Grade 7 & 8 Student Name: School: Date



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Grade 7 & 8 Student Name: School: Date:

Ideas*

Organization*

Voice

Word Choice

Sentence Fluency

Conventions

5

Clearly meets the

Standard of

Excellence

-the paper is clear and focused from the beginning to end. The topic is small and very well defined, so it is easy for the writer to manage

-the message/story is both engaging and memorable

-the writer seems to have an in depth understanding of the topic

-the writer is selective, consistently sharing unusual , beyond the obvious details that are informative, entertaining, or both



- writer focuses on the main message throughout.

-organizational pattern is a great fit with topic, purpose, audience: enhances readers understanding.

- transitions are smooth.

-lead is appealing, and conclusion works.



-voice is as individual as a fingerprint; you know the writer.

-reader will feel compelled to share the piece aloud

-writing is lively, energetic, hard to put down explodes with energy

-voice is carefully selected to fit the purpose and audience perfectly.



-writing is clear, striking, original and precise

-writer uses powerful verbs to enliven the writing

-sensory language, as appropriate, enhances meaning

-writing is concise; each word counts



-writing is smooth, natural, and easy to read

-variety in sentence length and structure is striking

-This piece invites expressive oral reading that brings out the voice

-The writer avoids run-ons and repetition

-Dialogue if used sounds natural and conversational


-only the pickiest editors will spot the remaining errors

-uses conventions skillfully to bring out meaning/voice

-shows control over a wide range of conventions for this grade level

-this piece is ready to publish



4

Clearly Approaches the Standard of

excellence

-paper makes sense throughout and is clear—never confusing. Topic is small enough to handle in the scope of the paper.

-the message/story has many engaging moments with many interesting details

- writer knows enough about the topic to do a thorough job.


- writer seldom wanders from the main point.

- organizational pattern fits the topic, purpose, and audience.

- transitions connect ideas.

- lead is appealing, and the conclusion works well.



-this paper stands out from others. The voice is recognizable if the reader knows the writer

-reader would likely share this piece aloud

-writer shows strong feelings and is appealing to read. Has energy

- suitable for audience and purpose



-writing is clear and often original

-writer relies more on strong verbs than on modifiers to enrich meaning

-sensory language, as appropriate, adds detail

-writing is reasonably concise; a word or phrase here and there could be cut out.



-the writing is smooth and easy to read

- variety in sentence length is noticeable

-dialogue if used, sounds natural

-the piece is a pleasure to read aloud

-run ons in the text are rare, if existent at all


-a few minor errors are noticeable if you hunt for them. None affect clarity

-the writer often uses conventions to enhance meaning or voice

-the writer shows control over many conventions appropriate for this grade level

-this piece is ready to publish with minor touch ups



3

Clearly meets the Acceptable Standard

-reader can identify the writer’s main idea. Topic is fairly well defined, but needs to be narrower/more manageable.

-the message/story has some engaging moments.

-writer knows the topic fairly well: more information would enhance the piece.

-some interesting or unusual details



- writer wanders briefly, but is not distracting or confusing.

- organizational pattern works well in most places.

-transitions are present, but reader must make some connections.

- lead and conclusion functional, but not original.



-voice is distinctive, but not unique

-reader might share moments of this piece aloud.

-passion, energy or strong feelings are evident in some places.

-voice is acceptable for audience/ purpose, but it could use refining



-Writing clear in most cases. Some words or phrases are vague/confusing.

-writer uses some strong verbs and may rely too heavily on modifiers

-sensory language present as needed

-some writing is concise; wordy moments are noticeable



-the writing is not difficult to read, despite an awkward moment or two

-some sentences begin differently; there is some variety in length

-run-ons may appear but do not seriously impair fluency

-Dialogue, if used sounds reasonable natural though a little forced in spots



-noticeable, distracting errors begin to slow a reader down, though it is still possible to figure out the message

-writer uses conventions with enough skill to keep the text quite readable

-writer shows control over many conventions appropriate for this grade level

-some editing is needed before publication



2

Does not clearly meet the Acceptable Standard

-It is fairly easy to guess the main idea. Some details are unclear, or topic is too big to handle in this piece.

