Kindergarten Third Prompt

Transcription

1 Kindergarten Third Prompt English/Language Arts Content Standard: 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. 1.2 Write consonant vowel consonant words. 1.3 Write by moving, from left to right, from top to bottom. 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letter. Writing Situation We all like to do special things. It might be going on a trip out of town, winning a baseball game, or celebrating your birthday with a party. What are some special things you have done? (Allow opportunity for class discussions.) Directions for Writing We can share special events with others by writing them down. Draw a picture and write about something special you did. Use words that will help others share the event with you. 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 an event that was special to them. Resources: Reading/Language Arts Framework for California Public School, p. 43 The Writing Spot: Lesson Plans and Assessments, pp The Writing Spot: Teacher's Guide, pp

2 Kindergarten Third Prompt Rubric Writing about Events BP Fully addresses the prompt. Has a detailed picture of an event that was special to the writer. 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. Responds to the prompt. Has a picture of some event that was special to the writer with some details. 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. Attempts to respond to the prompt (writer can verbalize that what is written relates to the topic). Has a picture of some event that was special to the writer. 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. May not respond to the prompt (no bridge from verbal language to written). May have no picture of a special event. May contain scribbles, lines, or pictures. May have random letters and/or letter strings. May contain frequent and numerous errors in spelling, grammar, capitalization, and punctuation that interfere with the understanding of the writing. May show no evidence of letter formation or appropriate spacing. Blank Paper

3 Kindergarten Third Prompt Student Page Writing Situation We all like to do special things. It might be going on a trip out of town, winning a baseball game, or celebrating your birthday with a party. What are some special things you have done? Directions for Writing We can share special events with others by writing them down. Draw a picture and write about something special you did. Use words that will help others share the event with you. Writing and Convention Standards For this task, you will: a. write letters 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 an event that was special to you.

4 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 4 high Characteristics that make the paper a high 4: a. Contains extremely detailed sentence. b. Shows an excellent use of sight words and phonics. c. Has legible writing moving left to right and top to bottom. d. Contains grade level appropriate punctuation and capitalization. e. Clearly explains where they went and what they did. f. Sentences are not repetitive. g. Understands a need to make the 2 nd sentence a little more explanatory. Additional instructional steps for the writer s growth would include: a. Practicing how to place letters on the lines. b. Demonstrating proper formation and size of letters. c. Modeling adding on more information to the story. Teacher Notes:

5

6 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 4 anchor Characteristics that make the paper an anchor 4: a. Contains three complete sentences. b. Demonstrates above grade level punctuation and capitalization. c. Phonetically and correctly spells words. d. Has a detailed picture. e. Contains excellent spacing between words. f. Shows an excellent progression of thoughts. g. Sentences are repetitive. Additional instructional steps for the writer s growth would include: a. Working on changing the words in each sentence. b. Developing handwriting skills that show a difference in size between upper and lower case letters. c. Developing more detailed sentences. d. Modeling a variety of sentence patterns. Teacher Notes:

7

8 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 4 low Characteristics that make the paper a low 4: a. Contains two complete sentences. b. Shows an excellent understanding of capitals, spacing, and punctuation. c. Phonetically spells with ease. d. It contains an excellent illustration to go with the writing. e. Contains extremely legible writing. f. Could use more descriptive words or phrases expand the writing. Additional instructional steps for the writer s growth would include: a. Continuing to work on hearing each letter within a word. b. Modeling how to expand sentences using descriptive words or phrases. c. Teaching proper letter sizing with all words. Teacher Notes:

9

10 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 3 high Characteristics that make the paper a high 3: a. Has detailed sentences that tell about the writer. b. Uses sight words and letter/sound relationships. c. Has very legible writing with appropriate spacing. d. Picture responds very well to the prompt. e. Some capitals are used inappropriately. Additional instructional steps for the writer s growth would include: a. Demonstrating proper use of capitals. b. Modeling how to develop thoughts with more detailed sentences. c. Working on the ing concept. Teacher Notes:

