Purpose 4: Holistic Assessment

This is an example of an end of chapter analysis/independent assessment from our Quarter 1 unit, focused on Long Way Down by Jason Reynolds. The text is in English. However, students can use any and all of their languages to analyze the chapter. This is explicitly indicated in the written directions and would be outlined when introducing the assessment task as well. Students can use any and all languages to demonstrate their comprehension of the chapter and to show their literary analysis skills.

This is a prewriting and drafting packet for the Quarter 2 essay task. The writing prompt (which comes directly from the StudySync curriculum) is included on the front page, along with a guided brainstorm to support students in developing a thesis statement. Students collect textual evidence and draft their body paragraphs throughout the unit. When I teach the writing process next year, I plan to adapt the instructions for the writing process so that students can use any and all languages in their packets. The final essay needs to be written in English for district assessment purposes, but this holistic assessment will allow me as the classroom teacher to see how students use all of their linguistic repertoire as essay writers.