K-12 Writing Portfolio Protocol
2013-2014
Table of Contents
General Portfolio Information
Pender County Schools Scoring Rubrics
Best Practices for PCS Writing Portfolio
Sample Prompts and Exemplars
Sample K-12 Teacher-Student Writing Conference Form
General Portfolio Information
Timeline / Content Area / Writing Type / Prompt / Resources & Rubrics / DatesFall/Winter Prompt-Sample Exemplar 1 -Collected by March 1 / (LA, Sci, SS, Math)-pick one / Narrative OR
Informative OR
Argumentative/Opinion / Prompt of the teacher/school’s choice
Sample Prompts are provided on the next page. / Grade Specific District Writing Rubric For Genre Chosen for Winter Prompt / All documents should be dated on or before March 1
Spring Prompt-Sample Exemplar 2 -Collected by last day of school / (LA, Sci, SS, Math)-pick one not used in Sample 1 / A genre not used for the fall prompt/sample 1 / Prompt of the teacher/school’s choice / Grade Specific District Writing Rubric For Genre Chosen for Spring Prompt / All documents should be dated on or before the last day of school
At Least One Sample Collected for the Portfolio Must Include Evidence of the Writing Process. These evidences for each student sample include:
- Prewriting --A dated outline, planning document, or graphic organizer completed by student
- Draft(s)--At least one early attempt at writing the sample. The draft(s) contain mistakes and/or areas for revisions.
- Teacher-Student Writing Conference--(This document should be dated and show evidence of at least one writing conference held between the teacher and student . The evidence should include conference notes and/or an annotated rubric and feedback comments for the student to use in his/her revision.)
- Revision(s)--At least one revised version of the paperdated after the Teacher-Student Writing Conference.
- Published Product--A final copy that has been prepared for publishing and shared with an audience. (Examples of publishing include evidence that it was displayed for others, made into a book, illustrated, and/or word processed, etc)
- District Scoring Rubric completed by teacher—(This document should be dated and attached to the final product)
Providing evidences of the full writing process for all portfolio samples is preferred and will be required for all student submissions in 2014-2015.
Pender County Schools Scoring Rubrics
Best Practices for PCS Writing Portfolio
Preparation of Student Exemplar Samples
Portfolio samples are intended to be in class assignments that are completed over a series of lessons with appropriate teacher support. They should never be assigned as homework.
Students should not collaborate with other students on their drafts or final products. Each student must turn in their own unique responses. Collaboration during planning/pre-writing, conferencing, and publishing is acceptable. Students may not solicit assistance from their parents.
Before starting the assignment, review the appropriate rubric with students so that they understand how their writing will be assessed. If students have questions about the instructions, teachers should answer them.
Encourage students to use appropriate tools such as text evidences, note cards, research articles, graphic organizers, and writing folders as they prepare their samples.
Students should create a written plan (graphic organizer, outline, etc) for their writing before drafting their response. Planning the response will directly affect the focus, organization, and support.) Note: It is a good idea to staple the planning page to the written assignment. This allows teachers to see what “holes” exist between a plan and the written product and can help support the teacher-student writing conference work.
This is not a timed assessment. Give students as much time as they need to complete the assignment. It is reasonable to expect that some portfolio samples could take many class periods/weeks to complete all phases of the writing process.
Sample Prompts and Exemplars
These can be used or modified, but are not required. Schools can prepare their own grade-level or school-wide prompts and collect sample exemplars.
K-12 Prompts with Exemplar Standards-Vermont Writing Collaborative
Common Core Exemplars-CCSS Appendix C
Oregon Department of EducationThese student writing samples have been annotated to illustrate the criteria required to meet the Common Core State Standards for particular types of writing—argument, informative/explanatory text, and narrative—in a given grade.
KindergartenGrade 1
Grade 2Grade 3
Grade 4Grade 5
Grade 6Grade 7
Grade 8
Grade 9Grade 10
Grade 11Grade 12
Sample K-12 Teacher-Student Writing Conference Form
K-12 Writing Conference Record
Teacher:______Student:______Grade____
To ensure accurate results of student growth, record anecdotal notes on each mode of writing including unit of study, and student’s strengths and areas for improvement. Please consult the standards progression continuum for guidance.
Argument Date of ConferenceInformational/Explanatory Writing Date of Conference
Narrative Writing Date of Conference
Class Data / School Name
Time of Year : Fall/Winter/Spring Teacher/Grade: ______
Last, First / Prewriting / First Draft / Teacher/student Writing Conference Evidence / Revisions/Drafts / Published Product / Rubric Score
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Principal Tracking Form/ School Name
Time of Year : Fall/Winter/Spring Prepared by (signature):______
Teacher Name (last, first) / # of students in class / # of students who completed all evidences of writing portfolio sample 1 / # of students who completed all evidences of writing portfolio sample 2 / Rubric Average Score / Notes/Additional Information1
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Add rows as needed
PCS K-12 Writing Portfolio
2013-2014
January, 2014
K-5 Writing Continuum
6-12 Writing Continuum
PCS K-12 Writing Portfolio
2013-2014
January, 2014