproduce this page for Step Up to Writing classroom use.

Step Up to Writing—Grade 1

Name: ��

Student Packet I/E Formative Assessment 1

Name: ��


Tool B6-26a

Tool B6-26aNarrative Writing: Telling a Story Step Up to Writing • Grades K–2

Quick Check

Narrative Quick Check—Emergent

Organization My story events are in order.

Ideas My story is interesting.

Style I use my senses to describe.

(see, hear, smell, feel, taste)

CUPS Capitalization

Usage

Punctuation

Spelling

My cat is named Tom.

Pam writes every day.

. ? !

lik like

Notes:


Tool B9-8e

Tool B9-8e Writing for Assessments Step Up to Writing • Grades K–2

Class Record Sheet

Org

an

iza

tion

Sc

ore

(0–

4)

Ide

as/

Co

nte

nt

Sco

re (

0–4)

Lan

gu

ag

e/S

tyle

Sc

ore

* (0

–4)

Ne

at +

CU

PS

Sco

re*

(0–4

)

Student Total Score*

1. /

2. /

3. /

4. /

5. /

6. /

7. /

8. /

9. /

10. /

11. /

12. /

13. /

14. /

15. /

16. /

17. /

18. /

19. /

20. /

21. /

22. /

23. /

24. /

25. /

26. /

27. /

28. /

29. /

30. /

*If students were assessed using the emergent writing scoring guide, record n/a for Language/Style and Neat + CUPS. Total score will be calculated out of 8 points (X/8).

Class Record Sheet

Directions: Use this form to record class assessment data after scoring students’ final drafts using the scoring guide.

Class: Date: Assignment: ��

All Write Club Game Board and Club Pass

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token

token token

token

tokentoken

token

tokentoken

token

tokentoken

START

START START

START

Name: ��

Get the All Write Club members to their favorite writing spot!

tokentoken

tokentoken

token

token

token

tokentoken

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token

token

CUPSIdeas

LanguageOrganization

★

©2016 V

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The All Write ClubClub Pass


Name: ��

©2016 Voyager Sopris Learning, Inc. All rights reserved. Permission is granted to reproduce this page for Step Up to Writing classroom use.3


QuestionsDirections: Look back at the text on page 2. Fill in the correct bubble to answer the questions.estions.

1. What is a team?A a group of people who go shoppingB a group of people who work togetherC a group of people who eat lunch

2. How does the goalie help the team?A keeping the scoreB cleaning the goalC blocking kicks

3. Why do people want to be on a team? A to work aloneB to help each other C to drive big trucks



Student Packet

I/E Formative Assessment 1


2

Teams Work Together

A team is a group of people. Each person on

a team does a different job. But they also work

together. By working together they can do more.

Soccer players form a team. Some players are

good at passing. Some players are better at shooting.

The goalie is the person who guards the goal. The

goalie is good at blocking kicks. The different players

work together during a game.

Firefighters work as a team. One person drives

the fire truck. Others hook up the fire hose. Some

firefighters are trained to help people who are hurt.

Workers in a restaurant are part of a team. Cooks

make food in the kitchen. Servers bring it to the

customers. Other workers clean up the tables.

There are many different kinds of teams. People

on a team help each other. Together, they get

more done.



Class Observation Sheets Teachers should keep a copy of the appropriate observation sheet(s) available throughout each writing unit to record students’ progress with different skills. Students can show understanding of skills through oral responses, participation in guided activities, and their own written work when appropriate.

Once an observation sheet is filled in, teachers can see a snapshot of individual student progress as well as an overview of whole-class progress. This information can be used to provide immediate feedback and adapt instruction accordingly. As teachers move through the year, they can compare class observation sheets for each unit to pinpoint areas of growth and areas of difficulty.

The following observation sheets are available at www.stepuptowriting.com, and copies of each sheet are available in Appendix A (pages 112–116):

• Informal Observation Sheet: I/E Writing (Tool B9-8a)

• Informal Observation Sheet: Opinion (Tool B9-8b)

• Informal Observation Sheet: Narrative (Tool B9-8c)

• Shared Research Observation Sheet (Tool B7-16b): Allows teachers to observe and record individual students’ contributions to a whole-class shared research project

• Speaking and Listening Informal Observation Sheet (Tool B8-18a): Allows teachers to observe students’ abilities to participate in discussions, collaborate, and express ideas verbally

(See these strategies in the Teacher Edition for guidelines on using specific observation sheets: B9-8 Recording and Monitoring Progress, B7-16 Research Report Scoring Guide, and B8-18 Speaking and Listening Checklist.)

Class Observation Sheets


Tool B8-18a

Tool B8-18a

Speaking and Listening

Step Up to Writing • Grades K–2

Speaking and Listening Informal Observation Sheet

Speaking and Listening Informal Observation Sheet

Part

icip

ate

s in

d

isc

uss

ion

sFo

llow

s d

isc

uss

ion

ru

les

List

en

s to

oth

ers

Ask

s a

nd

an

swe

rs

qu

est

ion

sBu

ilds

on

oth

ers

’ id

ea

sC

lea

rly e

xpre

sse

s id

ea

s a

nd

fee

ling

sSp

ea

ks a

ud

ibly

a

nd

cle

arly

Use

s c

om

ple

te

sen

ten

ce

s w

he

n

ap

pro

pria

teM

ake

s e

ye c

on

tac

t a

nd

ha

s g

oo

d

po

stu

reA

dd

s d

eta

ils,

dra

win

gs,

or d

ispla

ys

to c

larif

y id

eas

Student 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

Procedure: Informally assess students during discussion, collaboration, and presentation. Mark if each student is progressing toward expectations (-), meets expectations (3), or exceeds expectations (+) for each criterion.

Class: Date: ��



Tool B7-16b

Tool B7-16b

Research Reports


Shared Research Observation Sheet

Participates

in ProjectRecalls

Information*

Answers

Research

Question

Average

Score (0–2)

Student0 1 2 0 1 2 0 1 2 0 1 2

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.Total number of students

in each scoring category

*Kindergarten and grade 1 students may need prompting or support to recall information.

Shared Research Observation Sheet

Procedure: Informally assess students during shared research and writing projects using observation

and conversation with students. Score students for each category (0 = no evidence; 1 = some

evidence; 2 = ample evidence), and then determine each student’s average score.

Class:

Date: ��

Topic/Research Question =



Tool B9-8c

Tool B9-8c

Writing for Assessments


Informal Observation Sheet: Narrative

Informal Observation Sheet: Narrative Writing

Bra

inst

orm

s/co

llect

s

idea

s fo

r a s

tory

ORGANIZATION

Seq

uen

ces

even

ts

in a

log

ica

l ord

er

Uses

tra

nsiti

on

wo

rds

to c

onn

ect e

vent

s

Uses

des

crip

tive

lang

ua

ge

Form

s co

mp

lete

sent

ence

s

CUP

S*:

Oth

er:

Beg

inni

ng

Mid

dle

End

Student

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

*CUPS: Make a note of concept(s) you are working on in the areas of capitalization, usage, punctuation, and spelling.

