Writing for Assessment


English Language Arts Grade 5 The Writing Process
Students learn and practice strategies for responding to writing tasks during assessment. First they preview and read a fable, then they learn PAST strategy to analyze a prompt about the fable, and they are directed through a shortened writing process to compose an assessment essay. Then they repeat the process independently for a second passage.

This learning experience is designed for device-enabled classrooms. The teacher guides the lesson, and students use embedded resources, social media skills, and critical thinking skills to actively participate. To get access to a free version of the complete lesson, sign up for an exploros account.

1:1 Devices
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Here are the teacher pack items for Writing for Assessment:

Preview - Scene 1
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Overview

In this experience, students learn and practice strategies for responding to writing tasks during assessment. First they preview and read a fable, then they learn PAST strategy to analyze the prompt, and they are directed through a shortened writing process to compose an assessment essay. Then they repeat the process independently for a second passage.

At the end of the experience, students will self-evaluate their work based on a rubric. You may review the rubric with them at any point during this experience.

Objectives

  • Read actively to determine the author’s message and supporting details.
  • Analyze a writing prompt to determine the requirements of the task.
  • Apply the steps of the writing process to compose a response that adequately addresses the writing task.

Duration

Two class periods.

Vocabulary Words Used in “The Lion and the Mouse”

  • timid: shy
  • haste: urgency
  • amused: find something funny


Oof! Another test. Why are there so many tests in school? Throughout the school year you are asked to take reading and writing assessments, or tests, to show what you know. In this experience you will learn and practice strategies that you can use when you are asked to respond to a writing task on a test. You will analyze a writing prompt to figure out what the question is asking you. Using a shortened version of the writing process, you will then plan and write a response for the writing task, knowing that there is a time limit.

Objectives

  • Read actively to determine the author’s message and supporting details.
  • Analyze a writing prompt to determine the requirements of the task.
  • Apply the steps of the writing process to compose a response that adequately addresses the writing task.


Classroom of students taking an exam

First, take a turn writing a test question. Look at the children’s rhyme:


Little Boy Blue, come, blow your horn!

The sheep’s in the meadow, the cow’s in the corn.

Where’s the little boy that looks after the sheep?

Under the haystack, fast asleep!   


Write a test question about “Little Boy Blue.”

Post your answer

The purpose of this activity is to let students “be in control” of a test question. If the questions they write are simplistic, then you can make a few suggestions and move on. If students post any interesting questions, take time to discuss them with the class.

Some sample questions include:

  • What can you learn about personal responsibility from the example of Little Boy Blue? Make a connection between the poem and something that has happened in your own life.
  • What might happen when people are required to work more hours than is physically reasonable? Cite evidence from the text and make a connection to society.


When everyone is ready to continue, unlock the next scene.

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The Complete List of Learning Experiences in The Writing Process Unit.
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