Tagged: bonnie campbell-hill

Call for Honesty: The Writing Continuum

Bonnie Campbell-Hill’s Writing Continuum is a fantastic resource for  informing teaching and learning. When used on a regular basis it is extremely powerful. It is a part of NISTs language assessment methods.

I would like to achieve two things with this posting:

  1. Get a sense of who is using the Writing Continuum on a regular basis in their classroom.
  2. Encourage all of us to start being honest about what we are doing and not doing in our teaching.

So, I will start. I have been using the Writing Continuum for four years prior to coming to NIST… but have not used it since I have been teaching here as I have been caught up in doing other things.

What about you?

Are you using the Writing Continuum?  If so, how do you use it? If not, why is that?

Conceptual understandings from IB Language Arts Scope and Sequence Document

Image from hatta affendy on Flickr

Reading & Writing Continuums Alive and Kicking

Glenn has created one Reading & Writing Continuum Book for his class. He uses this book as his focus for regular conferencing by writing anecdotal notes and ticking continuum descriptors as it becomes clear that they are true for his students.



Chad also uses a simple book to record movement along the continuums and to write anecdotal notes. However, he has gone one step further in order to increase student involvement and awareness of the continuum. As you can see in the pictures above, 5CW have a large, interactive version of both the reading and writing continuum on display in their classroom. They monitor their placing and movement along the continuum by placing a laminated photograph on the continuum itself.This is a fantastic idea as it “destigmatizes” assessments, creates a culture of academic honesty and helps students to see how assessments are all about where you’ve come from and where you’re heading.

I was chatting with Kyla and Cassie about setting this up in 6SS and we thought it would be amazing to have two sets of photos for each student, one that shows where they are with English and another to show where they are in their mother tongue. We’ll let you know how that goes!