Procedure: Assess students informally and mark their progress in each area: needs work (-), meets

expectations (3), or exceeds expectations (+).Class:

Date: ��


Scoring GuidesStep Up to Writing provides scoring guides for each of the major types of writing (informative/explanatory, opinion, narrative) as well as a Research Report Scoring Guide and scoring guides to assess personal narratives. The scoring guides align to rigorous writing standards and give teachers clear criteria for assessing students’ writing. Scoring guides are available at www.stepuptowriting.com, and copies of most of the scoring guides can be found in Appendix B (pages 117–123).

Teachers in grades K–2 will be working with students at various stages of print development (see page 8 for more on the stages of print development). Therefore, Step Up to Writing provides two levels of scoring guides:

• Emergent Writing Scoring Guides help teachers assess student work that is prealphabetic, semiphonetic, or not legible. To assess emergent writing, teachers need to schedule time for one-on-one discussions and allow students to orally describe the content of their work (drawings and attempted words). These scoring guides evaluate students in two traits of writing: organization and ideas/content.

• Writing Scoring Guides help teachers assess student work that is written and sufficiently legible (i.e., not primarily drawn). These scoring guides evaluate students in all four traits of writing: organization, ideas/content, language/style, and neat + CUPS (capitalization, usage, punctuation, spelling).

When assessing writing, teachers can choose the scoring guide that matches students’ abilities and aligns with grade-level writing expectations. Teachers should assess students at their current writing level but strive to move students from emergent writing (scored on the Emergent Writing Scoring Guide) to more conventional writing (scored on the Writing Scoring Guide) over time.

Emergent Writing Scoring Guide

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Too

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Opinion Emergent Writing Scoring Guide

Op

inio

n Em

erg

en

t Writin

g Sc

orin

g G

uid

e

Procedure: 1. Have a copy of the scoring guide for each student to be assessed. Have student drawing/writing available. 2. Sit one-on-one with the student in a quiet location. 3. Have the student dictate a description of his or her drawing/writing, and record the dictation. 4. Using the student’s dictation, mark the most accurate descriptors in each row. 5. Indicate if the student needed prompting at the bottom. Students who are emergent or who have less experience talking



Org

ani

zatio

n

No writing/drawing produced

No opinion is stated on the topic

Opinion on the topic is somewhat unclear

Opinion and topic are identified

A sense of closure is provided•

Opinion is clearly stated in a topic sentence A concluding statement or section is provided*

Transitions link ideas

Ide

as/

Co

nte


Reasons (key/star ideas) are not related to the opinion**

Some reasons (key/star ideas) are related to the opinion but are unclear**

Reasons (key/star ideas) support the opinion**

Reasons (key/star ideas) and details (the E’s) support the opinion**


*Kindergarten, not applicable; Grade 1 requires a sense of closure; Grade 2 requires a concluding statement or section.**Kindergarten, not applicable; Grade 1 requires one reason; Grade 2 requires more than one reason.

Prompting: Level of teacher prompting required to elicit student’s discussion of his or her writing: High Medium None

Notes:

Writing Scoring Guide

©2016 V

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Op

inio

n W

riting

: Sup

po

rting

a Po

int o

f Vie

w

Step

Up

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• Gra

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s K–2

Too

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-23d

To

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5-2

3d


Op

inio

n W

riting

Sco

ring

Gu

ide

Opinion Writing Scoring Guide Topic/Prompt =


Org

ani

zatio

n No writing produced

No opinion is stated on the topic

Opinion on the topic is somewhat unclear

Opinion and topic are identified

A sense of closure is provided**

Opinion is clearly stated in a topic sentence

A concluding statement or section is provided**


Ide

as/

Co

nte

nt No writing produced

Reasons (key/star ideas) are not related to the opinion***

Some reasons (key/star ideas) are related to the opinion but are unclear***

Reasons (key/star ideas) support the opinion***

Reasons (key/star ideas) and details (the E’s) support the opinion***

Lang

uag

e/S

tyle No writing

produced Uses incomplete sentences and run-on sentences

Words do not fit the topic


Some words fit, others are unclear or incorrectly used


Uses words that fit the topic



Ne

at

+ C

UPS

*

No writing produced

Handwriting difficult to read

Initial capitals are missing












Uses capitalization correctly, including initial capitals, proper names, and dates



*Neat = Neatness Conventions, or CUPS: C = Capitalization U = Usage P = Punctuation S = Spelling Total Score (16 possible) /16**Kindergarten, not applicable; Grade 1 requires a sense of closure; Grade 2 requires a concluding statement or section.***Kindergarten, not applicable; Grade 1 requires one reason; Grade 2 requires more than one reason.



Formative AssessmentsFormative Assessments are more formal ways for teachers to assess students’ writing abilities. For each of the three major types of writing taught in the program (opinion, narrative, informative/explanatory), there are two Formative Assessments for each grade level. Formative Assessment 1 can be given earlier in the year (recommended at midyear) to assess student progress. Formative Assessment 2 can be given to assess end-of-year progress. Each Formative Assessment includes a Teacher Packet and a Student Packet with directions and materials. See pages 15–19 for information on the structure and administration of assessments and page 20 for suggestions on using the Formative Assessments throughout the year.

Fast Facts about Formative Assessments

• Each grade level has two Formative Assessments (Formative Assessment 1 and Formative Assessment 2) for each type of writing.

• All assessments ask students to write in response to grade-appropriate text. The text for students in grades K and 1 is read aloud by the teacher who then guides a discussion of the text with the class. Students in grade 2 read the text(s) independently.

• Administration of assessments generally takes two days—one for reading and analyzing a text, one for planning and writing.

• Because these assessments may require a significant amount of time to administer, the unit maps in this guide recommend that teachers choose one text type to assess by giving Formative Assessment 1 midyear and giving Formative Assessment 2 at the end of the year to measure student writing progress.

• The formats of the assessments differ by grade level. By second grade, students are taking writing assessments similar to the Step Up to Writing performance task assessments designed for third grade.

• If teachers are working with emergent writers, they will need to schedule additional time for students to describe their work and dictate ideas one-on-one with an adult.


Kindergarten Formative AssessmentsEach kindergarten Formative Assessment is a performance task that asks students to listen to an age-appropriate text read aloud and write one of the three text types in response to a prompt. The text is read aloud by the teacher. Comprehension activities and shared prewriting are completed as a class. Students then respond independently at their own writing level, which may include a combination of drawings, attempted words, and writing.



Step Up to Writing—Kindergarten

Teacher Packet I/E Formative Assessment 1

Dogs That HelpMany people have dogs for pets. Dogs can become good friends. Some dogs are also helpers. They are service dogs. They get special training. They learn to help people.

