Kindergarten Second Prompt

Transcription

1 Kindergarten Second Prompt Something I Like English/Language Arts Content Standards: 1.0 Writing Strategies Students write words and brief sentences that are legible. 1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events. 1.3 Write by moving from left to right and from top to bottom. Writing Situation We all have things we like to eat, games we like to play, or things we like to do with our family. (Allow opportunity for class discussion.) Directions for Writing What do you like? Draw a picture of something you like. Write a story to tell what you like and why you like it. Writing and Convention Standards For this task, students will: a. write by moving across the page from left to right, top to bottom. b. write upper and lower case letters independently. c. spell independently using pre-phonetic knowledge and sounds of the alphabet. d. tell about something they like. Resources: Reading/Language Arts Framework for California Public Schools, pp. 43 The Writing Spot: Lesson Plans and Assessments, Lesson Plan 5 The Writing Spot: Teacher's Guide, pp.95-97

2 Kindergarten Second Prompt Rubric Something I Like 4 Fully addresses the prompt. Has a detailed picture of something the writer likes. Has at least 2 complete sentences with details that tell about the writer s choice. Has expressive language that catches the reader s attention. Has grade-level appropriate spelling, grammar, capitalization, and punctuation; contains few, if any, errors that do not interfere with understanding the writing. Has legible handwriting, moving from L-R and top to bottom, with appropriate spacing. 3 Responds to the prompt. Has a picture of something the writer likes. Has sentences or phrases that tell about the writer s choice. Has some expressive language. Has mainly grade-level appropriate spelling, grammar, capitalization, and punctuation; contains some errors that do not interfere with understanding the writing. Has legible handwriting with most letters formed correctly, and appropriate spacing. 2 Attempts to respond to the prompt (writer can verbalize that what is written relates to the topic). Has a picture of something the writer likes with some details. Has letters, words, or phrases that tell about the writer s choice, or has labels for a picture. May contain no expressive language. Has environmental print. May contain many errors in spelling, grammar, capitalization, and/or punctuation that may interfere with understanding the writing. Has some letters formed correctly and/or appropriate spacing. 1 May not respond to the prompt (no bridge from verbal language to written). May have a picture of something the writer likes. Contains scribbles, lines, or pictures. May have random letters and/or letter strings. BP May show no evidence of letter formation or appropriate spelling. Blank Paper

3 Kindergarten Second Prompt Student Page Something I Like Writing Situation We all have things we like to eat, games we like to play, or things we like to do with our family. Directions for Writing What do you like? Draw a picture of something you like. Write a story to tell what you like and why you like it. Writing and Convention Standards For this task, you will: e. write by moving across the page from left to right, top to bottom. f. write upper and lower case letters independently. g. spell independently using pre-phonetic knowledge and sounds of the alphabet. h. tell about something you like.

4 District Writing Sample Scoring Rationale Second Prompt, Kindergarten Something I Like Rubric Score Point: 4 high Characteristics that make the paper a high 4: a. Student uses three complete sentences. b. The sentences show a sequential order. c. The sentences are legible. d. Everything is phonetically correct. e. Shows an understanding that writing moves from left to right and top to bottom. f. Uses proper spaces between words. g. Capitals are being used if not always appropriately. Additional instructional steps for the writer s growth would include: a. Working on expanding thoughts through writing demonstrations. b. Working on the proper use of capitals. c. Modeling the correct formation of letters. Teacher Notes:

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6 District Writing Sample Scoring Rationale Second Prompt, Kindergarten Something I Like Rubric Score Point: 4 anchor Characteristics that make the paper an anchor 4: a. Uses detail and expressive language. b. Understanding of punctuation. c. Has legible handwriting. d. Illustration clearly coincides with the writing. e. Clearly understands that sentences move left to right and top to bottom. Additional instructional steps for the writer s growth would include: a. Working on encouraging slightly larger spacing. b. Modeling the appropriate use of capital letters. c. Demonstrating correct letter formation. Teacher Notes:

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8 District Writing Sample Scoring Rationale Second Prompt, Kindergarten Something I Like Rubric Score Point: 4 low Characteristics that make the paper a low 4: a. Contains two complete sentences. b. Uses legible writing. c. Writes from left to right and top to bottom. d. Uses a descriptive word to expand on the first sentence. e. Shows a proper use of punctuation. f. Contains a lack of understanding in the use of capitals. g. Use of phonetic skills is grade level appropriate. Additional instructional steps for the writer s growth would include: a. Demonstrating correct letter formation. b. Teaching the proper uses of capital letters. c. Providing opportunities for phonemic awareness. d. Modeling for the student how to listen for consonant sounds within each word. (Ex: Fa frit f a v o r i t) Teacher Notes:

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10 District Writing Sample Scoring Rationale Second Prompt, Kindergarten Something I Like Rubric Score Point: 3 high Characteristics that make the paper a high 3: a. Contains one complete sentence. b. Writing is extremely legible. c. Has many words showing letter sound relationships. d. Illustration is wonderfully in response to writing. e. Shows an excellent understanding of word spacing, letter sizing, and letter formation. f. Lacks descriptive language. g. Lack of proper grammar. Additional instructional steps for the writer s growth would include: a. Demonstrating how to write additional sentences to expand the writing. b. Modeling for the student how to write using expressive language. c. Providing opportunities for students to hear literature with expressive language. d. Working on blends, digraphs, and clusters especially /th/. Teacher Notes:

