ORGANIZATION Information is presented in clear sequence, making connections and transitions among sentences and paragraphs
Begins to organize ideas
Like ideas are grouped in sentences
VOICE Develop writing that is individual, sincere and lively
Experiments with feelings, mood or personality in pictures/text. Audience is fuzzy
Expresses feeling, mood, or personality in pictures/text. Awareness that there is an audience
WORD CHOICE The writer uses words that are interesting and clearly convey meaning
Copies related words, phrases, and sentences from around the room. Begins to use simple nouns and verbs
Correctly uses general or ordinary words. Attempts to use some new or interesting words (nouns and verbs)
SENTENCE FLUENCY Develop smooth flow and rhythm in sentences
Run-ons and sentence fragments
Related simple sentences that begin in different ways
CONVENTIONS Correct spelling, grammar, punctuation, capitalization, usage, and paragraphing
Experiments with punctuation and capitalization, which may be randomly placed. Phonetic spelling that can be read. CVC words spelled correctly. Print is readable. Beginning to use spaces between words.
Most sentences are capitalized. Attempts to use end punctuation marks. Transitioning into the spelling of CVCV-long vowels, silent e, and high frequency words. Begins to print legibly and spaces between letters and sentences
Errors in grammar and usage may distort meaning
VESD SCORING GUIDE for 2ND GRADE WRITING PERFORMANCE ASSESSMENT The scoring guide for 2nd grade writing papers is used to score papers with the expectation that the writing increases in sophistication as the student progresses in ability.
LIMITED 1 Significantly below grade level
PROFICIENT 4 Meets grade level standards
EXCEPTIONAL 5 Exceeds grade level standards
Ideas are well developed and follow the writing topic. Text and pictures are related
Topic is focused and clear. Ideas are exceptional/original
The content area is Mathematics
, History/Social Science
The purpose of the assignment is a narrative
, or other , other _ _ _ _ _ _ _ _ _ _
IDEAS and CONTENT The heart of the writing is clear and focused, and has a central theme
Ideas not related
Some ideas go together but may Ideas follow the writing
2 paragraphs with ideas that are organized with a beginning, middle, and end
Writing is easy to follow. Sense of beginning is evident: One day... When I was little... Sense of ending is evident: At last...So finally... 3 paragraphs with related sentences that begin in appropriate spots to support overall meaning.
Writer is committed to the topic. Writer's thoughts and feelings come through the pictures/text. Writer shows awareness of audience Uses descriptive vocabulary that enhances the writing an creates images. (e.g. adjectives, verbs)
Creates pictures and text that are expressive, engaging, and lively. Writes with a clear sense of audience
Creates vivid images through d precise, accurate, fresh, original words. (e.g. adjectives, verbs and adverbs)
Below grade level
Extensive variation in sentence structure, length and beginnings that add interest to the text. The writing hasrhythm and flow and includes appropraite transition words Correct capitalization. Correct end of sentence punctuation with an occasional error in the use of commas, apostrophes and quotation marks. Paragraphing with indentation. Spelling that is usually correct especially on common words. Problems are not severe enough to distort meaning or distract the reader. Moderate need for editing. Correct grammar us a g e .
not be related to the topic
topic. Text and pictures are related
Like ideas are grouped when forming beginning paragraph.
Attempts logical sequence
Pictures/text show originality and personal style. Writes to convey a story to an audience
Uses new and different words with success. Attempts to use descriptive words for specificity (e.g. adjectives and verbs)
Uses simple sentences and begins to use compound sentences that begin in different ways
Capital letters used for the beginning of sentences, names and pronoun, I. Periods are used correctly. Experiments with other end marks. Phonetic spelling for difficult words. CVCV words -long vowel, silent e, and high frequency sight words are spelled correctly (Uses word wall, dictionaries, charts, etc.). Prints legibly and spaces letters, words, and sentences appropriately Some errors in grammar and usage may make it difficult to follow
Writes simple and compound sentences, sentences vary in beginning and length, beginning to use transition words to establish the flow of writing Capital letters and end punctuation marks used correctly. Beginning use of other punctuation. Beginning to indent paragraphs. CVCV words and increasing numbers of more difficult words spelled correctly (Uses word wall, dictionaries, and charts, etc.) Print is exceptional. Occasional lapses in grammar and usage that does not distort meaning.