By tracking writing growth throughout the school year, teachers are able to share with students their progress and specifically what students need to do to continue to grow in their writing. Following closely with Common Core Standards, students would have writing samples for each of the three different types of writing that are covered by Common Core for fourth grade: informative, narrative, and opinion writing. While I was not able to share with students how the first writing sample task needed to be approached, students were able to see the rubric, identify the skills they needed to show in their writing, and complete the writing task associated with the following writing samples. These included:
First Writing Sample: September 23, 2019 (Classmate Biography Writing)
For the first writing sample collected and graded using the writing rubric, students were asked to write an informative essay about their classmates. This assignment was given and completed before I began teaching the class. Students were asked to conduct interviews with a classmate and use that information to write a biography about that classmate. Students enjoyed this activity since they were able to work with their classmates and refer to it often. The writing sample accompanied a picture of the student whom the biography was about, and students enjoyed seeing their biographies on the class writing board. A baseline writing sample was taken from these works using my rubric when I began teaching the class.
Students were asked to complete this assignment because it was the beginning of the year and students were still getting to know one another. One of the rationales for administering this assignment was that it was a great way for students to begin learning about each other and providing teachers with an idea of the students' backgrounds and personalities.
Second Writing Sample: December 18, 2019 (Student Dream Writing)
For the second writing sample we collected and graded using the writing rubric, students completed a writing assignment detailing their dreams. The topic was broad for students, as this was the first writing sample that I would personally gather, and I wanted to see how students interpreted the assignment to gauge a sense of where students were at the time in their writing abilities.
Students were asked to complete this writing task as a way to gather more information about who students were and allowed me to help understand their motivations. This task was chosen because I had just arrived at Bridges PCS and was still learning students and their behaviors. Some students were having trouble motivating when I arrived, and this writing task was a way for me to see some of the things they were "dreaming" about. Using these writing samples to show students where they were in their writing growth also allowed me to catch a glimpse of their current state of mind.
Third Writing Sample: January 21, 2020 (New Year's Goal Writing)
For the third writing sample collected and graded using the writing rubric, students were asked to engage in a narrative writing piece about their goals, hopes, and dreams for the 2020 year and upcoming decade. This writing assignment gave students another chance to write about things that they wanted. This writing topic went well, and was exciting as it coincided with the beginning of the new year and new decade.
I chose this writing task because it allowed for me to see what students wanted to improve on in the classroom. Sometimes there is a disconnect between what teachers know is important for students to succeed and what students believe to be important, and through reading these assignments, I was able to see exactly what students believed to be the most important goals for their growth.
Fourth Writing Sample: February 26, 2020 (Black History Month Writing)
For the fourth writing sample collected, students were asked to research and complete a writing project about a black historical figure who was assigned to them by our fourth grade classroom team. Students spent time researching their figure and were asked to write and rewrite their drafts. The samples below are from the students who were able to complete their Black History Month writing assignments and showcased them during the Black History Month assembly.
The writing task was chosen as a way to push students to conduct research on a specific topic, gather supporting details, and create a writing piece that ensured they went through every step of the prompt and rubric first. Having students diligently plan their writing and refer to the rubric saw a dramatic increase in student scores.
*Due to COVID-19, we will not be able to continue collecting writing samples for the rest of the 2019-2020 school year. I was also unable to collect the rubric sheets for each writing assignment. I have recreated the rubric sheets based the scores that were assigned in our online classroom data tracker. Each virtual rubric is included below.