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General Descriptions of Levels of Proficiency |
“4” Advanced (Clear) |
“3” Proficient (Clear) |
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Narrative writing tells
about sequences of events, usually with the structure of a fiction or
nonfiction story. |
Although
not flawless in relation to all three areas of focus, a “4” paper is an
engaging piece of narrative writing.
Demonstrating a clearly defined understanding of narrative writing,
the writer uses language that is above grade level to uniquely develop a
clear and concise paper. A score of
"4" indicates the student's writing for that day and prompt
demonstrates advanced proficiency for grade level. |
A “3” paper
demonstrates that the writer has an understanding of basic narrative
writing. The paper is clear, concise
and easy to understand. The writer
uses age-appropriate language and attempts to “show” rather than “tell” but
may not succeed throughout essay. A
score of "3" indicates that the student's writing for that day and
prompt demonstrates proficiency at grade level. |
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Focusing on Six Traits |
“4” Papers Exhibit MOST of the Characteristics Listed Below |
“3” Papers Exhibit MOST of the Characteristics Listed Below |
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Ideas/Organization |
IdeasIdeas are the story line of the essay that, together with elaboration, anecdotes, or selected details, build reader’s understanding. Organization Organization, the internal structure of an essay, includes the lead, close and linking details. Together, they create a picture that builds to a turning point in the story. Transitions within the story assist the reader to avoid getting lost. |
* Developed and elaborated narrative * Effective
introduction/satisfying conclusion * Organization
is concise * Focused topic * Knowledge and/or experience
of topic * Strong sense of direction
within story * Ideas clearly express
chronological sequencing * Details relate to time, place, character, plot and conclusion * Fresh approach and/or
original ideas capture the reader’s interest |
* A developed narrative * Effective
introduction/ordinary conclusion * Easily followed organization incorporates beginning, middle and end * Evident topic * Writing
based on experience and/or knowledge of topic * Accounting of events that support narrative: time, place, character, plot and conclusion * Ideas express chronological
sequencing * Transitions connect ideas |
Voice/Word Choices
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VoiceVoice
involves effective writing that holds the reader's attention through the use
of appropriate vocabulary. Descriptive
and figurative language makes writing unique by creating mood and feeling for
the reader. Word ChoicesWord Choice involves the selecting words to create the mood, impression or word picture a writer desires to instill within the reader. |
* Figurative language: similes, metaphors and/or personification * Consistent
voice throughout essay * Word
choices may surprise, amuse or move reader and paint a picture in his/her
mind * Unique,
interesting and above-grade-level vocabulary demands reader’s attention * Effective
descriptive language: adjectives, adverbs and powerful verbs * Effective
use of ordinary words * Occasional
use of effective, engaging slang or vernacular *
Reflection of writer’s own experiences throughout essay * Predominantly active rather than passive
voice |
* Figurative language attempted * Some
voice in essay * Word
choices may surprise, amuse, or move reader * Writing
reflects interests and vocabulary spoken by fifth graders * Some
descriptive language: adjectives, adverbs, verbs * Natural-sounding
language – not overdone * Occasional
use of appropriate slang * Glimpses
of personal insights and feeling * Vocabulary
reflects writer’s personality |
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Fluency/Conventions |
Sentence FluencyEffective construction of a sentence and its rhythm and grace determines sentence fluency. Aspects of fluency include the following: logic, phrasing, parallel structure, alliteration, redundancy and sentence lengths Conventions: Punctuation, spelling, grammar, usage, capitalization and paragraphing fall under the umbrella of Conventions. |
* Purposeful and varied sentence beginnings * Variety
of sentence structures and lengths * Control
of spelling, punctuation and capitalization is relative to length and
complexity of essay * Generally
correct spelling—even among less common words * Accurate
punctuation, both external and internal, guides readers through text: periods, question marks, exclamation marks,
commas, colons, and apostrophes * Correct
comma usage within series, clauses and cities/states * Suitable
grammar and usage that contribute to clarity * Surface
errors do not detract from readability or fluency * Logical
paragraphing facilitates readability * If
used, natural sounding dialogue is typically correctly punctuated. |
* Varied beginnings of most sentences * Correct
spelling of most high-frequency words * Writer
demonstrates understanding of end punctuation and capitalization * Evidence
of some correct internal punctuation: commas in a series and apostrophes in
contractions * Few
subject/verb agreement problems * Surface
errors related to spelling, punctuation and capitalization do not detract
from readability or meaning * Appropriate
paragraphing * Correct punctuation of dialogue if
attempted |
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General Descriptions of Levels of Proficiency |
“2” Basic (Caution) |
“1” Below Basic (Alert) |
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Narrative writing tells
about sequences of events, usually with the structure of a fiction or
nonfiction story. |
A “2” paper
demonstrates some degree of basic narrative writing skills, but is clearly
flawed. It reveals one or more
of the following weaknesses: 1. Inadequate organization or development 2. Inadequate narration of events 3. Limited or inappropriate word choices 4. A
pattern or accumulation of errors in mechanics, usage, sentence structure or
word choices A score of
"2" indicates that the student's writing for that day and prompt is
developing toward proficiency at grade level. |
A “1” paper
demonstrates basic narrative writing deficiencies and exhibits one or more
of the following: 1.