For example, guide dogs help people who cannot see. These dogs protect them. They guide their owners down the sidewalk. They may help blind people cross the street. Therapy dogs are helpers, too. They spend time with people who feel lonely. They visit people who are scared. They help these people feel better.Rescue dogs are also helpers. They search for people who get lost. Maybe someone is lost in the woods. These dogs

use their noses to find them.

These are three kinds of service dogs. Dogs can be more than pets. They can help people, too.

1©2016 Voyager Sopris Learning, Inc. All rights reserved.



Teacher Packet

Student Packet: Writing Page©2016 Voyager Sopris Learning, Inc. All rights reserved.


Student Packet



Name: ��

Student Packet: Drawing/Writing Page©2016 Voyager Sopris Learning, Inc. All rights reserved.



Student Packet


Name: ��

Teacher Packet: “Dogs That Help”©2016 Voyager Sopris Learning, Inc. All rights reserved.



Teacher Packet


Dogs That Help

Many people have dogs for pets. Dogs can

become good friends. Some dogs are also helpers.

They are service dogs. They get special training. They

learn to help people.

For example, guide dogs help people who

cannot see. These dogs protect them. They guide

their owners down the sidewalk. They may help blind

people cross the street.

Therapy dogs are helpers, too. They spend time

with people who feel lonely. They visit people who are

scared. They help these people feel better.

Rescue dogs are also

helpers. They search for

people who get lost. Maybe

someone is lost in the

woods. These dogs

use their noses to find

them.

These are three kinds of

service dogs. Dogs can be

more than pets. They can

help people, too.

SummaryThis Formative Assessment is delivered over two days. Scoring emergent

writing may require additional time.

Day 1: Students listen to and read a new informational text. Teachers

support comprehension through oral and shared prewriting

activities.

Day 2: Students listen to and read the text again, and produce their

own informative/explanatory writing about the topic.

Prompt: What did you learn about helper dogs?

Scoring: For emergent writers whose work is prealphabetic, semiphonetic,

or not legible, teachers will need to schedule one-on-one

conversations in order for students to describe orally the content

of their work (drawings and attempted words). This may require

planning for additional class time or teacher aides. Teachers

may score the work of other writers outside of class time at

their convenience.

Before Class 1. Make a display copy of the text “Dogs That Help.”

2. Make student copies of the Kindergarten Informative/Explanatory

Formative Assessment 1—Student Packet, which includes a drawing/

writing page and a writing page. (Make additional copies of the writing

page for students who may need additional pages.)

3. Review the following scoring guides to determine which would be the

most appropriate to assess your students’ writing.

• Informative/Explanatory Emergent Writing Scoring Guide

(Tool B4-34c). This scoring guide allows teachers to assess students

who may be emergent writers (i.e., who are prealphabetic or

semiphonetic and producing drawings and attempting words).

• Informative/Explanatory Writing Scoring Guide (Tool B4-34d).

This scoring guide allows teachers to assess student work that is

written and sufficiently legible (i.e., not primarily drawn).

4. Make a copy of the selected scoring guide for each student.

Informative/Explanatory Writing

Formative Assessment 1

The Teacher Packet for each kindergarten assessment contains step-by-step directions for administering the assessment and one text to read and discuss with the class.

Teacher Packet

©2016 Voyager Sopris Learning, Inc. All rights reserved. Permission is granted to reproduce this page for Step Up to Writing classroom use.



Name: ��


Step Up to Writing—Kindergarten Student Packet I/E Formative Assessment 1

Name: ��

The Student Packet provides space for kindergarten students to write and draw their responses.

Student Packet



Grade 1 Formative AssessmentsEach grade 1 Formative Assessment is a performance task that asks students to read and discuss an age-appropriate text as a class, answer multiple-choice questions about the text, and produce one of the three writing types in response to a prompt. The entire Student Packet is read aloud by the teacher. Comprehension and prewriting activities are whole-class and include oral activities, shared prewriting, guided answering of multiple-choice questions, and marking up the prompt. Students then respond independently at their writing level, which may include drawings, attempted words, or writing.

4©2016 Voyager Sopris Learning, Inc. All rights reserved. Permission is granted to reproduce this page for Step Up to Writing classroom use.

Step Up to Writing—Grade 1 Teacher Packet I/E Formative Assessment 1

Scoring 16. Assess student writing using the selected scoring guide (Tool B4-34c or Tool B4-34d).

Informative/Explanatory Emergent Writing Scoring Guide (Tool B4-34c)• Sit in a quiet location, one-on-one with each student and his or her work (which may be

drawn and include some attempted words). − Say: “Tell me what you have written.” − Record the student’s dictation (write the student’s exact words and phrases; do not change fragments to complete sentences).

− Use additional prompting if needed to elicit information about the writing.• Using the student’s dictation, mark the most accurate descriptors in each row. • Indicate if the student needed prompting and write any other notes at the bottom. Students

who are emergent or who have less experience sharing their writing are expected to need teacher prompting (e.g., who, what, when, where, and why questions).

• Thank the student for sharing his or her writing with you.• Use this scoring guide for teacher or parent reference (see strategy B4-34 Informative/

Explanatory Writing Scoring Guide for Tools on which to provide student feedback).

Informative/Explanatory Writing Scoring Guide (Tool B4-34d)Note: The following procedures need not be completed during class.

• Compare each student’s informative/explanatory writing to the scoring guide on Tool B4-34d. Mark the most accurate descriptors in each row.

• Use this scoring guide for teacher or parent reference (see strategy B4-34 Informative/Explanatory Writing Scoring Guide for Tools on which to provide student feedback).

• For help identifying the differences in the five levels of writing, refer to the student informative/explanatory writing exemplars in strategy B4-34 Informative/Explanatory Writing Scoring Guide.



Day 2 9. Distribute Student Packets. 10. Tell students: “Let’s reread about teams.” Display and reread

aloud the text on page 2 of the Student Packet: “Teams Work Together.” Have students follow along on the display or student copy.

• Tell students to raise their hands each time they hear about a different kind of team.

• Ask: “What does this team do together?” Confirm the correct response (e.g., Yes, this team plays soccer together.).

• Ask the question again: “What does this team do together?” Have student chorally repeat the answer. (Sample response: play soccer)

• Ask: “How do people on this team work together?” Discuss responses, referring to the text and rereading as needed.

11. Display page 4 of the Student Packet. • Read aloud the prompt.

− Tell or remind students that the prompt tells them the writing topic.

− Model and guide students in identifying and marking important words in the prompt (e.g., teams, explain, two or more important ideas).

• Read aloud the writing tips. − Tell students that these tips will help them do their best writing. Clarify items as needed. − Tell students you will display this page as they write to remind them of the prompt and tips.

12. Display the last two pages of the Student Packet: the students’ drawing/writing page and the writing page.

• Point to the box on the drawing/writing page. Tell students: “Draw a picture that shows what you learned about teams. Don’t spend too much time drawing, so that you leave plenty of time to do your best writing.”

