Elementary Writing Proficiency Test

Read ALL of these instructions at least one day before giving this test in order to make the necessary
preparations.

ELEMENTARY WRITING PROFICIENCY ASSESSMENT DIRECTIONS

The Elementary Writing Proficiency Assessment is designed to model exemplary language arts instruction.
This prompt is expressive writing, one of the two types of writing assessed at the elementary level. We are
asking for first-draft writing, so there is no need for students to recopy their papers. The papers will be
scored by all fourth grade teachers using the District fourth grade writing rubric.

Dictionaries or spelling aids may be used, but no electronic spell checkers. Students are not required to write
in cursive or in ink.

This is a three-part test:

SECTION ONE - Reading and Individual Response

SECTION TWO - Group Discussion

SECTION THREE - Independent Writing

The Reading and Individual Response Section and the Group Discussion Section that follow will serve as a
prewrite and WILL NOT BE SCORED.

SCHEDULING THE TEST

Although the test is not rigidly timed, it is important that all teachers follow these guidelines. Allow a two-
hour block for the complete test. There will be no break during the testing.

SCRIPT AND NOTES FOR ELEMENTARY

WRITING PROFICIENCY TEST

SECTION ONE: READING

SAY:
Over a two-hour period you will participate in a test of your reading and writing abilities. First I will
read a story aloud to you and you will follow along. Next, you will answer questions about what you
have read. Later you will have a chance to talk with a group of your classmates. You will discuss,
make notes, and do some other activities. Finally, you will be asked to write. Turn over your paper
and print your name and my name.

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 Elementary Writing Proficiency Test

As you read the story, make notes in the column on the right about your thoughts and questions. You
will be able to discuss your notes later with your group. You can mark up the selection in any way that
helps you better understand or remember what you are reading..

NOTE: Do not assist students with notetaking.

SAY:
After you have read the story, follow the directions for the questions.

SECTION TWO: WORKING WITH YOUR GROUP

NOTE: Set up your class in cooperative groups of about three to six students. Allow 10 to 15 minutes for
groups to work together. Do NOT guide groups, only clarify directions if necessary. Tell groups that they
must work on their own without teacher direction.

SAY:
Now you are going to work in small groups on Section Two. Turn to Section Two of your test booklet.
Your group will be brainstorming ideas about the first experiences in your lives.

Read the directions in Section Two and do the activities described. Members of the group may take
turns reading the directions, or your group may choose to read the directions silently. Do not go on to
Section Three of the test.

NOTE: Be sure to allow at least 40 minutes for the written portion of the test (Section Three). It may be
necessary to stop some groups before they have finished their discussion.

SECTION THREE: WRITING

Announce that it is time to begin the independent writing.

SAY:
We are taking the last part of the test now. This is a test of your writing ability. You will be able to do
a better job if you spend a few minutes planning. You may use the notes and ideas you wrote down for
Section Two of this test when you worked in your groups.

Read the question carefully and reread it if necessary so that you understand what you are being asked
to do. When you finish writing, read your work carefully and make any changes or additions that will
improve it. Fix any mistakes that you notice.

Write on one side of the lined paper I have given you. There is no limit on length. If you need more
paper raise your hand. Do not re-copy your paper; make any changes on the first draft. Your paper
will be read by teachers who dont know you, so try to do your neatest work.

NOTE: When all students have completed the proficiency test, staple each students papers. Place all
student papers in the brown envelope, seal it, and write your name across the flap. Return your prompts,
directions and brown envelopes to the Test Coordinator.
Section One: Reading

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 Elementary Writing Proficiency Test

Reading Situation: As you read the story about of the first time an eight-year old girl
succeeded in riding her bike, underline the line that you like most. In the margins to the right
of the selection, you may mark notes on your thoughts and questions. Your notes will not be
graded, and you may leave this column blank if you prefer.

After you have Read

Underline the line from the story that you like the most. Why did you choose this line?

Section Two:

Guidelines: During this part of the lesson, your group will have a discussion. It is important
that everyone in the group has a chance to participate. Take turns giving your ideas.
Everyone takes his/her own notes during the discussion.

So Smooth is the story of the first time an eight-year-old girl succeeded in riding her bike.
Think of some of the firsts in your life besides learning to ride a bike. For example, the
first time you scored a goal in soccer, the first time you read a book by yourself, the first time
you went to camp. With your group, brainstorm as many firsts as you can think of. Write
down the groups ideas in the space below.

FIRSTS

went to camp
scored soccer goal
read book

Section Three: Writing

Getting Ready to Write

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Firsts are very special. You are going to write about something that you did for the very
first time. Think about why it was special. Where did it happen? Who was with you? What
details can you include to show your reader why it was special for you?
You may use ideas from your group brainstorm. You may write about a first that your
group talked about or you may write about a different first.

Writing Situation

Think about the first time you did something special. Tell about what you did and why it was
special to you. Be sure to include words that help the reader see the experience.

Write on the lined paper your teacher will give you.

Be sure you use:

Complete sentences
Correct punctuation and capitalization
Correct spelling
Clear handwriting or printing

Note: You will have as much time as you need to complete your writing. If you are not
sure of the spelling of a word, you may use a dictionary. You do not need to recopy
your paper; just make your corrections on your paper so that the teacher can
understand them.

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