Tool Box Item Details - Pathways Academy - Diversity by Design

Title

Assessment - Quick Scale Marking: Grade 1 Writing

Content

Writing Stories

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT	The story may consist of a string of letters or be dictated for someone else to write down. The student needs a great deal of help.	The story is recognizable as conventional writing and has some elements of a story. The student often needs some help.	The story is readable and makes sense. The student is able to write independently with occasional help.	The story has some description and detail. The student is able to write independently.
MEANING ideas and information details	may be able to “read” own writing, but meaning often changes each time	often retells another story recognizable story situation little development, few details	some individuality begins with characters and situation has a problem and solution; few details	some individuality begins with characters and situation has a problem and related solution; details add “colour”
STYLE clarity and variety of language description	simple words when “reading” or dictating, may be one long, rambling sentence or a series of short, stilted sentences	conversational repeats simple patterns, favourite words	mostly conversational; may include some “story language” repeats simple patterns; some simple description	takes risks, experiments; shows awareness of the effects of interesting language often has dialogue, description
FORM beginning, middle, end sequence	usually a drawing with a string of letters or one or two dictated sentences	may be very brief string of loosely related events- mostly “middle” uses and to connect ideas drawing may tell much of the story	includes beginning, middle, and end most events are in logical sequence repeats the same connecting words writing can stand alone	includes beginning, middle, and end events are in logical sequence uses a variety of connecting words writing can stand alone
CONVENTIONS capitals and small letters spelling use of phonics punctuation spacing legibility	strings of capital letters may use correct initial consonant not yet able to use phonics no punctuation may be copied or dictated to another person	mostly capital letters some words spelled conventionally many words spelled phonetically may experiment with punctuation parts are legible	both capitals and small letters spells many familiar words correctly uses phonics to spell new words some punctuation legible	uses both capitals and small letters most familiar words spelled conventionally phonics and word patterns used to solve spelling problems generally written in sentences; uses punctuation legible

Writing From Experience

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The writing may consist of a string of letters or be dictated for someone else to write down. The student needs a great deal of help.	The writing is recognizable as conventional writing and conveys some ideas or information. The student often needs some help.	The writing is readable and makes sense. The student is able to write independently with occasional help.	The writing communicates ideas or information with some description and detail. The student is able to write independently.
MEANING ideas and information details	may be able to “read” own writing, but meaning often changes each time	sentences or ideas may not be related little development, few details	sentences or ideas are related some detail	some individuality develops a topic with supporting details
STYLE clarity and variety of language description	simple words when “reading” or dictating, may be one long sentence or a series of short, stilted sentences	conversational repeats simple patterns, favourite words	conversational, some simple description repeats simple patterns	some descriptive language takes risks to use new words or patterns
FORM follows models or examples sequence	usually a drawing with a string of letters or one or two dictated sentences	may be very brief drawing may provide much of the information	follows form modelled by teacher writing can stand alone	logically connected and sequenced writing can stand alone
CONVENTIONS capitals and small letters spelling use of phonics punctuation spacing legibility	strings of capital letters may show correct initial consonant not yet able to use phonics no punctuation may be copied or dictated to another person	mostly capital letters some words spelled conventionally many words spelled phonetically may experiment with punctuation parts are legible	both capitals and small letters many familiar words spelled conventionally new or unfamiliar words spelled phonetically some punctuation legible	both capitals and small letters most familiar words spelled conventionally phonics and word patterns used to solve spelling problems generally written in sentences; uses punctuation legible