Tool Box Item Details - Pathways Academy

Title

Assessment - Quick Scale Marking: Grade 2 Writing

Content

Personal Writing

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT	The writing may be an attempt to recount experiences or ideas, but problems with logic, organization, and conventions obscure meaning. Often very short.	The writing offers some logical ideas and reactions, but connections are not always clear. May be difficult to follow in places.	The writing is clear and easy to follow. It offers a series of loosely connected ideas and experiences with some detail.	The writing has a clear topic and focus, with related supporting details, reasons, or examples.
MEANING ideas and information use of detail	topic may be hard to determine often very short little logical detail or description	some connections to experiences, dislikes, likes offers some ideas and opinions some details; often irrelevant or repetitious	makes connections to personal experiences, likes and dislikes a series of loosely related ideas and opinions some relevant details or examples	offers opinions and observations with some development sense of purpose; ideas are related and often focus on a central theme relevant details, reasons, or examples
STYLE clarity, variety, and impact of language	language is often unclear; may make errors in word choice relies on short, simple sentence frames that have been provided	simple, basic language; often repetitive tends to rely on short, simple sentences or one or more long, rambling sentences	conversational language; may include some description some variety in sentence length; often short and abrupt; some long and run-on	simple descriptive language; some variety beginning to show some control of sentence structure; some variety in length and pattern
FORM beginning sequence connecting words	topic is not clear sequence is illogical omits connecting words	often has no beginning (starts in the middle) may ramble without clear sequence or connections	opening sentence may signal the topic ideas are loosely connected, often by time (e.g. same day)	a title or opening sentence signals the topic (or time period—e.g. “yesterday”) logically sequenced and connected
CONVENTIONS complete sentences spelling capitals punctuation grammar	errors make the writing difficult to read not written in sentences may omit letters and sounds often omits or uses punctuation and capital letters inconsistently frequent errors in pronouns and verbs	seldom uses connecting words frequent errors may interfere with meaning in places some complete sentences frequent spelling errors (but all sounds are represented) inconsistent use of capitals and punctuation some errors in pronouns and verbs	repeats a few simple connecting words several errors, but these do not obscure meaning most sentences are complete most common words are spelled correctly occasional errors in end punctuation; uses capital letters for names, places, first word in sentence most pronouns and verb forms are correct	beginning to use a variety of connecting words may include errors (particularly in more complex language); these do not affect meaning written in complete sentences most spelling is correct uses capital letters and end punctuation correctly uses correct pronouns and verb forms; may make occasional error

Writing to Communicate Ideas and Information

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The writing is hard to understand. The student is unable to provide clear written information without intensive, ongoing help.	The writing offers some accurate information (usually from class discussion); parts are illogical or inaccurate and may be difficult to follow.	The writing is clear, mostly in the student’s own words; provides accurate information on simple topics and procedures. Includes some detail.	The writing is purposeful; provides accurate information with some specific detail on simple topics and procedures. Shows a sense of control.
MEANING ideas and information use of detail	little or no accurate information (unless copied) often very short; omits required parts little logical detail or description	some accurate information, usually from discussions and guidance has some required parts some details; often irrelevant or repetitious	accurate basic information, often based on discussions and guidance generally includes all required parts; these are often very basic some specific, relevant details	accurate, logical information; may add parts not discussed in class includes all required parts; often extra detail relevant explanations, examples, or details
STYLE clarity, variety, and impact of language	language is often unclear; may make errors in word choice relies on short sentence frames that have been provided	simple, basic language; often repetitive tends to rely on short, simple sentences or one or more long, rambling sentences	conversational language; may include some description (often vague and repetitive) some variety in sentence length	simple descriptive language; some attempts to be specific or exact beginning to show some control and variety in sentences
FORM required features beginning sequence connecting words visual features	does not resemble the intended form topic often unclear sequence is illogical few, if any, connecting words visual features are omitted, inaccurate, or unrelated to the topic	includes some required features, but may have difficulty with the form (e.g. recipe may be a paragraph) begins in the middle rambles; little sequence seldom uses connecting words visual features may be incomplete	some awareness of form (e.g. instructions look like instructions); may omit key features title signals the topic logical sequence; may lapse in places repeats a few simple connecting words visual features are relevant, may be unclear	tries to use basic conventions of form (e.g. instructions look like instructions) a title signals the topic; usually has a conclusion logical sequence variety of connecting words visual features are clear and relevant
CONVENTIONS complete sentences spelling capitals punctuation grammar	repeated serious errors uses them inconsistent• frequent errors in pronouns and verbs make the writing difficult to read not written in sentences may omit letters and sounds often omits punctuation and capital letters or	frequent errors may interfere with meaning in places some complete sentences frequent spelling errors (but all sounds are represented) inconsistent use of capitals and punctuation some errors in pronouns and verbs	several errors, but these do not obscure meaning most sentences are complete most common words are spelled correctly occasional errors in end punctuation; uses capital letters for names, places, first word in sentence most pronouns and verb forms are correct	may include errors (particularly in more complex language); these do not affect meaning written in complete sentences most spelling is correct uses capital letters and end punctuation correctly uses correct pronouns and verb forms; may make occasional errors

