Transcript Slide 1
Grade 1 Narrative Writing November 1, 2006 Standards & Elements: Put applicable standards and elements here. For example: M1D1 Students will create simple tables and graphs and interpret them. a. Interpret tally marks, picture graphs and bar graphs. b. Organize and record data using objects, pictures, tally marks, and picture graphs. M1P1 Students will solve problems that arise in mathematics and in other contexts. M1P2 Students will investigate, develop, and evaluate mathematical Prior Student Experiences: List necessary student experiences here. For example: Students should have had experiences with sorting, classifying, creating and interpreting graphs using appropriate mathematical language. Circumstances: Grouping: Materials: Estimated Time: Analysis of Student Work Evidence of a plan; the purpose is evident. Level: Meets Standards in 3 out of 4 Areas Trip to the Ball Game page 1 Analysis of Student Work Details… plus the use of previous learning of procedural writing incorporated into his narrative piece My mom woke me up to get ready for the baseball game. I was tired. Then I had breakfast. I brushed my teeth. Analysis of Student Work Writer’s voice apparent (Personality on paper!) Level: Meets Standards in 3 out of 4 Areas Trip to the Ball Game page 2 Analysis of Student Work Develops a main character through use of dialogue My Dad started the car. We hit the road. We had to stop because the light stayed red. My dad slammed the brakes. And my mom freaked out. “Oh brother. Come on Tim. You scared me. Oh my God.” Commentary for the Student Glow/Strength: Level: Meets Standards in 3 out of 4 Areas Trip to the Ball Game page 3 “Joe,” I loved how you used what we learned from procedural writing by adding it to your narrative piece! “Joe,” Great job at developing your character (Mom) by adding dialogue. (“Come on Time. You scared me.”) You made you feel as if I was right there in the car. Incorporates third chronological sequenced idea Commentary for the Student Grow/ Need: “Joe,” You had a very engaging beginning, but the end of your story stopped so suddenly. I would have loved to have known more details, such as whose game you attended. Braves? Your brothers? “Joe,” Continue to work really hard at saying your word slowly and writing down all the sounds you hear. We made it to the baseball game before it closed. I was hungry. We got popcorn. Hooray! Cobb County School District Grade 1 Writing Assessment: Scoring Rubric NARRATIVE WRITING Domain 1: Ideas – The degree to which the writer establishes a focus and develops the main points with examples, facts, and details. Does Not Meet Standard Meets Standard Exceeds Standard Component Little or no evidence of focus or purpose Generally consistent focus: Some evidence of a purpose Consistent focus and purpose Details and descriptions are limited and may be irrelevant Includes some relevant details and descriptions (e.g. setting, events) Relevant details and descriptions are used throughout the paper Character Development (Imitates narrative elements) Character (s) are named or listed rather than developed Begins to develop main character(s) Develops main character(s); may use description, action, and dialogue Development/Completeness Insufficient information to tell a story Sufficient information to tell a story; simple closure apparent Complete information; the events of the story are well developed; closure may tie back to the beginning Focus Supporting Details Domain 2: Organization –The degree to which the ideas are arranged in a clear order with an introduction, body, and conclusion. (Beginning, middle, end) Does Not Meet Standard Meets Standard Exceeds Standard Component Organizational Pattern (Beginning, Middle, End) Little evidence of beginning, middle, and/or end Contains a beginning, middle, and end; one or more parts may be underdeveloped Contains a clear beginning, middle, and end Chronological Sequence of Ideas Little or no evidence of sequencing Incorporates at least two or more chronological sequenced ideas Ideas are generally presented in a chronological sequence Transitions Little or no evidence of transitions Some transition words and/or phrases used Varied transition words and/or phrases linking the sequential events Domain 3: Style – The degree to which the writer controls language to capture the reader’s interest. Does Not Meet Standard Meets Standard Exceeds Standard Component Word Choice Language is simple and repetitive Begins to use a mixture of simple and interesting language (e.g., descriptive, sensory details, content related and/or speaking vocabulary) Uses a mixture of simple and interesting language (e.g., descriptive, sensory details, and/or speaking vocabulary) Audience Awareness Little or no awareness of audience Some attention to the audience; some sense of the writer’s voice (personality on paper) Attention to the audience carried into the development of the piece; writer’s voice is more evident Cobb County Grade 1 Writing Assessment: Scoring Rubric CONVENTIONS All Genres Domain 4: Conventions – The degree to which the writer demonstrates control of Sentence Formation, Usage, and Mechanics. Element Does Not Meet Standard Meets Standard Exceeds Standard Component Sentence Formation Usage Mechanics Clarity and Correction Little evidence of correct and clear sentences Some correct and clear sentences Majority clear and correct sentences Complexity No variation in sentence structure Begins to use a variation in sentence structure Some variation in sentence structure Subject/Verb Agreement Frequent and severe agreement mistakes Agreement is generally correct with some mistakes Agreement is generally correct with few mistakes Noun Forms (singular and plural) Frequent mistakes in noun forms Uses most noun forms correctly Majority of correct noun forms with few mistakes Personal and Possessive Pronouns No evidence or frequent mistakes using personal and possessive pronouns Begins to use personal and possessive pronouns correctly Generally uses personal and possessive pronouns correctly with occasional mistakes Spelling Frequent and severe spelling errors that