• Point to the lines on the pages. Say: “Then, write what you learned about teams. Explain two or more important ideas about teams.”

• If you anticipate students needing another writing page, tell them where or how to get one. 13. Display the prompt and tips on page 4 as students work. 14. Allow students time to construct their response. 15. Collect Student Packets. Tell students you look forward to reading their writing!

Tool B4-34c

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I/E Emergent Writing Scoring Guide

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Procedure: 1. Have copies of the scoring guide for each student to be assessed. Have student drawing/writing available. 2. Sit one-on-one with the student in a quiet location. 3. Have the student dictate a description of his or her drawing/writing, and record the dictation. 4. Using the student’s dictation, mark the most accurate descriptors in each row. 5. Indicate if the student needed prompting at the bottom. Students who are emergent or who have less experience talking



Org

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Topic is not named Topic is somewhat unclear

Topic is identified

A sense of closure is provided*

Topic is clearly identified A concluding statement or section is provided*


Ide

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Information is not related

Some information is related but unclear

Information or facts (key/star ideas) about the topic are provided

Facts and definitions (key/star ideas and the E’s) develop the topic


*Kindergarten, not applicable; Grade 1 requires a sense of closure; Grade 2 requires a concluding statement or section.

Prompting: Level of teacher prompting required to elicit student’s discussion of his or her writing: High Medium None

Notes:

Tool B4-34d

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Informative/Explanatory Writing Scoring Guide Topic/Prompt =


Org

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Topic is identified A sense of closure is provided**

Topic is clearly identified A concluding statement or section is provided**


Ide

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Some information is not related




Lang

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tyle No writing









Ne

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No writing produced


Initial caps are missing












Uses capitalization correctly, including initial caps, proper names, and dates



*Neat = Neatness Conventions, or CUPS: C = Capitalization U = Usage P = Punctuation S = Spelling Total Score (16 possible) /16**Kindergarten, not applicable; Grade 1 requires a sense of closure; Grade 2 requires a concluding statement or section.

The Teacher Packet for each grade 1 assessment contains step-by-step directions for administering the assessment

The Student Packet for each grade 1 assessment includes:• A cover page with topic and supporting illustrations • A grade-appropriate text (to be read and discussed as

a class)• Multiple-choice comprehension questions (two direct,

one inferential)• A writing prompt and writing tips• Space for students to write their responses



Day 1 4. Distribute the Student Packet. Say to students: “Have you been on a

team? Today we are going to learn about some teams.”• Have students write their names on their packets. • Read aloud the packet title: Teams Work Together.• Discuss the pictures on the cover. Ask: “What are these teams

doing?” 5. Display and read aloud the text on page 2 of the Student Packet:

“Teams Work Together.” Have students follow along on the display or student copy.

6. Ask students questions and discuss the text to support reading comprehension. During the discussion, create a shared prewriting web.

• Ask: “What was this text about?” Guide students to identify the main idea as teams work together, and write this in the center of the prewriting web.

• Ask: “What is one kind of team talked about in this text?” Point to where the named team is in the text. Ask: “What do people on that team do?” Reread as needed.

• Repeat until all three types of teams are named (soccer team, firefighters, workers in a restaurant), and write them on the web around the main idea.

• Ask other questions to support comprehension, such as: − “Which team works together to win a game?”(soccer team) − “Which team works together to stop fires?” (firefighters) − “Which team works together to make meals?” (workers in a restaurant)

7. Display page 3 of the Student Packet. Read aloud the directions, and guide students in answering the questions. For each question:

• Read aloud the question and its answer choices. • Discuss the answer choices with students. Model considering all

answer choices. • Display the text on page 2 again, and model referring to the text to

decide on or check an answer.• Point to and reread the relevant text.• With students, fill in the bubble next to the answer chosen.

8. Collect Student Packets.

Student Packet: Writing Page



Name: ��


Student Packet: Drawing/Writing Page



Name: ��


Student Packet: Prompt/Tips


Step Up to Writing—Grade 1 Student Packet I/E Formative Assessment 1

Writing Tips

• Read the directions carefully.

• Think about what you need to write.

• Organize your ideas before you start.

• Use your best words.• Write in complete

sentences.

• Use your best handwriting.• Reread your work and fix

mistakes.

Prompt: What did you learn about teams? Explain two or more important ideas about teams.


Step Up to Writing—Grade 1 Teacher Packet

Student Packet: Questions


Name: ��



QuestionsDirections: Look back at the text. Fill in the correct bubble to answer the questions.




QuestionsDirections: Look back at the text. Fill in the correct bubble to answer the questions.




Student Packet: “Teams Work Together”




2

Teams Work TogetherA team is a group of people. Each person on

a team does a different job. But they also work together. By working together they can do more.

Soccer players form a team. Some players are good at passing. Some players are better at shooting. The goalie is the person who guards the goal. The goalie is good at blocking kicks. The different players work together during a game.

Firefighters work as a team. One person drives the fire truck. Others hook up the fire hose. Some firefighters are trained to help people who are hurt.

Workers in a restaurant are part of a team. Cooks make food in the kitchen. Servers bring it to the customers. Other workers clean up the tables.

There are many different kinds of teams. People on a team help each other. Together, they get more done.

Student Packet: Cover




Teams Work Together

Name: ��

SummaryThis Formative Assessment is delivered over two days. Scoring emergent writing may require additional time.

Day 1: Students listen to and read a new informational text, and answer questions about the text. Teachers support comprehension through oral and shared prewriting activities.

Day 2: Students listen to and read the text again, and produce their own informative/explanatory writing about the topic.

Prompt: What did you learn about teams? Explain two or more important ideas about teams.

Scoring: For emergent writers whose work is prealphabetic, semiphonetic, or not legible, teachers will need to schedule one-on-one conversations in order for students to describe orally the content of their work (drawings and attempted words). This may require planning for additional class time or teacher aides. Teachers may score the work of other writers outside of class time at their convenience.

Before Class 1. Make a display copy and student copies of the Grade 1 Informative/

Explanatory Formative Assessment 1—Student Packet. • Make student copies single-sided and staple the packets. • Make additional copies of the writing page for students who may

need additional pages. 2. Review the following scoring guides to determine which would be the

most appropriate to assess your students’ writing. • Informative/Explanatory Emergent Writing Scoring Guide

(Tool B4-34c). This scoring guide allows teachers to assess students who may be emergent writers (i.e., who are prealphabetic or semiphonetic and producing drawings and attempting words).

• Informative/Explanatory Writing Scoring Guide (Tool B4-34d). This scoring guide allows teachers to assess student work that is written and sufficiently legible (i.e., not primarily drawn).

3. Make a copy of the selected scoring guide to score each student’s work.

Informative/Explanatory Writing Formative Assessment 1

Teacher Packet

1



Student Packet



Teams Work Together

Name: ��



Student Packet



2

Teams Work Together

A team is a group of people. Each person on

a team does a different job. But they also work

together. By working together they can do more.

