Writing for Assessment


English Language Arts Grade 4 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 writing 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 writing prompt based on a comparison of two fables.

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.

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Teacher Pack

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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 a writing 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 writing prompt based on a comparison of two fables.

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 “How the Wicked Sons were Duped”

  • duped: tricked
  • inheritance: money, property, and goods that are passed on when someone dies


Does it ever seem to you that school is just about tests? Throughout the school year, you are often 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 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.


Boy taking test at classroom desk

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


Mary had a little lamb with fleece as white as snow

And everywhere that Mary went, the lamb was sure to go.

It followed her to school one day, which was against the rule.

It made the children laugh and play to see a lamb at school. 


Write a test question about “Mary Had a Little Lamb.”

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:

  • Do you think pets should be allowed in school? Cite evidence from the poem to support your opinion.
  • Mary’s pet lamb is loyal to Mary. Describe a loyal pet that you know personally or have read about, and compare it to Mary’s lamb. 


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

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