Free Write Form with Rubric

I updated my Free Write Form yesterday after a great conversation in our Electives team meeting about curriculum alignment and collaboration in our building. The Language Arts Department instructs and assesses student work based on the Six Traits Writing model, and next year all students will be given a universal writing screener that all faculty will be expected to grade together. I modified the rubric embedded in my free write form so that I can better support core classes and reinforce writing strategies that students are using in those classes. I also included language from Scott Benedict’s writing rubrics. Although the form says “Free Write” at the top, I use the rubric to assess all student writing, whether it is focused or free.

Update: 5/14/2013

I haven’t used this form since last school year, since I aligned my rubrics with ACTFL Proficiency Standards. Not a bad idea to keep this one around, though, because it gives students different feedback. Perhaps this one would be better for formative assessments and the new one for summative? Download my new form here. (It includes the old form and new forms with rubrics for Spanish A, B, and 2A.)


  1. […] Solicit a mini ‘focused’ free write from your students. I let them write for about five minutes, but I monitor their work and let them keep going until most students have produced something that includes the structures. I find that my students need a little more think time on this before they actually put pencil to paper than they do when it is a full-on free write. […]


  2. […] Attached is a two-page set of dominoes (the first two pages are in Spanish and the second two pages are in English so that they can be understood and edited by other language teachers…email me ( if you want an editable version–I can only attach PDFs to this post). Cut out the domino pieces and laminate them so that they can be re-used easily, then give the set to a pair of students to play. In order to lay down a new piece, students must be able to create a sentence that includes the words in any of the boxes that are touching: they could place “ellos” next to “al béisbol” if they come up with a sentence like “ellos juegan al béisbol en el parque”. They could lay down a new piece on the center line of another piece (like in the real game, when you have a double piece (with two of the same number) and you can lay another piece perpendicular to it in the middle…like in this picture) by piecing together all three terms, like “Yo tengo que ir al baño / ahora“. You should have students record the sentences that they created so that you have a record of their awesomeness…and for accountability. They could also choose one of the sentences and use it as the first sentence of a Free Write. […]


  3. Hi Martina! I like your rubric in this document, and have a question about the length… What do you recommend for 6th and 7th graders (Spanish 1)?


  4. My Spanish A students have a target of 50 words on their final, and my Spanish B students have a target of 75 words. During the year, however, their “targets” are determined by taking their previous Free Write word count and adding 5 or 10, depending on how long it has been since the last free write (the more time that has passed, the more vocab we’ve learned and they should be able to use).


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