Tool Box Item Details - Pathways Academy - Diversity by Design

Title

Assessment - Quick Scale Marking: Grade 5 Writing

Content

Personal Writing

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT	The writing is often hard to understand. The writer may need frequent help.	The writing offers some ideas that are related to the topic; may be flawed by frequent errors.	The writing is easy to follow; ideas are relevant and logical.	The writing is focused, easy to read, and shows insight.
MEANING ideas and information use of detail	ideas are not developed; often very brief few details or explanations	some relevant ideas; little analysis examples or explanations may be repetitive or illogical	relevant ideas with some analysis; shows individuality of the writer logical explanations or examples clarify and develop the ideas	strong point of view, reaction, or opinion; shows individuality develops ideas clearly and logically with details, examples, and explanations
STYLE clarity, variety, and impact of language	simple language; may be inappropriate or incorrect in places poorly constructed sentences; little variety	simple language; may be somewhat vague and repetitive repeats a few basic sentence structures	language is clear with some variety includes a variety of sentence lengths and patterns	language is clear, varied; some attempts to be specific, precise flows smoothly; variety in sentences
FORM opening organization and sequence conclusion	introduction may leave reader wondering what the writing is about some attention to sequence ending may be omitted	introduces topic, but often loses focus sequence is generally logical; may be some breaks end may be sudden	opens with a clear intention or purpose logical sequence; linking words help to make connections logical ending	effective opening sequenced; related ideas are grouped together; linking words show connections strong ending sums up writer’s views
CONVENTIONS complete sentences spelling punctuation grammar (e.g., use of pronouns; agreement; verb tense)	repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand	some errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow	few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning	correct basic sentence structure, grammar, spelling and punctuation; may include some errors in complex structures

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 offers loosely connected ideas; often very brief and hard to follow.	The writing consists of connected ideas that address most requirements of the task; parts may be vague, hard to follow, or flawed by errors.	The writing is easy to follow, with relevant ideas or information that accomplish the purpose or task.	The writing offers clear, complete, and concise information and ideas that effectively accomplish the purpose or task.
MEANING ideas and information use of detail	little sense of purpose or focus some information may be inaccurate or copied details are often vague or irrelevant	some sense of purpose; focus may wander generally accurate limited detail; some may be irrelevant, inaccurate, or copied	focused around a clear purpose generally concrete, accurate, complete; written in own words some specific examples, details	focused; fully accomplishes the purpose accurate and complete specific examples or details make the information clear
STYLE clarity, variety, and impact of language	simple language; may be inappropriate or incorrect in places poorly constructed sentences; little variety	simple language; may be somewhat vague and repetitive repeats a few basic sentence structures	language is clear, with some variety; may try to use technical words uses a variety of sentence lengths and patterns	language is clear, varied; often tries to use precise or technical words flows smoothly; variety in sentences
FORM text features opening, ending organization and sequence paragraphs	required text features and graphics (e.g., titles, headings, diagrams) are often missing or ineffective may be all “middle,” with no introduction or conclusion little organization or logical sequence	some required text features and graphics (e.g., titles, headings, diagrams) may be missing or ineffective introduction may be vague; may not have a conclusion some organization; sequence is logical	text features and graphics (e.g., titles, headings, diagrams) are generally clear and correctly used clear introduction; conclusion may be somewhat abrupt well organized; logical sequence and paragraphing	text features and graphics (e.g., titles, headings, diagrams) are effective introduction catches interest; conclusion sums up the information well organized; clear, logical sequence and paragraphing
CONVENTIONS complete sentences spelling capitals punctuation grammar (e.g., use of pronouns; agreement; verb tense)	repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand may be hard to read	some errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow legible	few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning legible, neat; shows care	correct basic sentence structure, grammar, spelling, and punctuation; may include some errors in complex structures presentation shows care; may include special features

