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This writing piece was part of the argumentative unit for a seventh grade special education class. After reading the article "Rush" by Akash Kapur students were asked to write an editorial in the perspective of one of the people mentioned in the article. The article addressed the impact a new highway had on a small village in India. In this particular case the student chose  T.Kala, who lost her son in a traffic accident on the newly constructed highway. The student that wrote this piece is an ELL at a transitioning level.

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This is a writing piece during our center time in Pre-K. The students were helping me write signs for our dramatic center.

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The writing piece that was chosen the from our TC From Scenes to Series writing unit. The writing sample that I chose was from a first grade ELL student. For this writing unit the student was asked to write a realistic fiction story by creating pretend characters in realistic scenarios. The student had to create a plot for his characters that included a problem and solution. I picked this writing piece because I can tell how much this student’s writing has grown since September. He demonstrates understanding of proper sentence structure and the way sentences are formed. He also demonstrates understanding of the words he is using. He is able to appropriately use words in the right context.  This student was able to complete this writing assignment with minimal help. He used the classroom word wall to help him with unfamiliar sight words.

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This is a writing sample from a fifth grade student from a Science experiment.  Students were to find out what would happen if you poured soda inside a balloon. Before performing the actual experiment, students needed to complete the first page of this packet to provide some information such as hypothesis, research done, questions, etc. As can be seeing from the sample, this student has trouble with spelling, even though some of the words are already written in the questions. The student's sentences are too simple, they lack detail and content, and are often improperly formed (sometimes to the point where it is almost incoherent).

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This is a second grade writing sample. Before reading the folktale Two of Everything, students were asked to answer the essential question- What good things happen when people work together? I noticed the student began his writing with giving an example of how teachers work together in school. The student organized his writing by skipping lines. He started with a capital letter and ended his sentence with a period.

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This is a first grade writing sample. After reading the book of the month On the Other Side, the students were asked to write about the authors purpose. The students were given sentence frames and the meaning of the word segregation was discussed prior to reading the book. As you can see this child not use the sentence starter that I provided which was " I think the author's message is..." He wrote "It is not fair to be in between the gate, but what he was trying to say was that it was not fair for the girls to be separated by the gate. He did stretch out the words with my help.

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This work sample is from a 4th grade entering ELL student who came from Mexico in November. This sample was the writing culmination of a unit on Native Americans. The student was provided with scaffolded graphic organizers throughout the unit on different topics about Native Americans. He was also provided with word banks with visuals to utilize on the graphic organizers. What I observed about his writing development, is that he was able to start his introduction with a complete sentence, as we spent a great amount of time working on this together. However, when it came to his body paragraphs, his sentences were limited. Toward the end, he just used words vocabulary he had learned but did not expand on them any further. He also capitalizes certain letters regardless of where they are in the word.

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This is a Pre-K writing sample crafted during Learning center time.  The student chose to practice upper and lower case S.  He said:  " I can write letter S.  I can write "say" and  I drew two pictures."  I then asked the student which two words start with the letter S that you recall from our prior lessons.  The student responded:  " I can write snake and star."  He then drew a picture and wrote the words following prompts on sounds for "s", "k" and "r" to complete spelling.
It was a good lesson in using language to reinforce alphabet recognition and print concepts.  The student also had an opportunity to recall "natural lights" from our light unit thematic concepts and snakes from our explorations on "living things."
I reinforced that visual representation of words help to make connections that extend a students' learning and understanding.

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This is a Pre-K writing sample created during center time. The child chose to draw this picture, with prompting and support the teacher guided the student to add details to his drawing. The child also asked the teacher to help him write the word Police, she supported him him by trying to sound it out with him, but when they reached to the /s/ sound at the end she provided the correct spelling for him.

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For this writing students were learning about Alexander the Great and had to decide if he was really great.

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Olga Petakov

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Olga Petakov - page 3

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Olga Petakov - page 2

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Olga Petakov - Pre-K writing sample

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This writing sample is made by my Dual Language Social Studies student. This is part of my Geography of ancient India project. The students were given several artifacts about ancient India and they have to distinguish whether they had advanced transportation, economy, agriculture and commercial activities. After the evaluation, they will be working on writing an paragraph to explain what was the society like back in Ancient Indus Valley.

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My classroom is a K/1 TBE/Special Education 12:1:1 -student's piece is of my only first grader. The two writing pieces were chosen to show growth in expressing thoughts in written format. Background- the student is he's on the spectrum and from September to Feb he was only able to provide responses by drawing and/or verbal. Beginning mid- Feb he began to formulate written words and to my surprise wrote one full sentence with me siding by side. On the picture below you will see Writing Sample A (Feb 6/Groundhog voting), Vote either Spring or Winter? and write your reason for that selection/prediction. Paper has guided lines for word placement.  He is attempting to exercise phonemic awareness as he associated "FRR" for flowers; he says "frowers".  We formulated the sentence word by word (after each  word we started from the beginning to help him stay focused.  On Opinion Writing Sample B (mid-march), express opinion with supporting details using the word "because" no guided lines were needed, more details in writing (3 sentences), details drawing (sun, rain, flowers), use of sight word for "because, feel, improved phonemic awareness in "water".  He continues to show great improvement in his writing.  He can now read his writing to help classroom teachers to correctly scribe his work :).

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This is an emergent writing sample from a Pre-K class. Students were encouraged to write the job titles associated with an airport theme for the dramatic play center. Students are encouraged to write as part of their daily routine and to label items in their classroom.

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This writing piece was chosen because we don't do much writing in my classroom. I am currently teaching in a dual language prekindergarten setting. In prekindergarten we focus more on drawing, art pieces and paintings to have students express their thoughts. We then have students dictate and we scribe their work. I chose this piece because I have been working with several students who know the letters and sounds on blending and segmenting. In this assignment students had to write why do they love their mom after listening to the story "I love my mommy because...". Students were asked to dictate for those who still struggle while I scribed. The other group use segmenting skills to sound out the words. This student wrote that she loves her mom because she gives her sis and her hugs. Prior to the lesson the student was provided with a sentence starter, "I love you because....". As we can see in this students writing our next steps will be punctuation and use of capitalization.

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This piece of writing is from one of my Pre-K students. For this lesson the students were learning about the parts of a flower. Students were encouraged to make a flower using various art materials. Students who know their letters and sounds are encouraged to label their flower. This particular student home language is Spanish but is acquiring the English language. She is an emergent writer. However, this student knows her letters and sounds in English, and is learning the letter and sounds in Spanish. For words that she was unable to spell, she resorted by copying the words from the word wall. My next step is to continue working on letter-sound relationship in Spanish.

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This writing piece was produced by a student on the third consecutive day of learning about the water cycle. Students were asked to write a creative story taking what they have learned about the water cycle in previous lessons. Students were asked to pretend that they were a raindrop and write about their journey through the water cycle. The student displayed an understanding about the water cycle through descriptive events in his story. As noticed, the student had difficulties with the organization of his writing. There are no punctuation marks presented throughout the story and there are several capitalization and spelling mistakes found. Prior to the activity I provided students with examples of sentence starters to help them generate I dead for their introduction. 

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This writing piece was produced by a student on the third consecutive day of learning about the water cycle. Students were asked to write a creative story taking what they have learned about the water cycle in previous lessons. Students were asked to pretend that they were a raindrop and write about their journey through the water cycle. The student displayed an understanding about the water cycle through descriptive events in his story. As noticed, the student had difficulties with the organization of his writing. There are no punctuation marks presented throughout the story and there are several capitalization and spelling mistakes found. Prior to the activity I provided students with examples of sentence starters to help them generate I dead for their introduction. 