Mabel Tang

March 30, 2016

CIL621
AE#5

Student Data

Student is named ABG. She is in a full day kindergarten class this year.

She started kindergarten at four years old and is currently five years old. She

is one of the youngest in the class. She comes from a Hispanic background,

but is not coded as an ELL. ABG has an older sibling in third grade that helps

her with her studies. Her mother and grandmother are also teachers. ABG is

doing well with her academics and has no behavior issues according to her

teacher. According to the Words Their Way primary spelling inventory, ABG

has mastered initial sound, final sound, short vowel sounds, and digraphs.

She is currently working on blends and learning long vowel patterns.

Protocol/Assessment

The assessment is a writing assessment based off kindergarten

common core state standards and the ZOOM school writing rubric. According

to CCSS for writing, kindergarteners should be able to use a combination of

drawing, dictating, and writing to compose an opinion,

informative/explanatory, and narrative piece. To evaluate, rubrics are used to

assess the quality of writing and provide data on how to help and tailor

instruction to students needs. To begin, the student is given a writing

prompt fitting one of the three types of writing. In this case, ABG was given

the writing prompt: Write about one of the four seasons: summer, fall,

winter, or spring. This prompt falls under the informative/explanatory

category (W.K.2). The student is given a piece of kindergarten writing paper

and pencil to respond to the prompt. Once the student chooses to be done,
Mabel Tang
March 30, 2016
CIL621
AE#5

the writing piece will be evaluated using the CCSD ZOOM school writing

rubric. The rubric will provide a score of 1 (emergent), 2 (approaching

standard), 3 (meeting standard), or 4 (exceeding standard) for the

kindergarten writing standard. It will also provide a score for the kindergarten

language standard (L.K.2) at a similar scale. With this data, writing

instruction can be tailored to help the students improve upon their own

writing.

Results

According to the CCSD ZOOM school writing assessment rubric, ABG

scored a 3 (meeting standard) for the writing standard W.K.2 uses a

combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing

about and supply some information about the topic. According to the rubric,

ABG used a combination of drawing and writing, conveys meaning through

illustration and writing, provides a clear, single topic, and includes two or

three supporting details about the topic. ABG also scored a 3 (meeting

standard) on the language standard L.K.2 demonstrates command of the

conventions of standard English: capitalization, punctuation, and spelling

when writing. She demonstrated grade level conventions: capitalizing the

first word in a sentence and the pronoun I, writes a letter or letters for most

consonant and short vowel sounds, and spells simple words phonetically

drawing on knowledge of sound/letter relationships. Therefore, according to

Mabel Tang
March 30, 2016
CIL621
AE#5

this writing assessment ABG meets the kindergarten WK2 AND LK2

standards.

Conclusion/Assessment Standards

From this writing assessment, I can conclude that ABG is meeting the

kindergarten writing and language standards for informative/explanatory

writing and standard English conventions. The next step would be to provide

instruction to help improve upon her writing where she can exceed grade

level standards. That would include writing four or more supporting details

and a closing as well as demonstrating conventional spelling for words with

common spelling patterns and for frequently occurring irregular words.

The assessment was easy to administer and did not take long. It can

also be done in a whole group or small group setting rather than individually.

The writing rubic was also very detailed and concise. It was easy to pin point

exactly what the student scored due to the specificity in meaning behind

each number. The rubric also provides specific areas to focus on if the

student did not do well. This assessment and rubric is extremely helpful in

evaluating student writing.