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12 District Writing Sample Scoring Rationale Second Prompt, Kindergarten Something I Like Rubric Score Point: 3 anchor Characteristics that make the paper an anchor 3: a. Has a complete sentence with few errors. b. Picture relates very well to the writing. c. Excellent use of sight vocabulary. d. Has excellent spacing. e. Shows an understanding of proper punctuation. f. Misuses capitals. Additional instructional steps for the writer s growth would include: a. Modeling proper capitalization. b. Working on expanding thoughts in writing using the shared writing approach. c. Demonstrating the proper sizing of letters within a line. Teacher Notes:

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14 District Writing Sample Scoring Rationale Second Prompt, Kindergarten Something I Like Rubric Score Point: 3 low Characteristics that make the paper a low : a. Has complete sentence with few errors. b. Picture relates very well to the writing. c. Excellent use of sight vocabulary. d. Understanding of CVC concept. e. Has excellent spacing. f. Shows an understanding of proper punctuation. g. Misuses capitals and writes in a very sloppy manner. Additional instructional steps for the writer s growth would include: a. Modeling the use of correct capitalization. b. Working with the student on how to expand thoughts in writing using the shared writing approach. c. Demonstrating the proper formation and sizing of letters within a line. Teacher Notes:

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16 District Writing Sample Scoring Rationale Second Prompt, Kindergarten Something I Like Rubric Score Point: 2 high Characteristics that make the paper a high 2: a. Uses initial consonant sounds. b. Attempts some punctuation. c. Picture attempts to explain the writing. d. Some attempt to use words. e. An attempt to write more than one sentence. f. Use capital letters inappropriately. Additional instructional steps for the writer s growth would include: a. Demonstrating the proper spacing between words. b. Providing opportunities to develop CVC skills. c. Expanding sight vocabulary for use with writing. Teacher Notes:

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18 District Writing Sample Scoring Rationale Second Prompt, Kindergarten Something I Like Rubric Score Point: 2 anchor Characteristics that make the paper an anchor 2: a. Uses initial consonants with many words. b. Uses punctuation. c. Has a strong connection between illustration/writing. d. Has a detailed picture of the writer. e. Lacks spacing between words. f. Lacks complete words other than I. g. Lacks proper letter formation. Additional instructional steps for the writer s growth would include: a. Modeling writing to support the development of CVC words. b. Teaching the proper use of capitalization and spacing. c. Developing some high frequency sight vocabulary. d. Demonstrating correct letter formation. Teacher Notes:

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20 District Writing Sample Scoring Rationale Second Prompt, Kindergarten Something I Like Rubric Score Point: 2 low Characteristics that make the paper a low 2: a. Attempts to use initial consonant sounds. b. Uses some high frequency words. c. Attempts successfully to respond to the prompt. d. Creates an illustration to go with writing. e. Attempts to use sight words and/or environmental print. f. Attempts to use beginning consonant sounds. g. Has inappropriate spacing and letter formation. Additional instructional steps for the writer s growth would include: a. Modeling the correct use of capital letters. b. Working on better CVC development through shared writing. c. Developing better letter formation and appropriate spacing. Teacher Notes:

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22 District Writing Sample Scoring Rationale Second Prompt, Kindergarten Something I Like Rubric Score Point: 1 high Characteristics that make the paper a high 1: a. Letters are formed neatly and placed on the lines provided. b. Letters are spaced evenly. c. Does not respond to the prompt. d. Lacks bridge from verbal to written language. e. Has random letters and letter strings. f. Contains no understanding of punctuation/capitalization. g. Lacks spacing to define words. Additional instructional steps for the writer s growth would include: a. Working on the difference between letters/words. b. Providing opportunities for phonemic awareness activities. c. Working on beginning sounds to form connections with the words. d. Modeling that the illustration is connected to the writing. Teacher Notes:

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24 District Writing Sample Scoring Rationale Second Prompt Something I Like Rubric Score Point: 1 anchor Characteristics that make the paper an anchor 1: a. The illustration and letters are in their proper places. b. Demonstrates an understanding that letters are used in writing. c. There is no evidence of letter strings. d. There is no phonetic understanding of letters. e. There is a picture, but it is unrecognizable. f. Letters are not properly formed, centered, or spaced. g. Lacks understanding of the proper use of capitalization or punctuation. Additional instructional steps for the writer s growth would include: a. Teaching the difference between letters/words. b. Providing opportunities for phonemic awareness. c. Working on letter/sound formation. d. Developing an understanding of body parts. Teacher Notes:

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26 District Writing Sample Scoring Rationale Second Prompt, Kindergarten Something I Like Rubric Score Point: 1 low Characteristics that make the paper a low 1: a. No difference between the words and illustrations. b. No discernible letters. c. Does not appear to respond to prompt. d. Lacks understanding of any writing concepts. e. Contains scribbles/lines. f. Lacks picture of the writer. g. Appears to use left to right directionality however it is difficult to discern. Additional instructional steps for the writer s growth would include: a. Modeling how thoughts can be recorded. b. Publishing student-generated sentences from drawing. c. Working on drawing/illustration skills. d. Providing phonemic awareness activities. e. Discussing the purpose of lines. Teacher Notes:

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