may distract the reader Begins to use common rules of spelling; correctly spelled some high-frequency and familiar words (Sitton); some spelling errors may distract the reader Generally correct spelling of high frequency words; applies common rules of spelling; spelling errors do not distract the reader; Punctuation: Ending marks (periods and question marks) No evidence of ending punctuation and/or frequent errors Generally uses ending punctuation correctly; may include occasional mistakes Uses ending punctuation correctly Punctuation: Commas in a series of items No commas and/or commas used incorrectly Generally uses commas in a series correctly; may include occasional mistakes Uses commas in a series correctly Capitalization: Beginning of sentences and proper nouns No capitalization or frequent errors in capitalization Generally uses capitalization correctly; may include occasional mistakes Uses capitalization correctly Student Writing Record Trip to the Ball Game Assessed by Narrative and Convention Rubric Does not meet Meets Ideas X Organization X Style X Conventions X Exceeds Comments Cobb County School District Grade 1 Writing Assessment: Scoring Rubric NARRATIVE WRITING Domain 1: Ideas – The degree to which the writer establishes a focus and develops the main points with examples, facts, and details. Does Not Meet Standard Meets Standard Exceeds Standard Component Focus Little or no evidence of focus or purpose Generally consistent focus: Some evidence of a purpose Consistent focus and purpose Details and descriptions are limited and may be irrelevant Includes some relevant details and descriptions (e.g. setting, events) Relevant details and descriptions are used throughout the paper Character Development (Imitates narrative elements) Character (s) are named or listed rather than developed Begins to develop main character(s) Develops main character(s); may use description, action, and dialogue Development/Completeness Insufficient information to tell a story Sufficient information to tell a story; simple closure apparent Supporting Details Complete information; the events of the story are well developed; closure may tie back to the beginning Domain 2: Organization –The degree to which the ideas are arranged in a clear order with an introduction, body, and conclusion. (Beginning, middle, end) Does Not Meet Standard Meets Standard Exceeds Standard Little evidence of beginning, middle, and/or end Contains a beginning, middle, and end; one or more parts may be underdeveloped Contains a clear beginning, middle, and end Little or no evidence of sequencing Incorporates at least two or more chronological sequenced ideas Ideas are generally presented in a chronological sequence Component Organizational Pattern (Beginning, Middle, End) Chronological Sequence of Ideas Transitions Little or no evidence of transitions Some transition words and/or phrases used Domain 3: Style – The degree to which the writer controls language to capture the reader’s interest. Does Not Meet Standard Varied transition words and/or phrases linking the sequential events Meets Standard Exceeds Standard Component Word Choice Language is simple and repetitive Begins to use a mixture of simple and interesting language (e.g., descriptive, sensory details, content related and/or speaking vocabulary) Uses a mixture of simple and interesting language (e.g., descriptive, sensory details, and/or speaking vocabulary) Audience Awareness Little or no awareness of audience Some attention to the audience; some sense of the writer’s voice (personality on paper) Attention to the audience carried into the development of the piece; writer’s voice is more evident Cobb County Grade 1 Writing Assessment: Scoring Rubric CONVENTIONS All Genres Domain 4: Conventions – The degree to which the writer demonstrates control of Sentence Formation, Usage, and Mechanics. Element Does Not Meet Standard Meets Standard Exceeds Standard Component Sentence Formation Usage Mechanics Clarity and Correction Little evidence of correct and clear sentences Some correct and clear sentences Majority clear and correct sentences Complexity No variation in sentence structure Begins to use a variation in sentence structure Some variation in sentence structure Subject/Verb Agreement Frequent and severe agreement mistakes Agreement is generally correct with some mistakes Agreement is generally correct with few mistakes Noun Forms (singular and plural) Frequent mistakes in noun forms Uses most noun forms correctly Majority of correct noun forms with few mistakes Personal and Possessive Pronouns No evidence or frequent mistakes using personal and possessive pronouns Begins to use personal and possessive pronouns correctly Generally uses personal and possessive pronouns correctly with occasional mistakes Spelling Frequent and severe spelling errors that may distract the reader Begins to use common rules of spelling; correctly spelled some high-frequency and familiar words (Sitton); some spelling errors may distract the reader Generally correct spelling of high frequency words; applies common rules of spelling; spelling errors do not distract the reader; Punctuation: Ending marks (periods and question marks) No evidence of ending punctuation and/or frequent errors Generally uses ending punctuation correctly; may include occasional mistakes Uses ending punctuation correctly Punctuation: Commas in a series of items No commas and/or commas used incorrectly Generally uses commas in a series correctly; may include occasional mistakes Uses commas in a series correctly Capitalization: Beginning of sentences and proper nouns No capitalization or frequent errors in capitalization Generally uses capitalization correctly; may include occasional mistakes Uses capitalization correctly Suggestions for Helping Students Excel from Conferencing Time • Listening to the writer read the piece himself; try not to look at the actual paper until it’s time to discuss specifics • Respond to the text; not the errors • Using the proficiency chart and the rubrics, find lots of “Glows” • Find only one “Grow”– a child can generally only work on one need at a time