Assessment Plan

Learning Goal Assessment Assessment Type Necessary

Adaptations
Pre-Assessment On-Demand Writing 1. Directions and
Piece expectations will be
1. Sticky note with given to students both
seed idea visually (on the board
or on the projector)
2. Categories in and orally.
writers notebooks
2. Students with an
3. Discussion about IEP may type instead
thesis of write if that is what
Learning Goal #1: Formative their writing coach
Students will be able 4. Discussion about advises.
to write a thesis organization
statement and develop 3. Students may be
reasons to support 5. Discussion about encouraged to write
their claim. evoking emotion less reasons (perhaps
1 or 2 reasons) to
6. New strategies keep length simpler if
using emotion in needed
writers notebooks
4. Students can talk to
7. Clear thesis in their writing partner at
writing pieces any time for questions
or comments.
8. Published writing
pieces #1,2,3 5. Students can ask
any questions or for
further guidelines
during one on one
Summative On-Demand Writing conferences
Piece
6. Students may walk
around the room to
different anchor charts
if helpful

Learning Goal Assessment Assessment Type Necessary

Adaptations
Pre-Assessment On-Demand Writing 1. Directions and
Piece expectations will be

rd
1. Goal Sheet for 3
and 4th grade
2. Editing strategies
shown in writers
notebooks and in
Learning Goal #2: Formative drafting pieces
Students will be able
to show the changes 3. Work Plan
in their writing over 4. Addition of
time through the speaking directly to
gained knowledge of audience in writing
planning, revision,
and editing. 5. Addition of adding
details and personal
connections to writing
6. Published writing
pieces #1,2,3
or comments.
Summative On-Demand Writing
Piece
Learning Goals Assessment Assessment Type
Pre-Assessment On-Demand Writing
Piece
1. Published writing
pieces #1,2,3
2. Draft of writing
piece #1 that includes
Learning Goal #3: Formative thesis, organization,
consideration of
given to students both
visually (on the board
or on the projector)
and orally.
2. Students with an
IEP may type instead
of write if that is what
their writing coach
advises.
3. Students may be
encouraged to write
less reasons (perhaps
1 or 2 reasons) to
keep length simpler if
needed
4. Students can talk to
their writing partner at
any time for questions
5. Students can ask
any questions or for
further guidelines
during one on one
conferences
6. Students may walk
around the room to
different anchor charts
if helpful
Necessary
Adaptations
1. Directions and
expectations will be
given to students both
visually (on the board
or on the projector)
and orally.
2. Students with an
IEP may type instead
of write if that is what
Students will be able audience, and words their writing coach
to write for longer that evoke emotion advises.
periods of time after
development of an 3. Draft of writing 3. Students may be
important idea or piece #2 that includes encouraged to write
thought. students organization, less reasons (perhaps
revision and editing 1 or 2 reasons) to
keep length simpler if
4. Draft of writing needed
piece #3 that includes
information about 4. Students can talk to
learned cause their writing partner at
any time for questions
or comments.
Summative On-Demand Writing
Piece 5. Students can ask
any questions or for
further guidelines
during one on one
conferences

6. Students may walk

around the room to
different anchor charts
if helpful