Transcript k-2continuum (PowerPoint)

ISBE
K-2 WRITING CONTINUUM
1
SUMMER 2002
2
3
4
5
6
Focus
Uses pictures and or print
to express a thought or tell
a story.
Writes one thought about a
picture
Uses pictures and print to
express meaning
Writes more than one
thought on a topic; words
match with picture
Begins to write a sequence
of events (N)
Begins to use reactions that
may be implied (N)
Writes a sequence of
episodes with reactions that
may be explicitly stated (N)
Writes texts which are
mostly on topic
Writes with an opening
Writes varied reactions
embedded throughout
writing (N)
Writes with a clear subject
Focuses most of writing on
relevant information or
episodes
Writes with a clear opening
and closing
Uses a combination of
explicitly or implicitly
stated reactions (N)
Begins to narrow the focus
of writing (N)
Subject is clear and
maintained throughout
Experiments with effective
openings and closings.
Support
Uses pictures and/or print
(i.e. labels) to add detail
Uses print to explain or
describe picture or thought
May add detail using a
specific word or extending
the thought
Uses word choice that is
mostly general
May include a few
extensions that add detail
Includes details that may be
repetitious or a list of
episodes or ideas
Writes with a mix or
general or specific word
choice
Adds detail by using some
specific words or extensions
Writes with details that are
clearly related to the topic
Begins to answer the
reader’s questions
Uses some specific words
(strong verbs, specific
nouns)
Uses specific details such as
examples and descriptions
to create limited depth (1st
order development)
Answers many of the
reader’s questions
Uses strong verbs or
interesting language to
enhance specificity
Develops at least one
episode or idea with some
depth (2nd order or beyond)
Adds details, examples, or
descriptions
Answers most of the
reader’s questions
Organi
zation
Uses labels and/or simple
phrases that match with the
picture
Begins to write noun-verb
phrases or
Writes a simple sentence
with a simple extension
Writes short informational
pieces (simple facts about a
topic)
May use simple sentence
structure or patterned
sentence structure
May extend some shorter
sentences (using connecting
words “and” : “because”
May overuse “and” as a
transition (N/PE)
Begins to write thoughts in
sequential order (N)
Writes episodes with some
movement through time,
which may be implied (N)
Writes a story that clearly
moves through time with
gaps (may have big jumps
between episodes (N)
Begins to write lengthier
text in a logical order
(coherence)
(Lengthy also means more
information or more ideas)
Begins to use varied
sentence structure.
Story moves through time,
but may still have gaps (N)
Writes lengthier text in a
logical order
Writes with some varied
sentence structure
effectively
Begins to use a variety of
words to begin sentences
Connects some ideas
(cohesion)
Experiments with
transitions to connect some
ideas
Story moves through time
without significant gaps (N)
Writes with an
understanding of genres
Uses a variety of sentence
structure
Uses a variety of words to
begin sentences
Uses most transitions
appropriately
Writes with some
purposeful grouping and
ordering of ideas
Connects most episodes or
ideas (cohesion)
Uses strong verbs or
interesting word choice.
Conventions
Writes individual words or
Writes words based on
sounds or
Writes a string of letters or
Writes letter like symbols
or
Scribbles
Begins to spell high
frequency words correctly
Writes words using more
than one sound
Uses a mix of upper and
lower case letters within
words
Spells simple words and
some high frequency words
correctly
Spells words based on
sounds heard in the word
Begins to use appropriate
spacing between words
Experiments with
beginning capitalization
and ending punctuation
correctly within short
textWrites top to bottom,
left to right
Uses a combination of
developmental and
conventional spelling
Spells words based on
sounds with some attention
to spelling patterns
Uses appropriate spacing
between words
Uses capitals and
punctuation correctly some
of the time
Spells many high frequency
words correctly
Uses conventional spelling,
capitalization, and ending
punctuation most of the
time
Uses developmental spelling
on more sophisticated
vocabulary and on lengthier
text
Spells most high frequency
words correctly
Uses correct subject verb
agreement most of the time
Uses most capitalization
and punctuation correctly.