Soccer players form a team. Some players are

good at passing. Some players are better at shooting.

The goalie is the person who guards the goal. The

goalie is good at blocking kicks. The different players

work together during a game.

Firefighters work as a team. One person drives

the fire truck. Others hook up the fire hose. Some

firefighters are trained to help people who are hurt.

Workers in a restaurant are part of a team. Cooks

make food in the kitchen. Servers bring it to the

customers. Other workers clean up the tables.

There are many different kinds of teams. People

on a team help each other. Together, they get

more done.


Name: ��


3


QuestionsDirections: Look back at the text on page 2. Fill in the correct bubble to answer the questions.estions.




4




Student Packet


Writing Tips• Read the directions carefully.• Think about what you

need to write.• Organize your ideas

before you start.


sentences.


mistakes.

Prompt: What did you learn about teams? Explain two or more

important ideas about teams.



Step Up to Writing—Grade 1Name: ��

Student Packet


Student Packet


Grade 2 Formative AssessmentsEach grade 2 Formative Assessment is a performance task that asks students to respond to age-appropriate text(s) and produce one of the three writing types in response to a prompt. The cover and directions are read aloud by the teacher and clarified as needed. The students independently read, answer multiple-choice questions, plan, and write their responses.



12. Display the prompt and tips on page 5 as students work. 13. Provide time for students to complete their packets. 14. Collect Student Packets. Tell students you look forward to reading

their writing!

ScoringNote: The following procedures need not be completed during class.

15. Compare each student’s informative/explanatory writing to the scoring guide on Tool B4-34d. Mark the most accurate descriptors in each row.

16. Use this scoring guide for teacher or parent reference (see strategy B4-34 Informative/Explanatory Writing Scoring Guide for Tools on which to provide student feedback).

17. For help identifying the differences in the five levels of writing, refer to the student informative/explanatory writing exemplars in strategy B4-34 Informative/Explanatory Writing Scoring Guide.

Tool B4-34d

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Informative/Explanatory Writing Scoring Guide Topic/Prompt =


Org

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Topic is identified A sense of closure is provided**

Topic is clearly identified A concluding statement or section is provided**


Ide

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Some information is not related




Lang

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Ne

at

+ C

UPS

*

No writing produced


Initial caps are missing












Uses capitalization correctly, including initial caps, proper names, and dates



*Neat = Neatness Conventions, or CUPS: C = Capitalization U = Usage P = Punctuation S = Spelling Total Score (16 possible) /16**Kindergarten, not applicable; Grade 1 requires a sense of closure; Grade 2 requires a concluding statement or section.

Name: ��



Student Packet: Writing Pages

Name: ��



The Teacher Packet for each grade 2 assessment contains detailed administration instructions.

The Student Packet for each grade 2 assessment includes:• A cover page with topic and instructions • Grade-appropriate text(s)• Multiple-choice comprehension questions (two direct,

one inferential)• A writing prompt and writing tips• Planning space• Space for students to write their responses



Day 1 3. Distribute the Student Packet.

• Have students write their names and the date on the cover.• Read aloud the cover, including the topic and the directions.• Ask: “What is this packet about?” (Groundhog Day)

4. With students, briefly look at each of the pages in the packet. • Clarify the directions on the cover as needed. (See the Step Up to

Writing Assessment and Implementation Guide, page 19, for other ideas to differentiate to meet students’ needs.)

• Have students write their names on the Name lines. 5. Support students in completing pages 1–6 during this session.

• Tell students that today they should try to finish pages 1–6: reading the texts, answering the questions, and planning their writing.

• Tell them that they will do the writing on the lined pages on a separate day.

• Remind them that they can write or draw in the planning box on page 6, but any drawing should be just a quick sketch to help them remember what to write, not a detailed drawing.

• Provide visual and oral reminders to help students complete the tasks (e.g., remind them when to move to answering questions or to planning).

6. Provide time for students to complete pages 1–6 of their packets. 7. Collect Student Packets.

Day 2 8. Distribute Student Packets. Tell students: “Today you will write about

Groundhog Day.” 9. Have students reread the source texts on pages 2 and 3 for an

appropriate amount of time. 10. Have students briefly review their plans on page 6, then turn and share

with partners one idea they will write about. 11. Support students in completing their packets during this session.

• Tell students how or where to get another writing page, if needed. • Remind students to use their plans to write.• Remind students to reread the prompt on page 6. • Tell students: “Make sure to spend most of your time doing your

best writing.”• Provide visual and oral reminders to help students complete these

tasks and finish writing (e.g., remind them how much time they have to write today).

Student Packet: Planning Page



Name: ��

Plan in the box below.

Write on the pages that follow.


Prompt: What is Groundhog Day? Explain two or more important ideas about it. Use facts and details.

6

Student Packet: Prompt/Tips



5

Writing Tips

• Read the directions carefully.

• Think about what you need to write.

• Organize your ideas before you start.


sentences.


mistakes.


Student Packet: Questions


Name: ��



QuestionsDirections: Look back at the texts on pages 2 and 3. Fill in the correct bubble to answer the questions.

1. What is Groundhog Day about?A when spring is comingB saving groundhogsC sleeping in winter

2. What does peeks mean on page 2?A thinksB findsC sees

3. What is a groundhog? A an animal that sleeps in winterB an animal that is afraid of its shadow C an animal that likes tradition

QuestionsDirections: Look back at the texts on pages 2 and 3. Fill in the correct bubble to answer the questions.

1. What is Groundhog Day about?A when spring is comingB saving groundhogsC sleeping in winter

2. What does peeks mean on page 2?A thinksB findsC sees



Step Up to Writing—Grade 2 Teacher Packet

Student Packet: “The History of Groundhog Day”




3

Text #2

The History of Groundhog DayGroundhog Day takes place every year. It happens

halfway through winter on February 2. It is a fun way for people to celebrate when spring is coming.

This tradition started long ago. Farmers wanted to know when spring was coming. They wanted to know when to plant seeds.

Farmers watched for the end of winter. Were animals waking up from their winter sleep? This might mean spring was coming. They watched bears, badgers, or other animals. People watched to see if an animal saw its shadow.

People who moved here brought this tradition with them. The groundhog became the animal that people watched. Now, people watch every year to see if the groundhog sees its shadow.

Today, science helps us know when spring is coming. But it is still fun to see what the groundhog tells us on Groundhog Day.

Student Packet: “Celebrating Groundhog Day”



2

Celebrating Groundhog DayThe morning is cold. There is snow on the ground. People

dressed up in black coats and tall hats stand on a stage. Finally, the groundhog peeks out of its hole. What does it see? Everyone watches to find out what it sees.

Groundhog Day is a tradition in the United States and Canada. That means it has been around a long time. It is about guessing when winter will end. Some towns have special events. People make speeches. Many people come to watch. News teams come to report about it.

