Tool Box Item Details - Pathways Academy - Diversity by Design

Title

Assessment - Quick Scale Marking: Grade 4 Writing

Content

Personal Writing

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT	The writing is often very brief, disjointed, or illogical and is flawed by repeated basic errors. The student needs ongoing support.	The writing presents loosely connected ideas with little development; parts may be confusing or flawed by frequent errors.	The writing presents relevant, easy-to-follow ideas with some detail and explanation. Growing control of written language; few errors.	The writing is clear, focused, and developed with some elaboration and individuality.
MEANING ideas use of detail	purpose or topic may be unclear few details; may be copied or unrelated to the topic; often very short	retells; may give some opinions few relevant details, reasons, and explanations; often relies on ideas from class discussions	some analysis and reaction, often connected to retelling some supporting details, reasons, and explanations (e.g., how student felt)	develops a point of view or opinion with a sense of individuality develops ideas with some engaging details, reasons, and examples
STYLE clarity, variety, and impact of language	basic language; often errors in word choice poorly constructed sentences; little variety	generally simple language; little variety simple and compound sentences; little variety	clear, direct language; some variety some variety in sentences	language is varied; often tries new words flows smoothly; has sentence variety
FORM beginning organization and sequence connecting words ending	beginning may be confusing unfocused; ideas seem unrelated to topic; may be very short disjointed; overuses a few connecting words (e.g., and, then) or omits them altogether ending may be missing or illogical	usually identifies the topic middle is often simply a list of loosely related events repeats a few simple connecting words (e.g., and, then, so); may omit them in places often omits endings	introduces the topic middle is often a list of related but undeveloped reasons, examples, and details uses a variety of connecting words ending may be abrupt (i.e., ends, but does not conclude)	introduces the topic, often in an engaging way develops topic through relevant, appropriate ideas, logically organized smooth transitions; range of effective connecting words has a conclusion
CONVENTIONS complete sentences spelling capitals punctuation grammar/ usage	frequent, repeated errors make the writing difficult to understand many incomplete or run-on sentences	several errors; these may make parts hard to follow most simple sentences are correct; some incomplete or run-on sentences	some errors, but these do not affect meaning most sentences are complete; few run-on sentences	few errors; these are usually caused by taking risks complete sentences; may include some errors in long or complex sentences

Writing to Communicate Ideas and Information - Reports, Articles, and Letters

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The writing communicates little information; does not accomplish basic task. Often very brief, illogical, flawed by repeated errors. Needs ongoing support.	The writing communicates loosely connected ideas and information; tries to deal with most requirements of the task. Includes some errors; minor amounts may be copied.	The writing communicates relevant, easy-to-follow information in the student’s own words; competently fulfills most task requirements.	The writing communicates clear, detailed information that fully and effectively accomplishes the purpose or task.
MEANING topic and purpose ideas and information details sense of audience	topic unclear little accurate information few details; often copied, irrelevant, or very short no attempt to interest reader	topic is clear some accurate information; parts may be copied main ideas with little support; often relies on ideas discussed in class may try to engage interest in the opening	topic and purpose are clear generally accurate and written in the student’s own words elaborates main idea(s) with some supporting details, explanations some attempts to engage the reader’s interest	focused around a clear topic and purpose; meets or exceeds requirements information is concrete, accurate, complete; in own words develops ideas through specific and engaging details and explanations tries to make the material interesting and easy to follow
STYLE clarity, variety, and precision of language	basic language; often errors in word choice sentences are poorly constructed, with little variety or control	generally simple language; little variety relies on simple and compound sentences; little variety	relies on clear, simple, and direct language; may try to be specific some variety in sentences	language is varied; tries to be precise flows smoothly, with a variety of sentence patterns and lengths
FORM opening organization and sequence paragraphs text features ending	beginning may be confusing or omitted sequence is disjointed and hard to follow little or no paragraphing weak or omitted text features (e.g., titles, headings, illustrations, diagrams) ending omitted or illogical	usually identifies the topic at beginning often a list of events or information, repeating a few simple connecting words; some abrupt transitions most paragraphs have a main idea; may include unsorted detail text features (e.g., titles, headings, illustrations, diagrams) may be hard to interpret often omits ending	introduces the topic or purpose ideas are easy to follow and connected by varied transitions (may be omitted in places) most paragraphs have a main idea and support clear, relevant text features (e.g., titles, headings, illustrations, diagrams); may have minor flaws ending may be abrupt	clearly introduces the topic or purpose sequence is logical, with smooth, varied transitions paragraphs are focused on a main idea with effective support effective text features (e.g., titles, headings, illustrations, diagrams) elaborate or clarify the text provides a conclusion
CONVENTIONS complete sentences spelling capitals punctuation grammar/ usage	frequent, repeated errors make the writing difficult to understand many incomplete or run-on sentences	includes several errors; may make parts hard to follow some incomplete or run-on sentences	some errors, but these do not affect meaning most sentences are complete; few run-on sentences	few errors; these are usually caused by taking risks complete sentences; may include some errors in long sentences