Stage 1 Writer
• Experiments with the tools of writing
(symbols, letters, words) to express
meaning
• Provides oral details
for a picture
Focus
Support
Organization
Conventions
Stage 1 for all features
Focus – Support – Organization – Conventions = Stage 1
Teaching Activities for Stage 1
•
•
•
•
•
Teacher demonstrations
Say a word slowly and write the sounds
Extend a simple thought
Draw a picture; talk about it in detail
Provide opportunities for students to share
Stage 2 Writer
•
•
•
•
•
Writes one thought related to a picture
Might lack punctuation
May or may not extend a thought
Uses environmental print
Adds more detail orally
Focus
Support
Organization
Conventions
Stage 2 for all features
I wanted a
Spiderman toy for
Christmas.
Stage 2
for all features.
I like myself!
Stage 2 for all
features.
Teaching Activities for Stage 2
• Continue using oral language to develop
writing
• Demonstrate adding more details through
precise word choice and extended sentences
• Encourage use of word wall for high
frequency words
• Construct text with the teacher
Stage 3 Writer
• Writes more than one thought
• Extensions begin to appear
• Narratives focus on events
not feelings
• List stories
• Simple sentence patterns
• Control of word direction,
placement, spelling of high frequency
• Controls conventions in short pieces of writing
Focus
Support
Organization
Conventions
Stage 3
for all features
Stage 3
for all
features.
Stage 3
for all
features
Stage 3
for all
features
Teaching Activities for Stage 3
• Continue oral support to develop thoughts
• Teacher demonstrations on the following:
– Revision by adding detail or explanations
– Use of more specific words
– Reactions in narratives
– Extend short sentences with details
• Celebrate the writing through
displays and ample opportunities
to share
Stage 4 Writer
•
•
•
•
Longer texts may include extensions
Mix of general and specific information
Clear simple opening on expository
Begins to use appropriate conventions on
longer text
• Uses more sounds and
spelling patterns on new words
Focus = 3
Support = 3
Organization = 4
Conventions = 4
Focus: 4
Support: 4
Organization: 3
Conventions: 3
Focus = 5
Support = 4
Organization = 4
Conventions = 4
Teaching Activities for Stage 4
•
•
•
•
Pause and develop the episode
Pause and develop ideas
Group like ideas
Ask questions after they have read
Stage 5 Writer
• Begins to add one layer
of detail to narratives
• Groups ideas in expository
• Spells many high frequency words correctly
• Uses appropriate conventions most of the
time
• Experiments with developmental spelling for
more difficult vocabulary
All features
of writing =
Stage 5
Focus = 5
Support = 6
Organization = 5
Conventions = 5
Focus = 5
Support = 5
Organization = 4
Conventions = 6
Focus - 5
Support - 6
Organization - 5
Conventions - 5
Teaching Activities for Stage 5
•
•
•
•
•
Add more layers of depth to writing
Write more sophisticated openings
Show the reaction instead of just telling
Paint a picture in the reader’s mind
Vary the beginnings of sentences
Stage 6 Writer
• Experiments with strong openings and
closings
• Uses specific and interesting words
• Narrows narrative focus to a smaller time
• Weaves in implicit and explicit reactions
• Stronger sense of organization
• Controlled conventions
• Grade appropriate words spelled correctly
Focus – 6
Support – 6
Organization – 5+
Conventions – 6
All features of writing = Stage 6
All features of writing = Stage 6
Focus = 6
Support = 6
Organization = 5+
Conventions = 6
All features of writing = Stage 6
Teaching Activities for Stage 6
•
•
•
•
•
Provide books that serve as models
Effective openings and strong closings
Specific nouns and vivid verbs
Narrow the focus
Show don’t tell reactions
• Please work with a partner to place the 5 writing
samples on the continuum.
• You have a continuum for each sample.
• Remember, you will only circle benchmarks labeled
(N) for narrative pieces. (Sample 3)
• Papers can be placed in more than one section per
feature.
• The paper does not need to demonstrate all
aspects of a feature.
