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Idaho 5th Grade Direct Writing Assessment Scoring Standard For
Extended Narrative Writing 2003 |
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General Descriptions of Levels of Proficiency |
“4” Advanced (Clear) |
“3” Proficient (Clear) |
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Although
not flawless in relation to all three areas of focus, a “4” paper is an
engaging piece of extended narrative writing.
Demonstrating a clearly defined knowledge 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 a high-level knowledge of basic extended
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. |
* Effective introduction and satisfying conclusion * Organization that purposely
moves reader * Developed
and elaborated story * A relevant, narrowed, and
focused topic * Able to capture reader’s
interest * Apparent knowledge and/or
experience related to the topic * Strong sense of direction
within story * Fresh approach and/or original ideas * Details that relate to
time, place, characters, and plot * Elaboration of story
elements to establish context |
* A developed and easily-followed topic * Ideas that clearly express
chronological sequencing * Writing that is based on
knowledge and/or experience * Clear, complete, and
concise thoughts * Details
that are significant to plot and move the story * Effective introduction and ordinary conclusion * Easily-followed
organization that incorporates beginning, middle, and end concepts * Accurate accounting of
events to support story line * Apparent
understanding of prompt * Transitions that connect ideas |
Voice/Word Choices
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VoiceEffective
writing 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. |
* Consistent voice throughout essay * Word
choices that may surprise, amuse, or move reader and paint a picture in
his/her mind * Specific,
detailed description that enhances story line
* Intentional
approach * Effective
use of ordinary words * Figurative
language: similes, metaphors, and/or personification * Predominantly
active rather than passive voice * Unique,
interesting, and above-grade-level vocabulary that demands reader’s attention
* Reflection
of writer’s own experiences throughout essay * Occasional use of effective, engaging slang or vernacular * Manipulation
of punctuation to enhance atmosphere * Effective descriptive language: adjectives,
adverbs, and powerful verbs in unusual ways |
* Figurative language attempted * Writing
that reflects interests of and vocabulary spoken by fifth graders * Sustained
voice throughout essay * Vocabulary
that reflects writer's personality * Natural-sounding
language--not overdone * Glimpses
of personal insights and feelings * Reflection
of writer’s experiences throughout essay * Occasional
use of appropriate slang * Glimpses
of personal insights and feelings * Enhancement
of atmosphere through manipulation of punctuation * Word
choices that may surprise, amuse, or move reader * Some
descriptive language: adjectives and adverbs * Appropriate
use of energetic verbs throughout story * Effective words, phrases, and/or modifiers
that create pictures in reader’s mind |
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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 * If
used, natural sounding dialogue that is typically correctly punctuated * Control
of spelling, punctuation, and capitalization that is relative to length and
complexity of essay * Generally
correct spelling—even among less common words * Accurate
punctuation, both external and internal, that guides readers through
text: periods, question marks,
exclamation marks, commas, colons, and apostrophes * Correct
comma usage within series, clauses, and cities/states * Surface
errors that do not detract from readability or fluency * Appropriate
paragraphing that facilitates readability * Accurate
capitalization * Suitable
grammar and usage that contribute to clarity * Appropriate
indentation and logical paragraphing |
* Varied beginnings of most sentences * Few
subject/verb agreement problems * Three
to five paragraphs * Surface
errors related to spelling, punctuation, capitalization, and indention that
do not detract from readability or meaning * Correct
spelling of most high-frequency words * Correct
end punctuation and capitalization, for most part * Evidence
of some correct internal punctuation: commas in series and apostrophes in
contractions * Correct
punctuation of dialogue attempted * Appropriate
indentation of paragraphs |
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Idaho 5th Grade Direct Writing Assessment Scoring Standard for
Extended Narrative Writing 2003 |
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General Descriptions of Levels of Proficiency |
“2” Basic (Alert) |
“1” Below Basic (Alert) |
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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: *blank; *illegible; *too brief to assess *partially or completely
written in a language other than English; *not written in blue or black ink;
*not written in narrative form; *not responsive to specified topic;
*excessively difficult or impossible to read A score of
"1" indicates that the student's writing for that day and prompt is
“Below Basic” 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 story
elements: characters, setting, and plot * Limited narration of plot * Ideas that
are sometimes unclear, undeveloped, and lacking detail * Fairly
broad and unfocused topic * Vague
details * Weak
introduction and satisfying conclusion
* Some
evidence of beginning, middle, and end * In some
cases, deviation from topic with irrelevant information * Skeletal
listing of events * Logical
progression of writing with some wandering * Irrelevant
information |
* Limited or unclear information, inadequate
length, or blank * Sketchy and
loosely-focused writing frequently requiring reader to infer information * More
of an answer to a question with little or no detail * Seemingly loosely strung ideas, details, and events * Equal emphasis on all or many items * Frequent
descriptions of lists of events, rather than relating of a story * Simplistic
introduction; simplistic or no conclusion
* Lack of
identifiable structure—limited organization * Random and
purposeless sequencing * Repetitious and/or disconnected writing |
Voice/Word Choices
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VoiceEffective
writing 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 * Seeming
lack of awareness of audience * Limited
vocabulary and/or misuse of parts of speech * Below
grade-level vocabulary * Few sensory
adjectives and verbs * Simplistic
responses to thoughts and feelings * Generic,
empty adjectives: good, bad, nice, cool, fun * Inadequate
language * Occasionally
incorrectly-used words * Redundant
use of words and/or phrases |
* Lack of voice, life, spirit, and/or energy * Limited
vocabulary * Little
or no descriptive or specific language * Mechanical
and/or lifeless * Lacks
risk; tends to shut-out reader * Frequently
difficult to decipher and/or understand * Vague or
empty words and/or phrases * Incorrectly-used
words * Redundancies |
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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. |
* Predominant use of simple sentences * Attempts to vary sentence beginnings * Incomplete
and/or run-on sentences (choppy) * Occasionally
choppy 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 that hinder readability and
meaning |
* Short, simple sentences frequently
connected by “and” or “that” * Common
starts among sentences * Choppy,
rambling, and/or awkward sentences * Many
connectives * Incorrect
sentence structure—includes fragments and run-ons * Little or
no grasp of spelling patterns * Phonetic
spelling * Grammar
and/or usage errors * Frequent
lack of end and internal punctuation * Extensive
need for editing * Surface
errors that hinder or even hide readability |