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Language Arts Curriculum Guide - page 55 / 70





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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

, Science

, History/Social Science

, Literature

The purpose of the assignment is a narrative

, persuasive

, expository

, descriptive

, 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.

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