Tool Box Item Details - Pathways Academy - Diversity by Design

Title

Assessment - Quick Scale Marking: Grade 6 Writing

Content

Personal Writing

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT	The writing offers some ideas related to the topic but is often hard to follow. The writer may need a great deal of support.	The writing is somewhat general but completes the basic task; includes some errors.	The writing is straightforward, direct and easy to follow, with few errors. Develops the topic and offers some personal reactions.	The writing is focused and easy to read. The writer develops ideas with some analysis and complexity.
MEANING ideas and information use of detail	some ideas related to the topic; tends to rely on retelling or listing parts are inaccurate, illogical, repetitive, irrelevant, or copied insufficient details, explanations, examples; often extremely short	some opinions and reactions information and ideas are relatively simple some explanation, details, and examples (may be very brief or partly irrelevant)	relevant personal reactions and ideas with some individuality ideas and information are direct and straightforward some relevant explanations, details, and examples	relevant personal reactions and ideas with some analysis; sense of individuality ideas and information show some complexity logical explanations, details, and examples
STYLE clarity, variety, and impact of language	simple, repetitive language; may make errors in word choice sentences are often short and repetitive	language tends to be simple and often vague sentence length may be varied; relies on a few basic patterns	language is clear; some variety and description variety of sentence lengths; may vary sentence beginnings	language is clear, varied; some precise, expressive language flows smoothly, with a variety of sentence lengths and patterns
FORM opening organization and sequence conclusion connecting words	begins without establishing the topic, purpose, or context may attempt to develop the topic, but often wanders, loses focus no real “ending” overuses simple connecting words	introduces the topic; purpose and context may be omitted or unclear generally sticks to the topic and is easy to follow, but may wander in places ending is weak or abrupt may overuse a few connecting words	introduces the topic and purpose; may provide some context sticks to the topic; easy to follow, with related ideas grouped together ending is logical but abrupt uses a variety of connecting words	opens with a clear intention or purpose; provides context develops the topic with a logical sequence of ideas effective ending uses increasing variety of transitional words and phrases; may take risks
CONVENTIONS spelling punctuation complete sentences grammar	frequent errors interfere with meaning	some noticeable errors; these may cause the reader to hesitate or reread parts to confirm meaning	few errors; these do not interfere with meaning	sense of control; few errors; these are usually the result of taking risks to use complex language and 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 presents loosely connected ideas and is often difficult to follow, with serious errors in conventions. May need help to complete the task.	The writing completes most basic requirements; may be vague and unfocused in places, or omit key information. Some errors.	The writing is easy to follow and includes enough accurate, relevant information and detail to accomplish the basic purpose or task. Few errors.	The writing is clear and concise; provides well chosen, specific information and details to effectively accomplish the purpose or task.
MEANING purpose ideas and information use of detail	unclear purpose; no focus some information may be inaccurate or copied few details; may be irrelevant or repetitive	states purpose; focus may wander generally accurate, but may omit key points includes details and examples; some may be irrelevant or inaccurate	purpose is clear, and writing is generally focused generally accurate, complete, in own words some relevant details and examples	focused around a clear purpose information is well chosen, thorough, in own words; may use more than one source specific details or examples
STYLE clarity, variety, and impact of language	simple, repetitive language; may misuse terms sentences are often short and repetitive	language is simple and often vague sentence length may be varied; relies on a few basic patterns	language is clear; some variety and description variety of sentence lengths; may vary sentence beginnings, try different conjunctions	language is clear and varied; some precise, expressive, or figurative language flows smoothly, with a variety of sentence lengths and patterns
FORM text features opening organization and sequence conclusion	text features (e.g., titles, headings, diagrams, illustrations) are omitted or inappropriate introduction does not identify purpose disjointed; paragraphing is ineffective or omitted omits conclusion	text features (e.g., titles, headings, diagrams, illustrations) are included; may be flawed or not well connected to text introduction states purpose; may be general sequence is logical; connections may be unclear or awkward most paragraphs have a main idea abrupt or weak conclusion	required text features (e.g., titles, headings, diagrams, illustrations) are included; correctly constructed (may have minor errors) introduction clearly presents purpose sequence is logical; paragraphs or sections are linked paragraphs have main ideas and some supporting detail conclusion is logical	required text features (e.g., titles, headings, diagrams, illustrations) are clear, effective, well constructed, and connected to the text introduction effectively establishes purpose and engages the audience well-organized; flows smoothly paragraphs have main ideas developed with supporting detail conclusion sums up the information; may attempt to have impact
CONVENTIONS spelling punctuation complete sentences grammar	frequent errors interfere with meaning	some noticeable errors; these may cause the reader to hesitate or reread parts to confirm meaning	few errors; these do not interfere with meaning	sense of control; few errors; these are usually the result of taking risks to use complex language and structures