Sample 1
ISBE
1
K-2 WRITING CONTINUUM
Sample 1
SUMMER 2002
2
3
4
5
6
Focus
Uses pictures and or print
to express a thought or tell
a story.
Writes one thought about a
picture
Uses pictures and print to
express meaning
Writes more than one
thought on a topic; words
match with picture
Begins to write a sequence
of events (N)
Begins to use reactions that
may be implied (N)
Writes a sequence of
episodes with reactions that
may be explicitly stated (N)
Writes texts which are
mostly on topic
Writes with an opening
Writes varied reactions
embedded throughout
writing (N)
Writes with a clear subject
Focuses most of writing on
relevant information or
episodes
Writes with a clear opening
and closing
Uses a combination of
explicitly or implicitly
stated reactions (N)
Begins to narrow the focus
of writing (N)
Subject is clear and
maintained throughout
Experiments with effective
openings and closings.
Support
Uses pictures and/or print
(i.e. labels) to add detail
Uses print to explain or
describe picture or thought
May add detail using a
specific word or extending
the thought
Uses word choice that is
mostly general
May include a few
extensions that add detail
Includes details that may be
repetitious or a list of
episodes or ideas
Writes with a mix or
general or specific word
choice
Adds detail by using some
specific words or extensions
Writes with details that are
clearly related to the topic
Begins to answer the
reader’s questions
Uses some specific words
(strong verbs, specific
nouns)
Uses specific details such as
examples and descriptions
to create limited depth (1st
order development)
Answers many of the
reader’s questions
Uses strong verbs or
interesting language to
enhance specificity
Develops at least one
episode or idea with some
depth (2nd order or beyond)
Adds details, examples, or
descriptions
Answers most of the
reader’s questions
Organi
zation
Uses labels and/or simple
phrases that match with the
picture
Begins to write noun-verb
phrases or
Writes a simple sentence
with a simple extension
Writes short informational
pieces (simple facts about a
topic)
May use simple sentence
structure or patterned
sentence structure
May extend some shorter
sentences (using connecting
words “and” : “because”
May overuse “and” as a
transition (N/PE)
Begins to write thoughts in
sequential order (N)
Writes episodes with some
movement through time,
which may be implied (N)
Writes a story that clearly
moves through time with
gaps (may have big jumps
between episodes (N)
Begins to write lengthier
text in a logical order
(coherence)
(Lengthy also means more
information or more ideas)
Begins to use varied
sentence structure.
Story moves through time,
but may still have gaps (N)
Writes lengthier text in a
logical order
Writes with some varied
sentence structure
effectively
Begins to use a variety of
words to begin sentences
Connects some ideas
(cohesion)
Experiments with
transitions to connect some
ideas
Story moves through time
without significant gaps (N)
Writes with an
understanding of genres
Uses a variety of sentence
structure
Uses a variety of words to
begin sentences
Uses most transitions
appropriately
Writes with some
purposeful grouping and
ordering of ideas
Connects most episodes or
ideas (cohesion)
Uses strong verbs or
interesting word choice.
Conventions
Writes individual words or
Writes words based on
sounds or
Writes a string of letters or
Writes letter like symbols
or
Scribbles
Begins to spell high
frequency words correctly
Writes words using more
than one sound
Uses a mix of upper and
lower case letters within
words
Spells simple words and
some high frequency words
correctly
Spells words based on
sounds heard in the word
Begins to use appropriate
spacing between words
Experiments with
beginning capitalization
and ending punctuation
correctly within short text
Writes top to bottom, left to
right
Uses a combination of
developmental and
conventional spelling
Spells words based on
sounds with some attention
to spelling patterns
Uses appropriate spacing
between words
Uses capitals and
punctuation correctly some
of the time
Spells many high frequency
words correctly
Uses conventional spelling,
capitalization, and ending
punctuation most of the
time
Uses developmental spelling
on more sophisticated
vocabulary and on lengthier
text
Spells most high frequency
words correctly
Uses correct subject verb
agreement most of the time
Uses most capitalization
and punctuation correctly.