Writing to Communicate Ideas and Information - Instructions and Procedures

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The writing does not communicate enough accurate information to complete the task. Flawed by repeated errors. Needs ongoing support.	The writing is an attempt to deal with most requirements of the task. Communicates some accurate information. Includes several errors.	The writing competently deals with most requirements of the task. Communicates relevant, easy to follow information.	The writing communicates clear, detailed information that fully and effectively accomplishes the task.
MEANING topic and purpose achieves purpose ideas and information	topic may be unclear does not accomplish the task (e.g., reader cannot make the product or complete the process by following the instructions) little accurate information; few details; often very short	topic is clear tries to deal with most task requirements (e.g., reader can partially complete the process or make the product) some accurate information; may rely on class discussion; parts may be inaccurate or copied	topic and purpose are clear accomplishes the task at a basic level (e.g., reader can complete the basic process or make the product by following the instructions) generally accurate, with some detail; written in the student’s own words	focused around a clear topic and purpose; meets or exceeds requirements fully accomplishes the task (e.g., reader can easily complete the process or make the product by following the instructions) information is concrete, accurate, specific, complete, and written in own words
STYLE clarity, variety, and precision of language	basic language; often errors in word choice sentences are poorly constructed	generally simple language; little variety relies on simple and compound sentences	relies on clear, simple and direct language; may try to be specific some variety in sentences if appropriate	language is varied; tries to be precise flows smoothly, with varied sentences where appropriate
FORM titles and headings key features organization and sequence voice graphics, visual features	may omit titles and headings little or no attention to form (e.g., does not number steps) often unsorted list or one paragraph often retells rather than instructs may omit required diagrams or sketches	has a title or heading related to the purpose uses some key features of the form (e.g., numbers steps) organized into steps or sections sometimes connected by simple connecting words mostly explains or instructs (rather than retells) provides some required illustrations, diagrams; flawed	title or heading identifies purpose uses most key features of the form (e.g., numbers steps) logically organized into steps or sections with some careful use of connecting words (e.g., at the same time) explains or instructs (rather than retells); may slip illustrations; diagrams are clear, relevant, and labelled; minor flaws	effective titles, headings, subheadings uses key features of the specific form logically organized into steps or sections, with careful use of connecting words (e.g., before you start, while); complete, easy-to-follow sequence consistently explains or instructs; may use a formal tone illustrations and diagrams are clear, complete, well labelled
CONVENTIONS complete sentences spelling capitals punctuation grammar/ usage	frequent, repeated errors make the writing difficult to understand many incomplete or run-on sentences	includes several errors; may make parts hard to follow some incomplete or run-on sentences	some errors, but these do not affect meaning most sentences are complete; few run-on sentences	few errors; these are usually caused by taking risks complete sentences; may include some errors in long sentences

