Teachers use such a framework (adjusted
appropriately for grade level or span),
accompanied by knowledge of their students
(including students’ proficiency level on different
CA ELD Standards), for observing what students
are doing while writing and for evaluating
students’ written products. Having a framework
for analyzing writing helps teachers focus
on one or two areas to provide just-in-time
scaffolding.
Students also use a language analysis
framework or related tools, such as a success
criteria document (Heritage 2014) addressing
particular language areas, to evaluate and
refine their own writing. Tools such as these
support students to reflect on their work and
ask themselves the same types of questions—either as they are writing or during a writing conference
with peers or teachers—that teachers ask when analyzing student writing. Using a language analysis
framework also helps students to monitor their own progress in writing.
The following annotated writing sample (figure 8.8) illustrates the use of a language analysis
framework to analyze student writing to determine next steps for instruction. The example was
written independently by an EL student in the fifth grade after several days of instruction during which
students jointly constructed several short sections of a longer
text on bats. (See vignette 5.3 in chapter 5 of this ELA/ELD
Framework for an example of the task, text reconstruction).
The students used their shorter reconstructed texts, along
with other texts, to construct their own texts on bats at
the end of the week. The teacher analyzed the writing for
formative assessment purposes and to discuss refinements
with students rather than for grading students’ writing.
Having a framework for
analyzing writing helps
teachers focus on one or two
areas to provide just-in-time
scaffolding.Students also use a language analysis
framework or related tools, such as a
success criteria document addressing
particular language areas, to evaluate
and refine their own writing. Tools such as
these support students to reflect on their
work and ask themselves the same types
of questions—either as they are writing
or during a writing conference with peers
or teachers—that teachers ask when
analyzing student writing.Assessment Chapter 8 | 853