Literary Writing - Stories

C3 create imaginative writing and representations, sometimes based on models they have read, heard, or viewed. Stories at this level are expected to involve extensive pre-writing and planning and to be checked carefully for conventions (e.g., spelling, periods). However, students at this age are not expected to do extensive revision and rewriting.

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	May attempt to tell a story, but problems with logic, organization, and conventions obscure meaning. May be very short.	Clearly sets out to tell a story. Beginning is usually stronger than middle, and ending may be illogical or missing. Little story language.	The story has a beginning, middle, and end; easy to follow. Includes most elements (setting, characters, problem, solution) and some story language.	The story develops logically from a problem to a solution. Consistently uses story language and shows a sense of individuality and control.
MEANING ideas and information use of detail	ideas or events are not logically connected little logical detail or description may not have a story problem	may retell a story they know includes some detail; may be confusing usually has a simple, concrete problem	modeled on stories the student knows many details loosely relate to story problem usually includes a problem, but has trouble with solution	sense of individuality has supporting details story problems are usually concrete and developed through action; solution is less developed
STYLE clarity, variety, and impact of language	language is often unclear; may make errors in word choice relies on short, simple sentence frames that have been provided	simple, basic language; often repetitive tends to rely on short, simple sentences or one or more long, rambling sentences	conversational; some description and storytelling language some variety in sentences; often short and abrupt; some long, run-on	storytelling language; simple description; variety some control and variety in sentences
FORM beginning, middle, end sequence, development characters, setting dialogue connecting words	may be all middle little development (may be very short); ideas are not logically connected characters and setting are often not identified may have no dialogue does not use connecting words	has a beginning and middle; doesn’t really “end” events may not connect logically may name characters and setting with no description or context dialogue may have no quotation marks seldom uses connecting words	has a beginning, middle, and end events are loosely connected; may be illogical in places usually identifies characters and problem at beginning often includes dialogue relies on a few simple connecting words	beginning is well-developed; middle is logical; end may be abrupt events are logically connected builds some context at the beginning uses dialogue; generally logical variety of simple connecting words
CONVENTIONS complete sentences spelling capitals punctuation grammar	repeated serious errors make the writing difficult to read not written in sentences may omit letters and sounds often omits punctuation and capital letters or uses them inconsistently frequent errors in pronouns and verbs	frequent errors may interfere with meaning in places some complete sentences frequent spelling errors (but all sounds are represented) inconsistent use of capitals and punctuation some errors in pronouns and verbs	several errors, but these do not obscure meaning most sentences are complete most common words are spelled correctly occasional errors in end punctuation; uses capital letters for names, places, first word in sentence most pronouns and verb forms are correct	may include errors (particularly in more complex language); these do not affect meaning written in complete sentences most spelling is correct uses capital letters and end punctuation correctly uses correct pronouns and verb forms; may make occasional errors

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