Student Work
My collection of writing samples came from several students receiving speech and language services. All of the students participated in a similar instructional process in either a small group or 1:1 as presented in the Process section. The students were diverse in their strengths and needs. Several students had articulation goals. Other students had difficulties with expressive language and fluency. None of the samples represented finished or polished pieces. They were all works in progress.
H, Second Grade
H started his writing by making a list.
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H's draft "Hand" story. A spider leg with dialogue was added during a conference.
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C, First Grade
 C created a chart that showed what baby, boy, mom, and dad hands do.
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CN, Second Grade
My hands help me to read. I play with them I catch fish with them I went fishing with my dad mom grandma grandpa.
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Q, First Grade
I can for a hour. and I paint I can roller skate
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T, Kindergarten
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T used these notes while composing his piece on the left.
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MC, Kindergarten
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MC used this note sheet while writing her piece to the left.
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B, Second Grade
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MM, Kindergarten
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T, Kindergarten
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More "Hand" Stories
MH's Hand Story
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A's Hand Story
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How do my samples compare with grade level expectations?
The following samples came directly from Common Core State Standards, Appendix C. When comparing my student samples to the pieces below, it is questionable that my student samples meet expectations for their grade level. Interestingly, according to end of the year district writing assessments, 3 of the 8 kindergarten students included in my lessons met writing expectations and 4 of the 7 second graders met writing expectations according to their classroom teachers. I am wondering if my district standards for writing are too low. The samples in my lesson were in-process pieces but the amount of adult support provided varied which may account for some of the discrepancies.
KG Narrative
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First Grade Narrative
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Second Grade
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