This set of 12 ELA assessments are perfect for reviewing skills and end-of-the-year writing test prep. There are 2 text-based assessments each for narrative writing, opinion writing, and informative writing. Plus, there are 2 writing prompts each for narrative writing, opinion writing, and informative writing. These two formats provide students with questions based on a given text and an open-ended writing prompt.
- There are two different assessment sheets included in this file, a paragraph sheet with questions and a quick-write activity.
- The quick-write sheets are provided in three different formats. One page has lined paper for writing. The other page has a blank writing space for more freedom and flexibility. The third option contains strips that can be cut out and provided to students to save paper.
- The paragraph sheets with questions have a provided answer key.
- The quick-write sheets should be scored using the included rubric for your grade level.
- There are three different recording sheets. One recording sheet, called Score Recording Sheet allows you to record the scores on students‚Äô quick-write assessments. The second sheet, called Assessment Recording Sheet allows you to record the scores for all paragraph assessment sheets in one place. The third recording sheet, called Skill Recording Sheet allows you to break the scores down by specific writing skill. You will need to do a thorough dig through your assessment data in order to obtain these scores. Use the sheets you prefer.
- Each paragraph assessment is two pages long.
- These assessments will help you measure how well students understand specific writing skills and the craft of writing. The questions addressed are connected to Common Core State Standards.
- There are two assessments each for narrative, informational, and opinion writing.
- These assessments contain a simple prompt for students to respond to.
- I suggest keeping this assignment short. I would assign a paragraph or two, depending on how fast your students are able to write. The purpose is to quickly measure writing skills to see how students are able to apply their learning.
- You can score these using the provided rubrics and quickly assess their writing skills.
Note: While 5th grade standards are the only standards listed below, there are very similar standards in both 3rd grade and 4th grade for all of the standards listed here.
Recognize and correct inappropriate shifts in verb tense.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to set off the words¬†yes¬†and¬†no¬†(e.g.,¬†Yes, thank you), to set off a tag question from the rest of the sentence (e.g.,¬†It’s true, isn’t it?), and to indicate direct address (e.g.,¬†Is that you, Steve?).
Use underlining, quotation marks, or italics to indicate titles of works.
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figurative language, including similes and metaphors, in context.
Recognize and explain the meaning of common idioms, adages, and proverbs.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Provide a concluding statement or section related to the opinion presented.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Provide a concluding statement or section related to the information or explanation presented.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.