The test is if the groundhog sees its shadow. If it is sunny, it will see its shadow. Then there will be six more weeks of winter. That is the tradition. If it is cloudy, it will not see its shadow. Then spring will come early. Most people want Groundhog Day to be cloudy so that spring will come sooner.

Groundhog Day is just a fun tradition. The groundhog can’t really tell the weather. Still, people celebrate it every year on February 2nd. It is a great way for them to get ready for the coming spring.

Text #1

Student Packet: Cover

Name: Date:

Step Up to Writing Grade 2

Writing about Information: Groundhog Day


Directions: 1. Do not begin until your teacher tells you to.

2. Read the texts on pages 2 and 3.

3. Answer the questions on page 4.

4. Read the writing prompt and tips on page 5.

5. Plan your writing on page 6.

6. Write to answer the prompt on the pages that follow.


SummaryThis Formative Assessment is delivered over two days.

Day 1: Students read two informational source texts, answer questions about them, and plan their writing.

Day 2: Students reread the texts, review their planning, and produce their own informative/explanatory writing about the topic.


Scoring: Teachers may score the writing outside of class time at their convenience.

Note: For emergent writers whose work is prealphabetic, semiphonetic, or not legible, teachers will need to provide accommodations. Read aloud the Student Packet, allow the student to draw in the planning box on page 6 in addition to attempting words, and score using Informative/Explanatory Emergent Writing Scoring Guide (Tool B4-34c). For more ideas to differentiate to meet students’ needs, see the Step Up to Writing Assessment and Implementation Guide, page 19.

Before Class 1. Make a display copy and student copies of the Grade 2 Informative/

Explanatory Formative Assessment 1—Student Packet. • Make all student copies single-sided and avoid stapling the pages

of the packet together so that students can easily refer back to the source texts while responding to questions and writing.

• Make additional copies of the writing page for students who may need additional pages.

2. Make enough copies of the Informative/Explanatory Writing Scoring Guide (Tool B4-34d) to assess each student’s writing.

Informative/Explanatory Writing Formative Assessment 1

Teacher Packet

Name:

Date:

Step Up to Writing

Grade 2

Writing about Information:

Groundhog Day



Directions:

1. Do not begin until your teacher tells you to.

2. Read the texts on pages 2 and 3.

3. Answer the questions on page 4.

4. Read the writing prompt and tips on page 5.

5. Plan your writing on page 6.

6. Write to answer the prompt on the pages that follow.


Student Packet





Student Packet


2

Celebrating Groundhog Day

The morning is cold. There is snow on the ground. People

dressed up in black coats and tall hats stand on a stage.

Finally, the groundhog peeks out of its hole. What does it

see? Everyone watches to find out what it sees.

Groundhog Day is a tradition in the United States and

Canada. That means it has been around a long time. It

is about guessing when winter will end. Some towns have

special events. People make speeches. Many people come

to watch. News teams come to report about it.

The test is if the groundhog sees its shadow. If it is sunny, it

will see its shadow. Then there will be six more weeks of winter.

That is the tradition. If it is cloudy, it will not see its shadow.

Then spring will come early. Most people want Groundhog

Day to be cloudy so that spring will come sooner.

Groundhog Day is just a fun tradition. The groundhog

can’t really tell the weather. Still, people celebrate it every

year on February 2nd. It is a great way for them to get ready

for the coming spring.

Text #1




3

Text #2

The History of Groundhog DayGroundhog Day takes place every year. It happens halfway through winter on February 2. It is a fun way for people to celebrate when spring is coming.This tradition started long ago. Farmers wanted to know when spring was coming. They wanted to know when to plant seeds.

Farmers watched for the end of winter. Were animals waking up from their winter sleep? This might mean spring was coming. They watched bears, badgers, or other animals. People watched to see if an animal saw its shadow.People who moved here brought this tradition with them. The groundhog became the animal that people watched. Now, people watch every year to see if the groundhog sees its shadow.

Today, science helps us know when spring is coming. But it is still fun to see what the groundhog tells us on Groundhog Day.


Name: ��



4

Student Packet I/E Formative Assessment 1Questions

Directions: Look back at the texts on pages 2 and 3. Fill in the correct

bubble to answer the questions. 1. What is Groundhog Day about?A when spring is comingB saving groundhogsC sleeping in winter 2. What does peeks mean on page 2?

A thinksB findsC sees






5

Writing Tips• Read the directions carefully.• Think about what you

need to write.• Organize your ideas before you start.

• Use your best words.• Write in complete sentences.


mistakes.

Prompt: What is Groundhog Day? Explain two or more important ideas

about it. Use facts and details.



Step Up to Writing—Grade 2Name: ��

Plan in the box below.

Write on the pages that follow.

Student Packet


Prompt: What is Groundhog Day? Explain two or more important ideas

about it. Use facts and details.

6

Name: ��




Student Packet


Student Packet



Administering the Formative Assessments 1. Go to www.stepuptowriting.com. Be sure to select the correct grade level, correct

writing type, and correct assessment (Formative Assessment 1 or Formative Assessment 2).

2. Print one copy of the Teacher Packet and enough Student Packets for each student to have one.

3. Review the packets and consider if additional accommodations are needed in order to obtain informative and accurate data from this assessment (see the Accommodations section on page 19).

4. Follow the administration instructions in the Teacher Packet for this assessment.

Scoring the Formative AssessmentsTeachers can score students’ written work on the Formative Assessments using the appropriate scoring guide—either the Writing Scoring Guide or the Emergent Writing Scoring Guide. (See page 13 for information on using scoring guides.) Class writing data can be recorded on the Class Record Sheet (Tool B9-8e) if desired.

Note: When recording and analyzing data, keep in mind that if students were scored using an Emergent Writing Scoring Guide, their scores will be out of a total of 8 points. If students were scored using a Writing Scoring Guide, their scores will be out of a total of 16 points.

Teachers can score the multiple-choice questions (if applicable) and share correct answers with students. Students’ answers to multiple-choice questions can provide a general sense of whether they were able to understand the sources they read, and whether reading comprehension may have affected their ability to write in response to the text. However, the data from these questions are not meant to replace the more comprehensive, normed reading data from school or district reading assessments (such as DIBELS Next).

Tool B9-8e


Tool B9-8e

Tool B9-8e Writing for Assessments Step Up to Writing • Grades K–2

Class Record Sheet

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*If students were assessed using the emergent writing scoring guide, record n/a for Language/Style and Neat + CUPS. Total score will be calculated out of 8 points (X/8).

Class Record Sheet

Directions: Use this form to record class assessment data after scoring students’ final drafts using the scoring guide.

Class: Date: Assignment: ��


AccommodationsIn some cases, a student will require an adapted or amended form of assessment in order to accurately assess his or her writing ability. Here are some possible accommodations that could be used to meet the needs of individual students. However, be sure to consider any accommodations procedures mandated by the school, district, or state.

• Alter the timetable to provide more time or multiple short sessions. This supports students with shorter attention spans as well as those who need more time to process or to produce writing.