-Message/story lacks engaging moments.

-Writer struggles to make sense of the topic in clear and comprehensive ways.

-Details are present but often are very general.



-writer wanders from the main point, confusing the reader.

-organizational pattern is not well suited to this text: may be too formulaic.

-transitions are sometimes present, sometimes not.

-lead and conclusion are present; some or both need work.



--functional, sincere, voice though not especially distinctive

-piece does not seem ready to share aloud

-moments of passion, energy or strong feelings are rare

-voice may or may not be acceptable for the audience and purpose, but it could use refining



-writing is often unclear, misleading, or vague, though the comes through

-reader needs to hunt for strong verbs. Modifiers may be overused.

-sensory language is minimal or else overused

-writing may be short, but, it is not necessarily concise. Some clutter is evident.



-the writing is sometimes easy to read, a few sentences are choppy. Rereading required in some places

-sentence beginnings tend to be alike; sentences tend to be similar in length

-dialogue if used, does not sound natural

-rehearsal is definitely needed before reading this piece aloud

-run ons may be a problem


-noticeable, distracting errors begin to slow a reader down, though it is still possible to figure out the message

-errors are sufficiently serious that they affect readability

-Writer knows some conventions – but is not yet in control

-Thorough, careful editing is needed prior to publication



1

Clearly below the Acceptable Standard

- main idea is unclear. What is the writer trying to say?

-message/story lacks engaging moments.

-The writer seems to be filling space.

-Details are very sketchy. The reader can only guess at the writer’s meaning.



-lack of order leaves readers lost.

-pattern is so formulaic that it’s distracting-or there is no pattern.

-transitions are rarely attempted.

-lead and conclusion either missing or need a lot of work.



-voice is difficult to identify and not distinctive

-piece is not ready to share aloud

-writing could use a serious energy boost. The writer sounds bored.

-voice is not a good match for purpose or audience.



-many words and phrases are misused, vague or unclear. The writer’s main message is not clear.

-strong verbs are rare or missing.

-sensory language is minimal /absent

-word use may be skimpy or cluttered; meaning hard to determine.



-choppy sentences, run-ons, or other problems slow the reader down

-writer uses little or not sentence variety to add interest to the text

--run-ons are likely to be a problem

- hard to read aloud even with rehearsal

-dialogue is not natural or conversational


-numerous errors make reading a chore

-though a few things are done correctly, serious errors impair readability

-this writer appears to know a few conventions but is not in control of them

-line by line editing is required prior to publication




0

Insufficient evidence for an assessment

-Writer is still searching for a main idea or story. It is not there yet.

- Writing is too sketchy to have a main idea or consists of random thoughts.

-message/story has no engaging moments

-The reader cannot extract anything meaningful, even by guessing.



-text is disjointed collection of random thoughts

-there is no identifiable organization, it is difficult to follow.

-transitions are absent; ideas are not connected

-there is no real lead or conclusion



-voice is difficult to find, identify, or describe; or wrong for writing task

-lack of voice means that the reader would not share aloud

-no energy or excitement about topic comes through

-voice is missing or inappropriate for the audience and purpose



-words and phrases are vague, confusing, or misused

-verbs are weak throughout; this writing is flat and boring

-sensory language is missing

-word choice is imprecise and inhibits clarity



-writing is consistently difficult to follow or read aloud.

- Sentence length shows little or no variation

-dialogue if used ,is hard to follow

-the piece is very difficult to read aloud, even with rehearsal

-run ons impair fluency


-serious, frequent errors make this text very difficult to read or understand

-the reader must search to find conventions that are handled correctly.

-this writer does not appear in control of many conventions appropriate for grade

-careful, word by word editing is required for publication



*Note: Ideas and organization are weighted to be worth twice as much as each of the other categories. ( Alberta Education PAT Subject Bulletin)

Revised June 4/2012



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