Sample 2
ISBE
1
K-2 WRITING CONTINUUM
Sample 2
SUMMER 2002
2
3
4
5
6
Focus
Uses pictures and or print
to express a thought or tell
a story.
Writes one thought about a
picture
Uses pictures and print to
express meaning
Writes more than one
thought on a topic; words
match with picture
Begins to write a sequence
of events (N)
Begins to use reactions that
may be implied (N)
Writes a sequence of
episodes with reactions that
may be explicitly stated (N)
Writes texts which are
mostly on topic
Writes with an opening
Writes varied reactions
embedded throughout
writing (N)
Writes with a clear subject
Focuses most of writing on
relevant information or
episodes
Writes with a clear opening
and closing
Uses a combination of
explicitly or implicitly
stated reactions (N)
Begins to narrow the focus
of writing (N)
Subject is clear and
maintained throughout
Experiments with effective
openings and closings.
Support
Uses pictures and/or print
(i.e. labels) to add detail
Uses print to explain or
describe picture or thought
May add detail using a
specific word or extending
the thought
Uses word choice that is
mostly general
May include a few
extensions that add detail
Includes details that may be
repetitious or a list of
episodes or ideas
Writes with a mix or
general or specific word
choice
Adds detail by using some
specific words or extensions
Writes with details that are
clearly related to the topic
Begins to answer the
reader’s questions
Uses some specific words
(strong verbs, specific
nouns)
Uses specific details such as
examples and descriptions
to create limited depth (1st
order development)
Answers many of the
reader’s questions
Uses strong verbs or
interesting language to
enhance specificity
Develops at least one
episode or idea with some
depth (2nd order or beyond)
Adds details, examples, or
descriptions
Answers most of the
reader’s questions
Organi
zation
Uses labels and/or simple
phrases that match with the
picture
Begins to write noun-verb
phrases or
Writes a simple sentence
with a simple extension
Writes short informational
pieces (simple facts about a
topic)
May use simple sentence
structure or patterned
sentence structure
May extend some shorter
sentences (using connecting
words “and” : “because”
May overuse “and” as a
transition (N/PE)
Begins to write thoughts in
sequential order (N)
Writes episodes with some
movement through time,
which may be implied (N)
Writes a story that clearly
moves through time with
gaps (may have big jumps
between episodes (N)
Begins to write lengthier
text in a logical order
(coherence)
(Lengthy also means more
information or more ideas)
Begins to use varied
sentence structure.
Story moves through time,
but may still have gaps (N)
Writes lengthier text in a
logical order
Writes with some varied
sentence structure
effectively
Begins to use a variety of
words to begin sentences
Connects some ideas
(cohesion)
Experiments with
transitions to connect some
ideas
Story moves through time
without significant gaps (N)
Writes with an
understanding of genres
Uses a variety of sentence
structure
Uses a variety of words to
begin sentences
Uses most transitions
appropriately
Writes with some
purposeful grouping and
ordering of ideas
Connects most episodes or
ideas (cohesion)
Uses strong verbs or
interesting word choice.
Conventions
Writes individual words or
Writes words based on
sounds or
Writes a string of letters or
Writes letter like symbols
or
Scribbles
Begins to spell high
frequency words correctly
Writes words using more
than one sound
Uses a mix of upper and
lower case letters within
words
Spells simple words and
some high frequency words
correctly
Spells words based on
sounds heard in the word
Begins to use appropriate
spacing between words
Experiments with
beginning capitalization
and ending punctuation
correctly within short
textWrites top to bottom,
left to right
Uses a combination of
developmental and
conventional spelling
Spells words based on
sounds with some attention
to spelling patterns
Uses appropriate spacing
between words
Uses capitals and
punctuation correctly some
of the time
Spells many high frequency
words correctly
Uses conventional spelling,
capitalization, and ending
punctuation most of the
time
Uses developmental spelling
on more sophisticated
vocabulary and on lengthier
text
Spells most high frequency
words correctly
Uses correct subject verb
agreement most of the time
Uses most capitalization
and punctuation correctly.
