EDRL 443/CIL 543 Assessment Results (Narrative Report) -- Writing

After gathering a writing sample from the child, use the following questions to guide your analysis. Please turn in a copy of the childs writing (To help you look carefully at the writing and to help plan for instruction, make a photocopy that you can mark on; turn in the marked copy).

What do you notice about what the child CAN do? I noticed that Danya could write to express what she is thinking. I also noticed that she wrote down everything that she wanted to and in a specific order of detail that made sense to her. She was able to provide me the answer to the prompt which was what is your favorite book and why? Specific things to look for/consider when analyzing the writing sample:
Word & passage-level:
Total number of words: 44 Number of words spelled conventionally: 40 % of words spelled correctly: 91%

Connections between spelling inventory and writing sample:

What patterns do you notice in invented/phonetically spelled words? Danya writes her words the way that they sound when she sounds them out. How do these patterns align with results of the ESI (or other WTW spelling inventory)? Be specific in terms of what the child CAN do, what the child uses but confuses, and what is missing. The way that she spelled the words correlates to where she is as within the ESI. The endings of the words such as how she spelled favorite favrite shows the same pattern that she did within the ESI. Danya can spell the most frequent words and only confused the spelling of watch and said. This could have been because she does not like to write or just wanted to get it over with, which was what I was getting from it. Is there evidence of visual memory for spelling? Examples? What might these results tell you? The evidence that I would have for visual spelling would be when she wrote favorite favrite. Danya knew that it looked write to her and she just left out one syllable which is not pronounced most of the times when we say the word. For example we generally say fav-rite and to spell it right we would have to pronounce it fav-o-rite.

Evidence of Writing Traits:

Ideas She is able to convey her ideas in writing. In other cases after this sample she is better at writing down ideas. Organization There is no use of punctuation in the sample. It is also just one sentence, as she told me it was after she read it to me. Word choice/vocabulary Word choice is an area to work on with Danya. Example within the sample would be how she wrote, I ask my mom can I always watch.

Voice Danyas voice is clear in her sample. She wrote down everything that she was thinking.

Conventions (spaces, left to right, top to bottom, paragraphs, end punctuation, commas, names/beginnings of sentences
capitalized, etc.). Example(s)? Wrote left to right and top to bottom.

No punctuation used within the sample.

No sentence structure used. Did Capitalize I and the beginning word of the sample.

Areas of need for instruction? (Consider the above areas as well as grade level standards):
Writing to convey ideas and information clearly. The writing that I had Danya complete showed that she does not set up sentence structure very well. She can write and knows what she wants to say. The ESI showed that she is late within affixes and prefixes, so her spelling of words within the sample showed this trend. This goal will help her build her sense of writing and connect it to real situations to better convey ideas and information. It will also help with word study and build her sense of 4th grade vocabulary words. CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Possible strategies for addressing these needs: Providing many instances within the lesson for writing. Can be used in all areas of guided reading, especially the end. Providing a great way for her to convey ideas and writing narratives by using either prompts or questions about readings.