Early Literacy Lesson Plan: Assessing Student Writing and Focus Lesson

This assignment presents an analysis of a second-grade student's creative paragraph writing, focusing on a weekend experience. The student, who receives assistance in math, language arts, and speech therapy, was assessed using a 6+1 Trait Writing rubric. The analysis evaluates the student's performance across various traits, including ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. The assessment reveals strengths in ideas and voice but identifies areas for improvement in organization and conventions. Based on the assessment, the assignment proposes a focus lesson on the writer's voice, referencing resources like "Reading Lady," to help the student express individuality and use descriptive language effectively. The student’s writing sample and rubric are used as evidence to support the selection of a focus lesson. The assignment also includes references to supporting literature regarding the topic.

Running Head: EARLY LITERACY LESSON PLAN 1
EARLY LITERACY LESSON PLAN
Student Name:
Student Number:

EARLY LITERACY LESSON PLAN 2
a. Section 1
This analysis is completed assessing a 2nd grade piece of creative paragraph writing regarding
his weekend. Student were given brief narration regarding paragraph writing and it was
discussed how they should go about the topic, by providing an opening and closing sentence.
This paragraph is taken from a student with exceptional capabilities and gets assistance in
math, language arts and speech therapy.

EARLY LITERACY LESSON PLAN 3
b. Section 2
Trait Score Rationale
Ideas
a. Main Idea
b. Details and
Support
5
4
4
The paragraph written by the student
regarding his weekend. It gives a
descriptive account of all the occurrence
taking place during the weekend. It talks at
length regarding baseball game played in
the field and the various gifts received. The
student adequately establishes facts as to
why his weekend was extremely enjoyable.
Organization
a. Beginning,
middle and end
b. Transitions
c. Sequencing
d. Title (Optional)
4
3
5
3
4
The text’s beginning is clear, however the
ending could have been better with a
concluding statement. The student depicts
sense of basic structure and writing
paragraph in a clear manner.
Transition words are used in an explicit
manner by use “and”, “because”. One
sentence starts with “And”, yet most
sentence sequences are appropriate in
nature. The main body is clearly and
logically laid down, depicting thoughtful
arrangement.
The title of the paragraph is adequately
phrased reflecting details regarding the
topic.
Voice
a. Feelings / mood
b. Individual
Expression
c. Engagement /
Audience
Awareness
4
5
3
4
The writer states his mood and feelings to
the reader by connecting in an appropriate
manner. His start provides foundation for
understanding of his feeling regarding the
weekend and then continues to state all the
activities he accomplishes and his reason
for joy. Individual expression is expressed
in a detailed manner. There is apt
engagement with the audience with the
descriptive analysis.
Word choice
a. Word Meaning
b. Word Quality
c. Word Usage
4
5
4
4
The paragraph written conveys message of
the student in a clear manner. Student uses
safe and words that are available in a
regular manner. Words used are mostly
descriptive in nature for conveying clear
message and describe the incident to its
reader.
Sentence fluency
a. Sentence
4 The student makes use of lots of simple
sentences of length varying in nature. One
sentences starts with “and” but most

EARLY LITERACY LESSON PLAN 4
Structure
b. Sentence
Variety
c. Connecting
Sentences
d. Sentence
Rhythms
3
3
5
4
sentences are fairly written and expresses
meaning of the sentences well. The
paragraph can be read out easily and each
line provides some new and relevant
information regarding the writer’s
experience with feelings in it. Sentences are
expressed through connecting sentences
which rhythms with one another.
Conventions
a. Spelling
b. Punctuation
c. Capitalization
d. Grammar /
Usage
4
3
4
4
The writer writes down each spelling
correctly. The student is able to make
correct use of punctuation but it is limited
to only full stop. Capitalization is used in an
appropriate manner, while beginning a
sentence and while using proper nouns.
Appropriate use of grammar is seen in the
write-up.
Presentation
a. Handwriting
b. Spacing
c. Drawings and
Graphics
(optional)
3
4
5
N/A
The handwriting of the student is very
good, with letters showing in a consistent
manner. Some letters are placed too close to
one another and needs to be neatened more.
The student has left adequate spacing
between each line and in between the
letters. There are no drawings or graphics in
the text.

EARLY LITERACY LESSON PLAN 5
c. Section 3
1. Students after completing and rubric could benefit from the focus lesson on the
writer’s voice (Gottlieb, & Ernst-Slavit, 2013). Post analysis of writing of the student,
the focus lesson resource that will assist me in creating a unique lesson is;
Reading Lady. (n.d.). Mini-Lessons to help students put VOICE in their writing.
Retrieved March 3, 2020, from http://www.cyberspaces.net/6traits/mini-voice.html
2. It is crucial that students are able to express their own voice. Students being able to
express their own voice will be able to narrate their feelings in a batter manner.
Student with this lesson will be able to make use of non-repetitive words and show
their feelings and individuality while writing. Evidence from student sample and
rubric is depicted from the narration regarding the baseball game (Brouillette, 2012).
The writer is able to recollect his experience from the weekend and narrate the chain
of incidence to his readers. The writer is effectively able to develop his focus through
detailing of the incidence and connect with readers. The student could benefit
tremendously from focus lesson plan.

EARLY LITERACY LESSON PLAN 6
References
Brouillette, L. (2012). Advancing the speaking and listening skills of K–2 English language
learners through creative drama. TESOL Journal, 3(1), 138-145. Doi: 10.1002/tesj.8
Gottlieb, M., & Ernst-Slavit, G. (2013). Academic Language in Diverse Classrooms: English
Language Arts, Grades K-2: Promoting Content and Language Learning. Corwin Press.