Sample 3
ISBE
1
K-2 WRITING CONTINUUM
Sample 3
SUMMER 2002
2
3
4
5
6
Focus
Uses pictures and or print
to express a thought or tell
a story.
Writes one thought about a
picture
Uses pictures and print to
express meaning
Writes more than one
thought on a topic; words
match with picture
Begins to write a sequence
of events (N)
Begins to use reactions that
may be implied (N)
Writes a sequence of
episodes with reactions that
may be explicitly stated (N)
Writes texts which are
mostly on topic
Writes with an opening
Writes varied reactions
embedded throughout
writing (N)
Writes with a clear subject
Focuses most of writing on
relevant information or
episodes
Writes with a clear opening
and closing
Uses a combination of
explicitly or implicitly
stated reactions (N)
Begins to narrow the focus
of writing (N)
Subject is clear and
maintained throughout
Experiments with effective
openings and closings.
Support
Uses pictures and/or print
(i.e. labels) to add detail
Uses print to explain or
describe picture or thought
May add detail using a
specific word or extending
the thought
Uses word choice that is
mostly general
May include a few
extensions that add detail
Includes details that may be
repetitious or a list of
episodes or ideas
Writes with a mix or
general or specific word
choice
Adds detail by using some
specific words or extensions
Writes with details that are
clearly related to the topic
Begins to answer the
reader’s questions
Uses some specific words
(strong verbs, specific
nouns)
Uses specific details such as
examples and descriptions
to create limited depth (1st
order development)
Answers many of the
reader’s questions
Uses strong verbs or
interesting language to
enhance specificity
Develops at least one
episode or idea with some
depth (2nd order or beyond)
Adds details, examples, or
descriptions
Answers most of the
reader’s questions
Organi
zation
Uses labels and/or simple
phrases that match with the
picture
Begins to write noun-verb
phrases or
Writes a simple sentence
with a simple extension
Writes short informational
pieces (simple facts about a
topic)
May use simple sentence
structure or patterned
sentence structure
May extend some shorter
sentences (using connecting
words “and” : “because”
May overuse “and” as a
transition (N/PE)
Begins to write thoughts in
sequential order (N)
Writes episodes with some
movement through time,
which may be implied (N)
Writes a story that clearly
moves through time with
gaps (may have big jumps
between episodes (N)
Begins to write lengthier
text in a logical order
(coherence)
(Lengthy also means more
information or more ideas)
Begins to use varied
sentence structure.
Story moves through time,
but may still have gaps (N)
Writes lengthier text in a
logical order
Writes with some varied
sentence structure
effectively
Begins to use a variety of
words to begin sentences
Connects some ideas
(cohesion)
Experiments with
transitions to connect some
ideas
Story moves through time
without significant gaps (N)
Writes with an
understanding of genres
Uses a variety of sentence
structure
Uses a variety of words to
begin sentences
Uses most transitions
appropriately
Writes with some
purposeful grouping and
ordering of ideas
Connects most episodes or
ideas (cohesion)
Uses strong verbs or
interesting word choice.
Conventions
Writes individual words or
Writes words based on
sounds or
Writes a string of letters or
Writes letter like symbols
or
Scribbles
Begins to spell high
frequency words correctly
Writes words using more
than one sound
Uses a mix of upper and
lower case letters within
words
Spells simple words and
some high frequency words
correctly
Spells words based on
sounds heard in the word
Begins to use appropriate
spacing between words
Experiments with
beginning capitalization
and ending punctuation
correctly within short text
Writes top to bottom, left to
right
Uses a combination of
developmental and
conventional spelling
Spells words based on
sounds with some attention
to spelling patterns
Uses appropriate spacing
between words
Uses capitals and
punctuation correctly some
of the time
Spells many high frequency
words correctly
Uses conventional spelling,
capitalization, and ending
punctuation most of the
time
Uses developmental spelling
on more sophisticated
vocabulary and on lengthier
text
Spells most high frequency
words correctly
Uses correct subject verb
agreement most of the time
Uses most capitalization
and punctuation correctly.