Serious and persistent writing errors 2.
Incoherency 3.
Underdevelopment 4.
One or more of following: too brief to assess; written in a language other than English; not written in black ink; written to a topic other than specified in prompt; written in mode other than narrative A score of
"1" indicates that the student's writing for that day and prompt is
minimal at grade level. |
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Focusing on Six Traits |
“2” Papers Exhibit MOST of the Characteristics Listed Below |
“1” Papers Exhibit MOST of the Characteristics Listed Below |
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Ideas/Organization |
IdeasIdeas are the story line of the essay that, together with elaboration, anecdotes or selected details, build reader’s understanding. Organization Organization, the internal structure of an essay, includes the lead, close and linking details. Together, they create a picture that builds to a turning point in the story. Transitions within the story assist the reader to avoid getting lost. |
* Little elaboration or description of
narrative elements: characters, setting and plot * Weak introduction/conclusion * Some
evidence of beginning, middle and end * Unfocused
topic * Ideas are
sometimes unclear, undeveloped and lack detail * Equal
emphasis on all or many items * Skeletal
listing of events * Logical
progression of writing with some wandering * Irrelevant
information |
* Limited or unclear information, inadequate
length or blank * Lacking or
simplistic introduction/conclusion * Lack
of structure-limited organization * Topic difficult to determine * Little or no focus of details * Repetitious
and or/disconnected writing * Random and
purposeless sequencing * Sketchy and
loosely-focused writing frequently requiring reader to infer information |
Voice/Word Choices
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VoiceVoice
involves effective writing that holds the reader's attention through the use
of appropriate vocabulary. Descriptive
and figurative language makes writing unique by creating mood and feeling for
the reader. Word ChoicesWord Choice involves the selecting words to create the mood, impression or word picture a writer desires to instill within the reader. |
* Limited figurative language and/or sensory
adjectives and verbs * Emerging
and retreating voice * Limited
vocabulary * Below
grade-level vocabulary * Generic,
empty adjectives: good, bad, nice, cool, fun * Few sensory
adjectives and verbs * Redundant
use of words and/or phrases * Inadequate
language * Simplistic
responses to thoughts and feelings * Seeming
lack of awareness of audience |
* Little or no descriptive or specific
language * Lack
of voice * Limited
vocabulary * Incorrectly
used words * Vague
or empty words and/or phrases * Redundancies * Lacks risk;
tends to shut-out reader * Mechanical
and /or lifeless * Frequently difficult to decipher and/or
understand |
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Fluency/Conventions |
Sentence FluencyEffective construction of a sentence and its rhythm and grace determines sentence fluency. Aspects of fluency include the following: logic, phrasing, parallel structure, alliteration, redundancy and sentence lengths ConventionsPunctuation,
spelling, grammar, usage, capitalization and paragraphing fall under the
umbrella of Conventions. |
* Attempts to vary sentence beginnings * Predominant use of simple sentences * Incomplete,
choppy and/or run-on sentences * Frequent
listing of events: I did, then I
did, then I did * Frequent
misspellings * Frequent
grammar and usage errors * Inconsistent
subject/verb agreement * Surface
errors related to spelling, punctuation and capitalization detract from
readability or meaning |
* Common starts among sentences * Short,
simple sentences frequently connected by “and” or “that” * Choppy,
rambling and/or awkward sentences * Incorrect
sentence structure-includes fragments and run-ons * Little
or no grasp of spelling patterns * Phonetic
spelling * Frequent
lack of end and internal punctuation * Grammar
and/or usage errors * Surface
errors hinder or even hide readability |