On-Demand Writing
Quick Facts and Ideas
Here is some compiled information to assist with getting started with on-demand writing as pre- and post- assessments during a writing unit of study!
The
purpose of an on-demand assessment is to see the writing students can produce
on their own within any writing genre that is about to be taught.
Therefore,
teachers do not guide students through the process. This is not a
teaching day, but a day for students to show what they know about writing a
narrative piece (or other genre). From analyzing this data, teachers will begin
to develop insight into what their young writers know and can do on their own;
where they need additional help; and possible next teaching moves.
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During “on-demand” assessment time, students should be at
their regular writing seats and writers should use familiar paper. Children in grades
K-2 will probably need 4-page booklets with a space on each page for drawing
and well-spaced lines for writing. All
students will all need to be able to add pages if they want/need.
Ideally, the prompt for a unit of study would be the same
prompt used across the grade level. This
enables teachers to more accurately compare and discuss students’ work from
various classes.
Narrative
on-demand prompt--sample:
Lucy Calkins encourages writing about an idea within a genre
vs. an actual prompt—so in a narrative writing unit, you would want your
students to write a story (narrative text) about someone special or something
important that happened in their lives.
If you choose to use a prompt, something like this might
work just fine:
“Let’s each write a true story of one time in our lives that
we remember – a piece that shows our best work and that can go on our bulletin
board for people to admire. You can work on it today and you’ll have more time
tomorrow.
Here’s what we’ll write about: There are often people in our
lives who are really important to us. Write about one moment you spent with a
person who really matters to you. Tell the story of that moment.”
TIME--Note:
It’s important that students have two chunks of time to do
this writing, so that we are given a glimpse into whether the writer takes a
piece through rehearsing, drafting, and revising. This ‘on-demand’ assessment
lets us see how students use what they know about narrative writing to write on
any subject they are given.
Generally, younger students may benefit from two sessions,
15-20 minutes per session, while older students should have two sessions at
25-30 minutes each.
What do I do with on-demands? (I have made my demand, now what?) J
After the genre on-demand writing sessions are completed for
the upcoming unit, use them as pre-assessments by examining the criteria
checklist that corresponds to the projected unit that you are about to
teach.
Referencing the criteria checklist and projected mini-lessons, ask
yourself questions like these:
- · What does each child already know?
- · What does each child need to learn during this unit? (This will help you find conferencing topics and mentor texts for individuals and small groups/partnerships.)
- · What will I need to emphasize (based on what the class seems to need most)?
- · Have I projected too many mini-lessons on topics that most students appear to have mastered? If so, how can I adjust the unit for this class?
- · Have I projected enough mini-lessons on topics for which most students appear to need more instruction and practice? If so, how should I adjust the unit for this class?
- · What topics could I teach in small groups based on needs?
- · Do students seem to need lessons on a topic that has not been included in this unit projection? If so, how might I adjust this unit to meet students’ needs?
- · Remember to adjust the criteria checklist to coincide with your new projections for mini-lessons.
- · Remember to note any lessons/standards that you have taken out of the main plan by moving them into the “Other Possibilities” section on the unit plan.
- · Give students the same prompt and amount of time at the end of the unit to compare initial and final pieces for showing growth over time.
- · Students can use pieces to reflect on their learning at the end of the unit. Written reflections could be included in the students’ portfolios along with the final on-demand for the unit and the corresponding criteria checklist/teacher’s notes. These can be used to help with launching the next unit on narrative writing whether later in the year or in the next school year.
Tips for On‐Demand
Writing:
Teachers may “lightly” prompt students whose work falls
at the earliest levels (kindergarten and 1st grade). The standards call for “guidance
and support” at the early grades. The following guidelines offer acceptable
“light” prompts. Please refrain from providing any additional prompting or
help.
1. If a student
has not begun writing after 5 minutes teachers may prompt the student one time.
Narrative: “Think of a time you spent with a person who really
matters to you. Tell about that time and why it mattered to you. Go ahead and write
and draw it the best you can.”
Informational: “Think about a topic you know a lot about and can
teach others. Tell about that topic and what you know. Go ahead and write and
draw it the best you can.”
Opinion: “Think of something that you have strong feelings
about. Tell your opinion and why you feel this way. Go ahead and write and draw
it the best you can.”
2. If a student is
only drawing pictures teacher may prompt the student by saying, “I see you
are making pictures to tell your idea. Could you also try writing the words to
go with the pictures?”
3. For emergent
writers if their work is not something you will not be able to read later you
will want to record what the writer tells you s/he has written. “What did
you write? Can you read it to me?” Record
what the writer says on a separate piece of paper to be attached later.
For full documents and additional information please visit:
Teachers College
Reading and Writing Project website.
Other sources:
MAISA College and Career Readiness Project
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