Sample 4
Sample 4
ISBE
1
K-2 WRITING CONTINUUM
Sample 4
SUMMER 2002
2
3
4
5
6
Focus
Uses pictures and or print
to express a thought or tell
a story.
Writes one thought about a
picture
Uses pictures and print to
express meaning
Writes more than one
thought on a topic; words
match with picture
Begins to write a sequence
of events (N)
Begins to use reactions that
may be implied (N)
Writes a sequence of
episodes with reactions that
may be explicitly stated (N)
Writes texts which are
mostly on topic
Writes with an opening
Writes varied reactions
embedded throughout
writing (N)
Writes with a clear subject
Focuses most of writing on
relevant information or
episodes
Writes with a clear opening
and closing
Uses a combination of
explicitly or implicitly
stated reactions (N)
Begins to narrow the focus
of writing (N)
Subject is clear and
maintained throughout
Experiments with effective
openings and closings.
Support
Uses pictures and/or print
(i.e. labels) to add detail
Uses print to explain or
describe picture or thought
May add detail using a
specific word or extending
the thought
Uses word choice that is
mostly general
May include a few
extensions that add detail
Includes details that may be
repetitious or a list of
episodes or ideas
Writes with a mix or
general or specific word
choice
Adds detail by using some
specific words or extensions
Writes with details that are
clearly related to the topic
Begins to answer the
reader’s questions
Uses some specific words
(strong verbs, specific
nouns)
Uses specific details such as
examples and descriptions
to create limited depth (1st
order development)
Answers many of the
reader’s questions
Uses strong verbs or
interesting language to
enhance specificity
Develops at least one
episode or idea with some
depth (2nd order or beyond)
Adds details, examples, or
descriptions
Answers most of the
reader’s questions
Organi
zation
Uses labels and/or simple
phrases that match with the
picture
Begins to write noun-verb
phrases or
Writes a simple sentence
with a simple extension
Writes short informational
pieces (simple facts about a
topic)
May use simple sentence
structure or patterned
sentence structure
May extend some shorter
sentences (using connecting
words “and” : “because”
May overuse “and” as a
transition (N/PE)
Begins to write thoughts in
sequential order (N)
Writes episodes with some
movement through time,
which may be implied (N)
Writes a story that clearly
moves through time with
gaps (may have big jumps
between episodes (N)
Begins to write lengthier
text in a logical order
(coherence)
(Lengthy also means more
information or more ideas)
Begins to use varied
sentence structure.
Story moves through time,
but may still have gaps (N)
Writes lengthier text in a
logical order
Writes with some varied
sentence structure
effectively
Begins to use a variety of
words to begin sentences
Connects some ideas
(cohesion)
Experiments with
transitions to connect some
ideas
Story moves through time
without significant gaps (N)
Writes with an
understanding of genres
Uses a variety of sentence
structure
Uses a variety of words to
begin sentences
Uses most transitions
appropriately
Writes with some
purposeful grouping and
ordering of ideas
Connects most episodes or
ideas (cohesion)
Uses strong verbs or
interesting word choice.
Conventions
Writes individual words or
Writes words based on
sounds or
Writes a string of letters or
Writes letter like symbols
or
Scribbles
Begins to spell high
frequency words correctly
Writes words using more
than one sound
Uses a mix of upper and
lower case letters within
words
Spells simple words and
some high frequency words
correctly
Spells words based on
sounds heard in the word
Begins to use appropriate
spacing between words
Experiments with
beginning capitalization
and ending punctuation
correctly within short
textWrites top to bottom,
left to right
Uses a combination of
developmental and
conventional spelling
Spells words based on
sounds with some attention
to spelling patterns
Uses appropriate spacing
between words
Uses capitals and
punctuation correctly some
of the time
Spells many high frequency
words correctly
Uses conventional spelling,
capitalization, and ending
punctuation most of the
time
Uses developmental spelling
on more sophisticated
vocabulary and on lengthier
text
Spells most high frequency
words correctly
Uses correct subject verb
agreement most of the time
Uses most capitalization
and punctuation correctly.