Literary Writing - Stories

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The story is often very brief, disjointed, or illogical and is flawed by repeated basic errors. The student needs ongoing support.	The story offers loosely connected events with little development; parts may be confusing or flawed by frequent errors.	The story is complete and easy to follow, with some interesting detail. Shows growing control of written language; few errors.	The story is engaging, with some originality and development. Language is varied and effective.
MEANING ideas use of detail awareness of audience	point of story may be unclear reveals few details; development may be illogical shows little awareness of audience	relies on ideas discussed in class or from another story some detail; some may be irrelevant some awareness of audience; sometimes tries to create “shock value”	concrete, direct story; draws on ideas from other sources, but has some individuality some relevant supporting details appears to consider the reader’s reaction in choosing content	some sense of individuality or originality, although events and images may be predictable effective supporting details add colour tries to engage the reader, create reactions
STYLE clarity, variety, and impact of language	basic language; often errors in word choice poorly constructed, sentences; little variety	generally simple language; little variety simple and compound sentences; little variety	clear, direct language with some variety some variety in sentences	language is varied; often experiments flows smoothly, varies sentences, sometimes to create a special effect
FORM beginning development characters dialogue (where appropriate) paragraphing, transitions ending	beginning may be confusing some action and events; often illogical, very brief names characters if dialogue is included, it is confusing disjointed; often one paragraph with few connecting words ending omitted or illogical	begins with a problem some development; sequence may be hard to follow in places names and identifies main characters; often includes dialogue; may be ineffective some paragraphing; tends to repeat simple connecting words; may omit them in places ending may be abrupt	beginning introduces the situation develops a logically sequenced events describes appearance and feelings of some characters clear dialogue uses paragraphs and a variety of connecting words conclusion may be abrupt or hard to believe	beginning engages interest in the problem story seems to develop naturally, with a logical sequence characters often show personality and feelings in actions and words clear, natural dialogue logical paragraphing; smooth transitions ending resolves the problem
CONVENTIONS complete sentences spelling capitals punctuation grammar/ usage	frequent, repeated errors make the writing difficult to understand many incomplete or run-on sentences	includes several errors; may make parts hard to follow some incomplete or run-on sentences	some errors, but these do not affect meaning most sentences are complete; few run-on sentences	few errors; these are usually caused by taking risks complete sentences; may include some errors in long sentences

Literary Writing - Poems

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	Often very brief, disjointed, or illogical, and flawed by repeated basic errors. The student needs ongoing support.	Loosely connected image or ideas with little development; parts may be confusing or flawed by frequent errors.	Complete, easy-to-follow poem with some interesting detail. Shows growing control of written language; few errors.	Engaging poem, with some originality and development. Language is varied and effective.
MEANING ideas use of detail awareness of audience	purpose of poem may be unclear few details; may be illogical shows little awareness of audience	relies on ideas discussed in class or from another poem some details; some may be irrelevant may show some awareness of audience	concrete, direct poem; draws on ideas from other sources, but has some individuality some relevant supporting details appears to consider the reader’s reaction in choosing language	some sense of individuality or originality, although images may be predictable effective supporting details add colour tries to engage the reader and create a reaction
STYLE clarity, variety, and impact of language	basic language; often errors in word choice	generally simple language; little variety	relies on concrete and direct descriptive language	language is descriptive and varied; often experiments
FORM poetic form descriptive language	needs the support of a frame or template uses little or no descriptive language	tries to write in poetic form (usually one that has been recently modelled), but the result may be in sentences attempts some descriptive language	writes in poetic form (usually one that has been recently modelled); may have trouble with the “rules” in places uses descriptive language	writes in poetic form; generally able to follow the “rules,” but may be awkward in places experiments with descriptive and figurative language
CONVENTIONS spelling punctuation grammar/ usage	frequent, repeated errors make the writing difficult to understand	includes several errors; may make parts hard to follow	some errors, but these do not affect meaning	few errors; these are usually caused by taking risks