• Provide additional writing pages. This supports students with larger handwriting.

• Create an alternate assessment without the text-based component. Allow students to write to a generic prompt. See prompts online at www.stepuptowriting.com.

− This will reduce the task complexity. − For those taking the grade 2 Formative Assessments, this will support students whose reading is not at grade level, as may be the case for those who are English Language Learners (ELLs).

• For grade 2 students whose reading is below grade level, create an alternate assessment based on texts appropriate to their reading level. This supports those students while providing practice in responding to texts.

• For grade 2 students whose writing is prealphabetic, semiphonetic, or not legible, provide the accommodations that are part of the Formative Assessments for kindergarten and grade 1:

− Read aloud the text, questions, and other parts of the Student Packet. − Provide oral activities to assure text comprehension prior to writing. − Allow students to draw and/or dictate their writing.

Familiarizing Students with AssessmentsIf teachers wish to introduce students to procedures and tips for more formal, standardized testing formats, Section 9 of the Teacher Edition contains a number of strategies, tips, and resources. See strategies such as the following for more information:

• B9-3 Identifying Types of Response Questions

• B9-5 Reading and Responding to Prompts

• B9-6 Preparing Students for Assessments

• B9-7 Practicing for Computer-Based Assessments



Collecting Writing Data: Recommended Progress CheckpointsWhile teachers should be informally monitoring students’ progress every day to provide immediate feedback, there are three recommended checkpoints during the year where teachers may want to stop and more formally assess students’ work (e.g., by scoring in-class writing with a scoring guide, by administering a Formative Assessment). Evaluating students’ work at these points in the year will allow teachers to collect data to guide instruction. It also allows teachers to build a rich writing portfolio for each student that can be shared with colleagues, administrators, and parents to track students’ progress over time. Here are the recommended checkpoints:

Beginning Skills (Beginning of Year)It is recommended that teachers assess students’ beginning-of-year writing skills by reviewing writing samples from a previous grade, making observations based on students’ in-class written work, reviewing data from a norm-referenced assessment, or using the Early Literacy Checklist (for emergent writers). This information can be used to plan instruction.

Progress Checkpoint 1 (Midyear)• Option 1: Choose one type of writing to assess (opinion, narrative, or informative/

explanatory). Collect a piece of in-class student writing and score it using the appropriate Step Up to Writing scoring guide. Keep a copy of the student’s work and the scoring guide in the student’s writing portfolio. Use data to assess areas of growth and areas that need continued practice.

• Option 2: Administer Formative Assessment 1 for the type of writing you have chosen (opinion, narrative, or informative/explanatory). Score students’ responses using the appropriate Step Up to Writing scoring guide. Keep a copy of the student’s work and the scoring guide in the student’s writing portfolio. Use data to assess areas of growth and areas that need continued practice.

Progress Checkpoint 2 (End of Year)• Option 1: Collect a piece of in-class student writing (the same writing type that

was assessed at Progress Checkpoint 1), and score it using the appropriate Step Up to Writing scoring guide. Compare the student’s work from Progress Checkpoint 1 and Progress Checkpoint 2 to assess areas of growth and areas that need continued practice.

• Option 2: Administer Formative Assessment 2 (the same writing type that was assessed at Progress Checkpoint 1), and score students’ responses using the appropriate Step Up to Writing scoring guide. Compare the Formative Assessment 1 and Formative Assessment 2 scores to assess areas of growth and areas that need continued practice.


Using Writing Data to Guide InstructionData gathered from progress monitoring, informal observation, and the Formative Assessments can be used to make instructional decisions to best meet the needs of students and plan instruction for small groups and individual students.

Here are some recommendations for how to alter instruction based on the writing data:

• Teach Step Up to Writing strategies that focus on traits of writing that would benefit from additional instruction or practice: organization, ideas/content, language/style, and neat + CUPS*:

If students need support with . . .

Review the Teacher Edition table of contents to find these topics . . .

Organization • Planning, Organization, and Structure• Introductions• Transitions• Conclusions

Ideas/Content • Introductions• Developing the Topic/Elaboration• Revising and Editing

Language/Style • Revising and EditingAlso see strategies in Section 2: Foundational Writing Skills and Section 3: Vocabulary Acquisition and Use.

Neat + CUPS* (Conventions)

• Revising and EditingAlso see strategies in Section 2: Foundational Writing Skills and Section 3: Vocabulary Acquisition and Use.

*Neat = Neatness; Conventions, or CUPS: capitalization, usage, punctuation, spelling

• Support students in these areas by allocating more instructional time and skills practice as needed.

• See the Differentiation box in each strategy for ideas to adapt instruction. Every strategy in Step Up to Writing has differentiation recommendations.

− First Steps suggests ways to adapt instruction (e.g., oral practice, drawing, shared writing, dictation) to match students’ stages of print development or skill acquisition.

− Step It Up recommends ways to challenge students to apply or extend what they have learned from the strategy, often in ways that improve their own writing.


Implementation Plans

Kindergarten Implementation Plan: Unit Maps

Understanding and Using the Kindergarten Implementation Plan . . . . . . . . . . . . . . . . . . . . . . . . 24Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Year-at-a-Glance: Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Unit Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Grade 1 Implementation Plan: Unit Maps

Understanding and Using the Grade 1 Implementation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Year-at-a-Glance: Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Unit Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Grade 2 Implementation Plan: Unit Maps

Understanding and Using the Grade 2 Implementation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Year-at-a-Glance: Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Unit Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

24 Step Up to Writing Assessment and Implementation Guide • Grades K–2

Understanding and Using the Kindergarten Implementation PlanThe Kindergarten Implementation Plan provides one possible sequence of instruction for implementing Step Up to Writing to meet the Common Core State Standards for English Language Arts (CCSS ELA) for Writing (while also supporting Language, Reading, and Speaking and Listening standards) .


RL: Reading Standards for Literature RI: Reading Standards for Informational Text RF: Reading Foundational Skills W: Writing S/L: Speaking and Listening L: LanguageKey for CCSS ELA

Teaching Unit 3

Wee

k 1

of

1

Weekly Goal(s): Students learn the steps of the writing process; students learn the difference between facts and opinions and they learn about the Traffic Light colors for opinion writing; the class brainstorms opinions about a topic and chooses a popular class opinion to use for a class paragraph; the teacher elicits ideas to fill out an informal outline; the teacher models drafting a paragraph based on the informal outline; students review the class paragraph for complete sentences; the teacher writes a final draft for display.

CCSS ELA RL RI K.2, K.8, K.9 RF W K.1, K.2, K.5,

K.8 S/L K.1, K.2, K.3,

K.4, K.5, K.6 L K.1f, K.2(a,b)

• B2-14 The Writing Process • B4-19 Facts vs. Opinions• B5-2 Color-Coding the Elements of Opinion Writing• B5-5 Planning Opinion Writing with an Informal Outline (Use the

emergent outline on Tool B5-5b.)• B2-32 Complete Sentences

Differentiation (Optional): B5-23 Opinion Writing Scoring Guide (If appropriate, model checking and improving the class paragraph using the emergent quick check on Tool B5-23a.)