11

12 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 3 anchor Characteristics that make the paper an anchor 3: a. Has some expressive language. b. Has many words showing sound/letter relationships. c. Has one complete sentence. d. Has grade level appropriate capitals and punctuation. e. Shows a good use of sight vocabulary. f. Contains an excellent use of spacing. g. Needs to improve slightly the appropriate placement of letters within a line. Additional instructional steps for the writer s growth would include: a. Continuing to develop sight vocabulary. b. Working on the difference between m and n. c. Writing more sentences through modeled writing. Teacher Notes:

13

14 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 3 low Characteristics that make the paper a low 3: a. Has an excellent picture of the writer. b. Responds to the prompt. c. Uses legible writing with most letters formed correctly with appropriate spacing. d. Uses many words showing letter-sound relationship. e. Shows an understanding of initial capitals and periods. f. Sentences lack details. Additional instructional steps for the writer s growth would include: a. Modeling how to expand thoughts with other sentences. b. Demonstrating appropriate letter sizing. c. Modeling how to add details to sentences. Teacher Notes:

15

16 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 2 high Characteristics that make the paper a high 2: a. Attempts to use initial consonant sound. b. Uses some sight words. c. Attempts to use space correctly. d. Shows an excellent picture to help illustrate the writing. e. Attempts numerous words. f. Attempts to correctly use capitals and periods. Additional instructional steps for the writer s growth would include: a. Developing sight vocabulary. b. Demonstrating correct letter formation with appropriate spacing. Teacher Notes:

17

18 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 2 anchor Characteristics that make the paper an anchor 2: a. Shows a good understanding of initial and final consonant sounds. b. Responds very well to the prompt. c. The picture is very appropriate for the writing. d. It tells about the writer. e. Lacks appropriate letter formation when using lined paper. f. Contains nearly all capitals in all of the words. Additional instructional steps for the writer s growth would include: a. Developing a better understanding of the use of capitals. b. Demonstrating correct formation of lower case letters. c. Working on medial vowels and sound/letter correspondence through phonemic awareness activities and phonics instruction. d. Demonstrating proper spacing between words. Teacher Notes:

19

20 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 2 low Characteristics that make the paper a low 2: a. Attempts initial consonants and some final consonants. b. Responds to the prompt. c. Attempts many letters, words, and phrases. d. Contains a detailed picture of the writer. e. Contains several complete words. f. Attempts to space between words. g. Handwriting and capitalization need to be improved. Additional instructional steps for the writer s growth would include: a. Discussing where capitals should be used. b. Discussing the need for a period at the end of a sentence. c. Working on listening for more sounds in the words using phonemic awareness activities. d. Demonstrating correct formation of letters. Teacher Notes:

21

22 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 1 high Characteristics that make the paper a high 1: a. Shows random letters. b. Shows letter strings. c. Has a picture of the writer. d. Does not attempt initial consonants. e. Shows definite letter formation. f. Random use of upper and lower case letters. g. Understands that letters go left to right and to the end of the line. Additional instructional steps for the writer s growth would include: a. Continuing to develop letter/sound connection. b. Introducing proper handwriting skills. c. Introducing spacing between letters and words. Teacher Notes:

23

24 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 1 anchor Characteristics that make the paper an anchor 1: a. Uses random letters. b. Draws a distinct picture. c. No attempt at using beginning consonants. d. Does not write to the end of the line when writing left to right. e. Contains all capital letters. f. Attempts to write on the line. Additional instructional steps for the writer s growth would include: a. Demonstrating correct letter formation. b. Developing letter/sound relationships through phonemic awareness and phonics activities. c. Using modeled writing, reinforce the concept of letters vs. words. Teacher Notes:

25

26 District Writing Sample Scoring Rationale Third Prompt, Kindergarten Rubric Score Point: 1 low Characteristics that make the paper a low 1: a. Has random letters and letter strings. b. No evidence of a letter/sound connection. c. Contains many scribbles. d. Contains a basic picture of the writer. e. Lacks proper letter placement on lines. f. Lacks understanding of punctuation or capitalization. Additional instructional steps for the writer s growth would include: a. Demonstrating correct formation of letters. b. Working on handwriting skills. c. Providing opportunities for phonemic awareness activities. d. Supporting the understanding of the difference between a letter and a word through writing demonstration. Teacher Notes:

27