Tool Box Item Details - Pathways Academy - Diversity by Design

Title

Assessment - Quick Scale Marking: Grade 3 Writing

Content

Personal Writing

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT	The writing offers few ideas, and these are often disjointed, illogical, and hard to understand. The student needs ongoing support.	The writing presents loosely connected ideas; may be vague or hard to follow in places or flawed by frequent basic errors.	The writing is clear and easy to follow, with relevant and logical ideas about the topic or issue.	The writing flows smoothly, offers detail and elaboration, and shows some insight.
MEANING ideas and information use of detail	often very brief—a statement of opinion without support details may be irrelevant, vague, or inaccurate	opinion or reaction tends to be vague or unsupported relies on retelling or offering factual details without explanation or analysis	connects to opinions, experiences, feelings some explanations, details, examples	connects to experiences and feelings; writer’s perspective comes through supports and elaborates ideas; may make comparisons
STYLE clarity, variety, and impact of language	basic language sentences are often long and rambling or short and stilted	language may be vague, repetitive tends to rely on simple and compound sentences; may include run-on sentences	language is clear and shows some variety some variety in sentence length and pattern	language is clear and varied; some precision flows smoothly variety of sentence patterns and lengths
FORM opening organization and sequence conclusion	may be very brief no introduction; tends to ramble repeats a few basic connecting words (e.g., and then)	some sequence; connections among ideas may be unclear introduces topic, but often loses focus some transitions may be abrupt	logically sequenced introduces and generally sticks to topic; conclusion may be abrupt variety of connecting words	logically sequenced and connected clear beginning, middle, and end; sticks to topic smooth transitions
CONVENTIONS complete sentences spelling capitals end of sentence punctuation correct pronouns	frequent, repeated errors in grammar, spelling,punctuation, and sentence structure often make the writing hard to understand capitals often omitted or misused	basic spelling and sentence punctuation is correct; errors do not interfere with meaning, although some parts may be hard to read may include run-on or incomplete sentences; may overuse pronouns	basic grammar, spelling, punctuation, and sentence structure are generally correct; minor errors do not interfere with meaning may include errors with commas, quotation marks, or agreement	few errors; these are usually caused by taking risks with newly acquired or complex language may overuse some punctuation marks or make occasional errors in agreement

Writing to Communicate Ideas and Information

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The writing offers few ideas and little information. It is often disjointed, illogical, and hard to understand. The student needs ongoing support.	The writing presents loosely connected ideas or information. It may be vague, hard to follow, or copied in places. May also be flawed by frequent basic errors.	The writing is clear and easy to follow, with relevant ideas and information on simple topics and procedures presented in the student’s own words.	The writing flows smoothly, presenting clear, logical, and detailed information and ideas in the student’s own words.
MEANING ideas and information use of detail	purpose may be unclear information may be invented or copied few relevant or accurate details	purpose often vague some information may be copied or misinterpreted some relevant information; little detail or explanation	clear purpose that is accomplished to some degree accurate some explanation, details, or examples	accomplishes the purpose accurate; may use several sources explanations, details, or examples make ideas clear
STYLE clarity, variety, and impact of language	basic, simple sentences often long and rambling or short and stilted; little variety	simple, familiar; not specific or exact repeats simple and compound sentences (may run on or be incomplete)	language is clear; some attempts to be specific or exact some variety in sentences where appropriate	language is clear, direct, and specific flows smoothly, with a variety of sentences where appropriate
FORM key features organization and sequence opening, conclusion visual features	intended form is hard to determine may be disjointed may be very brief visual features (e.g., diagrams) omitted or confusing	tries to follow form; may omit key features some sequence; may omit ordering or connecting words writing has a topic sentence but may lose focus visual features (e.g., diagrams) may be hard to interpret	uses some key features of the form logical sequence; uses ordering or connecting words writing has a topic sentence with some development visual features (e.g., diagrams) are clear and relevant	follows key features of the form carefully sequenced; uses ordering or connecting words effectively writing develops from topic sentence to logical ending visual features (e.g., diagrams) clear and helpful
CONVENTIONS complete sentences spelling capitals end of sentence punctuation correct pronouns	frequent, repeated errors in grammar, spelling, punctuation, and sentence structure often make the writing hard to understand capitals often omitted or misused may be hard to read	basic spelling and punctuation is correct; errors do not interfere with meaning, although some parts may be hard to read may include run-on or incomplete sentences; may overuse pronouns legible	basic grammar, spelling, punctuation, and sentence structure are correct; minor errors do not interfere with meaning may include errors with commas, quotation marks, agreement legible; clearly presented	few errors; these are usually caused by taking risks with newly acquired or complex language may overuse some punctuation marks or make occasional errors in agreement legible; presentation shows care

Literary Writing

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The writing is often very brief, disjointed, or illogical, and flawed by repeated basic errors. The student needs ongoing support.	The writing presents loosely connected events or ideas, with some detail; parts may be hard to follow or flawed by frequent errors.	The writing is a complete, easy-to follow story or poem with some interesting detail.	The writing is an engaging story or poem with some originality.
MEANING ideas and information use of detail	may not have a “story problem” or purpose few details	often based on another selection some details	some individuality; considers reader’s reaction some supporting details add “colour”	some originality and creative development; tries to make an impact supporting details add “colour”
STYLE clarity, variety, and impact of language	basic, simple sentences often long and rambling or short and stilted; little variety	generally simple language; some description repeats simple and compound sentences (some may run on)	clear; some “story language” and description some variety in sentences	clear, varied, and often expressive; may experiment with new language flows smoothly; varied sentences
FORM STORIES beginning, middle, end sequence characters dialogue connecting words	may be very brief; loosely related events without an introduction characters are not described; no clear dialogue	includes beginning, middle, and end; often loses focus and ends abruptly characters are identified; may include dialogue	develops logically sequenced events from a “story problem” to a reasonable solution characters have some individuality; often includes dialogue	develops smoothly from an engaging opening; tries to create suspense or interest; reaches a satisfying conclusion characters have personality; dialogue often sounds natural
FORM POEMS poetic form descriptive language	needs a frame or template may be one-word responses	attempts a poetic form, but often writes in sentences attempts some descriptive language	attempts to use a poetic form; may lapse in places some descriptive language	uses a poetic form includes some descriptive and figurative language
CONVENTIONS complete sentences spelling capitals end of sentence punctuation correct pronouns	frequent basic errors affect meaning may be hard to read	may include several errors, but these do not interfere with basic meaning legible	may include some errors, but these do not interfere with meaning legible; clearly presented	few errors; these are usually caused by taking risks with newly acquired or complex language legible; care in presentation