1. Six Traits of Writing Assessment

Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions (Score of 1 to 4 on each trait with 4 being the highest score) Scoring criteria for assessing primary students is being developed on the basis of experiences piloting the Bird Print Writing Process

2. Bird Print Writing Process Assessments

Puffin Prewrite: Quantitative Score for 1) number of word or phrase ideas listed Qualitative Data Notes on 1) whether the child generated list independently or with mentoring from teacher, volunteer, or peer, 2) how well child is able to articulate sentence ideas for each prewrite word/phrase, and 3) child's own metacognitive voice on writing progress and goals

Swan Draft: Quantitative Score for 1) number of phrases approximating sentences and 2) number of sentence that are complete with verb/noun agreement; Qualitative Data Notes on 1) traits of writing including ideas, voice, word choice, sentence fluency, organization, and 2) child's own metacognitive voice on writing progress and goals

Egret Edit: Quantitative scores on sound spellings. book spellings, capitalization, and punctuation; Qualitative Data Notes on 1) child's ability to work independently on this task, and 2) child's own metacognitive voice on writing progress and goals

Owl Edit: Quantitative Score for number of book spellings found by student in dictionary, Score for number of book spellings provided by teacher, Score for number of sound spelling words accurately changed to book spellings; Qualitative Data Notes on 1) child's ability to systematically use dictionary for book spellings independently and/or with mentoring, and 2) child's own metacognitive voice on writing progress and goals

Additional assessment can be done in the following steps: 1) student practices spelling the customized list of words (or a reasonable # of words) in the writing document that were edited from sound to book spellings; 2) student is assessed on ability to accurately spell those words

Wren Revise: Quantitative on 1) score on number of sentences and/or phrases that child realized needed to be revised for syntax and completeness, 2) score on number of sentences and/or phrases that teacher identifies as needing revision; Qualitative Data Notes on 1) child's comprehension of needs to revise sentences, revising strategies/solutions, and 2) child's own metacognitive voice on writing progress and goals

Peregrine Publish strategies/solutions, and child's comments during the Wren Revise: Quantitative Scores on each of the Six Traits of Writing (using developmentally appropriate *criteria for scores of 1 to 4 with 4 being the highest score); Qualitative Data Notes about child's metacognitive reflections on writing content, goals and progress with this writing assignment

* criteria for scoring Six Traits of Writing for primary children are in the process of being developed on the basis of experiences with piloting the Bird Print Writing Process

3. Additional Writing Assessment Data

Videotape of writing behaviors and conferences to document and reflect on learning

Children's metacognitive voices about writing progress and effectiveness of their written communication

Anecdotal Observations by Classroom Teaching Aide and Literacy Volunteers

Student Performances of Understanding demonstrating effective communication through written documents when shared with the class,shared online as email, presented in video teleconferences, and shared at Parent/Child Portfolio Conferences

Parent reflections and observations on child's writing behaviors and progress

4. Reading Assessment Tools

Wright Group Grade 2/3 Assessment Kit

Developmental Reading Assessment (DRA)

Recorded Reading Aloud and Retelling of student reading email on the WRITE to Care projects, children's fiction and nonfiction literature on the curricular topic of the WRITE to Care project, and other project writing documents to assess fluency, rate (wpm), accuracy (% accurately read words), and comprehension

Teacher/Child Reading Conference

Student's Metacognitive Voice on Reading Progress and Goals

Student's Performances of Understanding when reading and reflecting on content of sent and received email messages, writing documents, websites, and text resources for a WRITE to Care project

Anecdotal Observations by Classroom Teaching Aide and Literacy Volunteers

Parents reflections and observations on child's reading behaviors and progress