Strategies for Language and Speaking/Listening CCSS ELA

New• B2-5 Writing the Alphabet (Use if students need handwriting instruction.)

Ongoing Practice• B2-4 Naming the Alphabet• B2-6 Alphabet Sounds• B2-30 Word Wall Sight Words

RL RI RF K.1(b,d),

K.3(a,c) W S/L L K.1a, K.2c, K.6

Core Writing Instruction

Optional Instruction


RL: Reading Standards for Literature RI: Reading Standards for Informational Text RF: Reading Foundational Skills W: Writing S/L: Speaking and Listening L: LanguageKey for CCSS ELA

Teaching Unit 3

Wee

k 1

of

1

Weekly Goal(s): Students learn the steps of the writing process; students learn the difference between facts and opinions and they learn about the Traffic Light colors for opinion writing; the class brainstorms opinions about a topic and chooses a popular class opinion to use for a class paragraph; the teacher elicits ideas to fill out an informal outline; the teacher models drafting a paragraph based on the informal outline; students review the class paragraph for complete sentences; the teacher writes a final draft for display.

CCSS ELA RL RI K.2, K.8, K.9 RF W K.1, K.2, K.5,

K.8 S/L K.1, K.2, K.3,

K.4, K.5, K.6 L K.1f, K.2(a,b)

• B2-14 The Writing Process • B4-19 Facts vs. Opinions• B5-2 Color-Coding the Elements of Opinion Writing• B5-5 Planning Opinion Writing with an Informal Outline (Use the

emergent outline on Tool B5-5b.)• B2-32 Complete Sentences

Differentiation (Optional): B5-23 Opinion Writing Scoring Guide (If appropriate, model checking and improving the class paragraph using the emergent quick check on Tool B5-23a.)

Strategies for Language and Speaking/Listening CCSS ELA

New• B2-5 Writing the Alphabet (Use if students need handwriting instruction.)

Ongoing Practice• B2-4 Naming the Alphabet• B2-6 Alphabet Sounds• B2-30 Word Wall Sight Words

RL RI RF K.1(b,d),

K.3(a,c) W S/L L K.1a, K.2c, K.6

Core Writing Instruction

Optional Instruction

PacingThe Kindergarten Implementation Plan requires only 20 weeks so that writing instruction can begin after students have become familiar with classroom routines and built some understanding of the alphabetic principle . The number of writing strategies taught each week varies, but teachers can accomplish the writing instruction with 30 minutes a day, five days a week, for 20 weeks .

Teachers should allocate approximately 15–20 minutes for whole-class instruction, which includes interactive, multisensory activities and modeled and guided writing . Teachers should provide additional time as needed for students to complete independent work according to their needs and abilities . Units 1–5 of the Implementation Plan are whole-group writing assignments that are recorded by the teacher, but Units 6–13 require time for independent writing . If teachers wish to use the Optional Instruction, they will need to allocate additional time in the ELA block .

The core writing instruction can be accomplished in both

half-day and full-day kindergarten programs.

Core Writing Instruction: Each unit map lists weekly writing goals and a set of core writing strategies to be taught in order to meet all grade-level writing standards.

Optional Instruction: Each unit map also provides supporting strategies that can strengthen and reinforce the language and speaking/listening skills being taught in the core ELA curriculum.

• New: Strategies being introduced for the first time

• Ongoing Practice: Strategies from previous units that need continuous practice and instruction

Kindergarten Implementation Plan: Unit Maps


Year-at-a-Glance: KindergartenThe core writing instruction in each unit can be taught in both half-day-and full-day kindergarten programs .

Unit Unit Summary Pacing Pages

1: Welcome to the All Write Club!

Students are introduced to the All Write Club characters that represent the four traits of writing.

1 week 26–27

2: Building Sentences

Students learn about complete sentences and types of sentences.

1 week 28–29

3: Class Opinion Writing

Students work as a class to create an opinion paragraph, guided and recorded by the teacher.

1 week 30–31

4: Class Story Writing

Students work as a class to write a narrative, guided and recorded by the teacher.

1 week 32–33

5: Class Information Writing

Students work as a class to create an informative/explanatory paragraph, guided and recorded by the teacher.

1 week 34–35

6: Responding to Text—My Opinion

Students write to share their opinion about a class text (through a combination of drawing, writing, and dictation).

2 weeks 36–37

7: Telling My Own Story

Students write a narrative (through a combination of drawing, writing, and dictation).

2 weeks 38–39

8: Responding to Text—My Fact Book

Students create a Fact Book (through a combination of drawing, writing, and dictation) about a topic studied in class.

2 weeks 40–41

9: Class Poetry Writing

Students work as a class to write poetry. 1 week 42–43

10: Opinion Writing Students write to share an opinion about a topic or text.

2 weeks 44–45

11: Story Writing Students write their own stories. 2 weeks 46–47

12: Finding Facts— Class Research

Students are introduced to the basics of research by participating in a class research project.

3 weeks 48–49

13: Poetry Writing Students write their own poems. 1 week 50–51

TOTAL 20 weeks

See page 20 for options to assess

students’ end-of-year progress using Step Up to Writing assessment resources during Units 10–12.

Progress Checkpoint 2

See page 20 for recommendations

to assess students’ starting language skills during Units 1–2.

Beginning Skills

See page 20 for options to assess

students’ midyear progress using Step Up to Writing assessment resources during Units 6–8.

Progress Checkpoint 1

Assessment and Implementation Guide

Grades K–2(800) 547-6747 • www.voyagersopris.com

Supporting Teachers and Students of Writing

This Step Up to Writing Assessment and Implementation Guide provides:

• Grade-specific, year-long Implementation Plans that can be used to meet standards in writing, as well support standards in language, speaking and listening, and reading

• Recommended progress checkpoints and information on how to use writing data to guide instruction

• A variety of grade-appropriate resources for progress monitoring, including an Early Literacy Checklist, informal observation sheets, and two Formative Assessments for each grade level

• Scoring guides for each type of writing that take into account emergent and developing stages of print development

• An overview of the Teacher Edition and how it can be used to create a customized Implementation Plan

The Kindergarten through Grade 12 Writing Solution Step Up to Writing is for all students in grades K–12 and encompasses a wide range of

knowledge, abilities, and learning styles. Using Step Up to Writing throughout the grade levels will improve writing, test scores, and comprehension in all subject areas. Students become proficient writers more quickly because of concept reinforcement and additional skills practice.

Districtwide and schoolwide implementation helps teachers in all subject areas and at all grade levels by establishing a common language for talking about, teaching, and assessing writing.

4th Edition

Maureen Auman

Grade-specific, year-long unit plans included

assessment and implementation guide - literacy and math ......2 step up to writing assessment and...

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