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 offers loosely connected ideas; often very brief and hard to follow.	The writing consists of connected ideas that address most requirements of the task; parts may be vague, hard to follow, or flawed by errors.	The writing is easy to follow, with relevant ideas or information that accomplish the purpose or task.	The writing offers clear, complete, and concise information and ideas that effectively accomplish the purpose or task.
MEANING ideas and information use of detail	little sense of purpose or focus some information may be inaccurate or copied details are often vague or irrelevant	some sense of purpose; focus may wander generally accurate limited detail; some may be irrelevant, inaccurate, or copied	focused around a clear purpose generally concrete, accurate, complete; written in own words some specific examples, details	focused; fully accomplishes the purpose accurate and complete specific examples or details make the information clear
STYLE clarity, variety, and impact of language	simple language; may be inappropriate or incorrect in places poorly constructed sentences; little variety	simple language; may be somewhat vague and repetitive repeats a few basic sentence structures	language is clear, with some variety; may try to use technical words uses a variety of sentence lengths and patterns	language is clear, varied; often tries to use precise or technical words flows smoothly; variety in sentences
FORM format and organization graphics, visual features	titles or headings may be omitted may be an unsorted list or one paragraph; steps or sections are often omitted or combined required diagrams or sketches may be omitted	has a title or heading logically organized into steps or sections; some steps may be omitted or combined includes some labels on required diagrams and sketches	title or heading identifies purpose well organized into steps or sections; may omit one step or required sections in more complex tasks key features of required diagrams or sketches are neatly labelled	title or heading identifies the purpose; uses subtitles or headings effectively well organized into numbered steps or sections; complete diagrams or sketches are complete and clearly labelled
CONVENTIONS complete sentences spelling capitals punctuation grammar (e.g., use of pronouns; agreement; verb tense)	repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand may be hard to read	some errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow legible	few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning legible, neat; shows care	correct basic sentence structure, grammar, spelling, and punctuation; may include some errors in complex structures presentation shows care; may include special features

Literary Writing - Stories

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The story is often brief, disjointed, or illogical. The student may need frequent help.	The story presents connected events with little elaboration; it may be confusing in places.	The story is complete and easy to follow, with some description and detail.	The story is engaging, with some originality.
MEANING ideas and information use of detail	lacks originality; resembles a work read or viewed few details; may be illogical does not engage the reader	predictable; may rely on ideas discussed in class some detail may try to engage the reader in the beginning, then falter	events are largely predictable, but may show originality in places uses supporting details to describe events tries to create an impact on the reader	shows originality; may develop parts of story in unusual ways uses detail effectively; may create strong descriptions creates an impact on the reader
STYLE clarity, variety, and impact of language	simple language; may be inappropriate or incorrect in places poorly constructed sentences; little variety	simple language; may be somewhat vague and repetitive repeats a few basic sentence structures	language is clear with some variety and description uses a variety of sentence lengths and patterns	language is clear, varied; often tries to use precise, descriptive language flows smoothly; variety in sentences
FORM beginning, middle, end sequence characters setting dialogue	no clear beginning, middle, end story seems incomplete; may be very brief characters are not described or developed dialogue may be confusing	logically sequenced beginning, middle, and end focuses on action; often retelling a TV program or movie characters are named and their appearance may be briefly described dialogue is generally clear, but often all characters sound the same	logically sequenced beginning, middle, and end; beginning often stronger than ending focuses more on action than on character or theme characters tend to be “types”; description focuses on appearance dialogue is clear and sometimes sounds realistic	develops logically from an engaging beginning to a plausible ending may focus on a theme, relationship, or idea characters described in detail; may develop setting and create mood dialogue is clear; may reveal character
CONVENTIONS complete sentences spelling capitals punctuation grammar (e.g., use of pronouns; agreement; verb tense)	repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand may be hard to read	some errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow legible	few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning legible, neat; shows care	correct basic sentence structure, grammar, spelling, and punctuation; may include some errors in complex structures presentation shows care; may include special features

Literary Writing - Poems

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The poem may be brief, disjointed, or illogical. The student may need frequent help.	The poem presents connected ideas with little elaboration; it may be confusing in places.	The poem is complete and easy to follow, with some description and detail.	The story is engaging, with some originality.
MEANING ideas and information use of detail	lacks originality; resembles a work read or viewed few details; may be illogical does not engage the reader	predictable; may rely on ideas discussed in class some detail may try to engage the reader in the beginning, then falter	ideas and images are largely predictable but may show originality in places uses details to describe images tries to create an impact on the reader	shows originality; may develop some ideas or images in unusual ways uses detail effectively to create strong descriptions creates an impact on the reader
STYLE clarity, variety, and impact of language	simple language; may be inappropriate or incorrect in places	simple language; may be somewhat vague and repetitive	language is clear, with some variety and description	language is clear, varied, and descriptive
FORM poetic form description	does not follow the “rules” of the chosen form little descriptive or figurative language	tries to follow most “rules” of the chosen form but may make some errors some descriptive language	follows most “rules” of the chosen form; may have difficulty in places some figurative language	follows the “rules” of the chosen form; may have some minor errors some figurative language, imagery
CONVENTIONS spelling punctuation grammar (e.g., use of pronouns; agreement; verb tense)	repeated errors in basic spelling, punctuation, or grammar often make the writing hard to understand may be hard to read	some errors in spelling, punctuation, or grammar; errors may make parts hard to follow legible	few errors in basic spelling, punctuation, or grammar; errors do not interfere with meaning legible, neat; shows care	correct basic spelling, punctuation, and grammar; may include some errors in complex language presentation shows care; may include special features