Sample 5
ISBE
1
K-2 WRITING CONTINUUM
Sample 5
SUMMER 2002
2
3
4
5
6
Focus
Uses pictures and or print
to express a thought or tell
a story.
Writes one thought about a
picture
Uses pictures and print to
express meaning
Writes more than one
thought on a topic; words
match with picture
Begins to write a sequence
of events (N)
Begins to use reactions that
may be implied (N)
Writes a sequence of
episodes with reactions that
may be explicitly stated (N)
Writes texts which are
mostly on topic
Writes with an opening
Writes varied reactions
embedded throughout
writing (N)
Writes with a clear subject
Focuses most of writing on
relevant information or
episodes
Writes with a clear opening
and closing
Uses a combination of
explicitly or implicitly
stated reactions (N)
Begins to narrow the focus
of writing (N)
Subject is clear and
maintained throughout
Experiments with effective
openings and closings.
Support
Uses pictures and/or print
(i.e. labels) to add detail
Uses print to explain or
describe picture or thought
May add detail using a
specific word or extending
the thought
Uses word choice that is
mostly general
May include a few
extensions that add detail
Includes details that may be
repetitious or a list of
episodes or ideas
Writes with a mix or
general or specific word
choice
Adds detail by using some
specific words or extensions
Writes with details that are
clearly related to the topic
Begins to answer the
reader’s questions
Uses some specific words
(strong verbs, specific
nouns)
Uses specific details such as
examples and descriptions
to create limited depth (1st
order development)
Answers many of the
reader’s questions
Uses strong verbs or
interesting language to
enhance specificity
Develops at least one
episode or idea with some
depth (2nd order or beyond)
Adds details, examples, or
descriptions
Answers most of the
reader’s questions
Organi
zation
Uses labels and/or simple
phrases that match with the
picture
Begins to write noun-verb
phrases or
Writes a simple sentence
with a simple extension
Writes short informational
pieces (simple facts about a
topic)
May use simple sentence
structure or patterned
sentence structure
May extend some shorter
sentences (using connecting
words “and” : “because”
May overuse “and” as a
transition (N/PE)
Begins to write thoughts in
sequential order (N)
Writes episodes with some
movement through time,
which may be implied (N)
Writes a story that clearly
moves through time with
gaps (may have big jumps
between episodes (N)
Begins to write lengthier
text in a logical order
(coherence)
(Lengthy also means more
information or more ideas)
Begins to use varied
sentence structure.
Story moves through time,
but may still have gaps (N)
Writes lengthier text in a
logical order
Writes with some varied
sentence structure
effectively
Begins to use a variety of
words to begin sentences
Connects some ideas
(cohesion)
Experiments with
transitions to connect some
ideas
Story moves through time
without significant gaps (N)
Writes with an
understanding of genres
Uses a variety of sentence
structure
Uses a variety of words to
begin sentences
Uses most transitions
appropriately
Writes with some
purposeful grouping and
ordering of ideas
Connects most episodes or
ideas (cohesion)
Uses strong verbs or
interesting word choice.
Conventions
Writes individual words or
Writes words based on
sounds or
Writes a string of letters or
Writes letter like symbols
or
Scribbles
Begins to spell high
frequency words correctly
Writes words using more
than one sound
Uses a mix of upper and
lower case letters within
words
Spells simple words and
some high frequency words
correctly
Spells words based on
sounds heard in the word
Begins to use appropriate
spacing between words
Experiments with
beginning capitalization
and ending punctuation
correctly within short
textWrites top to bottom,
left to right
Uses a combination of
developmental and
conventional spelling
Spells words based on
sounds with some attention
to spelling patterns
Uses appropriate spacing
between words
Uses capitals and
punctuation correctly some
of the time
Spells many high frequency
words correctly
Uses conventional spelling,
capitalization, and ending
punctuation most of the
time
Uses developmental spelling
on more sophisticated
vocabulary and on lengthier
text
Spells most high frequency
words correctly
Uses correct subject verb
agreement most of the time
Uses most capitalization
and punctuation correctly.