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 presents loosely connected ideas, often difficult to follow, with serious errors in conventions. May need help to complete the task.	The writing completes most basic requirements; may be vague and unfocused in places, or omit key information. Some errors.	The writing is easy to follow and includes enough accurate, relevant information and detail to accomplish the basic purpose or task. Few errors.	The writing is clear and concise; provides well-chosen, specific information and details to effectively accomplish the purpose or task.
MEANING ideas and information use of detail	unclear purpose; no focus some information may be inaccurate or copied few details; may be irrelevant or repetitive	states purpose; focus may wander generally accurate, but may omit key points includes details and examples; some may be irrelevant or inaccurate	purpose is clear, and writing is generally focused generally accurate, complete, in own words some relevant details and examples	focused around a clear purpose information is well chosen, thorough, in own words specific details or examples
STYLE clarity, variety, and impact of language	simple, repetitive language; may misuse terms sentences are often short and repetitive	language is simple and often vague sentence length may be varied; relies on a few basic patterns	language is clear; some variety and description variety of sentence lengths; may vary sentence beginnings, try different conjunctions	language is clear and varied; some precise, expressive, or figurative language flows smoothly, with a variety of sentence lengths and patterns
FORM graphics, visual features format and organization voice	titles and headings are omitted or inappropriate diagrams and sketches may be omitted or too flawed to use steps or sections are omitted or combined; procedure cannot be replicated attempts to use the imperative voice (e.g., directing the reader), often lapses into retelling	titles and headings are related to the purpose diagrams and sketches may have errors or be incompletely labelled steps are generally logical, some steps omitted or combined; procedure is hard to follow uses the imperative voice (e.g., directing the reader); some lapses	clear titles and headings diagrams and sketches are clearly labelled and generally accurate well-organized steps or sections; procedure can generally be replicated consistently uses the imperative voice (e.g., directing the reader)	clear and effective titles and headings; subtitles or subheadings where appropriate diagrams and sketches are clear and helpful; may go beyond requirements well-organized, numbered steps or sections; procedure can be replicated consistently and effectively uses the imperative voice
CONVENTIONS spelling punctuation complete sentences grammar	frequent errors interfere with meaning	some noticeable errors; these may cause the reader to hesitate or reread parts to confirm meaning	few errors; these do not interfere with meaning	sense of control; few errors; these are usually the result of taking risks to use complex language and structures

Literary Writing - Stories

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The story offers some related ideas or events but may be hard to follow. The writer may need a great deal of support.	The story is usually complete and generally easy to follow; the quality is often uneven, and there are frequent errors.	The story is complete, generally straightforward, and easy to follow, with some engaging description and detail; few errors.	The story is well-developed, engaging, and easy to read, with some originality.
MEANING ideas and information use of detail sense of audience	may attempt to create a story little description; often very short; parts may be repetitive, irrelevant, or copied little awareness of audience	creates a complete, predictable story; often modelled on others’ ideas some visual, concrete description some awareness of audience	creates a complete, straightforward story with some individuality or originality supporting details describe and develop events, characters, or images shows a sense of audience; tries to engage the reader	creates an original story with some complexity effective detail develops and elaborates events, characters, ideas, or images shows a clear sense of audience; tries to create an impact on the reader
STYLE clarity, variety, and impact of language	simple, repetitive language; may make errors in word choice sentences are often short and repetitive	conversational language; may include some description sentence length may be varied; relies on a few basic patterns	language is clear; varied, descriptive variety of sentence lengths; may vary sentence beginnings, try different conjunctions	language is clear and varied; some is expressive or figurative flows smoothly, with a variety of sentence lengths and patterns
FORM beginning development ending characters connecting words dialogue	may start in the middle some loosely sequenced action and events stops without an ending little or no description of characters uses only basic connecting words (e.g., then, so, and) dialogue, if any, is confusing	provides an introduction; may over-explain the situation sequence is easy to follow but may wander or have gaps ending is abrupt or improbable characters are stereotypic; description focuses on appearance may overuse a few connecting words dialogue is generally clear but not natural	beginning presents the problem or situation and introduces the main character(s) events are logically sequenced and easy to follow; no gaps ending attempts to tie up the story main characters tend to be “good” or “bad” and based on familiar literary stereotypes variety of simple connecting words dialogue is generally clear; tries to show how characters might talk	beginning effectively reveals the problem or situation, introduces the main character(s); often engaging develops logically through believable events; may attempt to establish mood ending effectively ties up the story, may offer a surprise characters have some individuality variety of connecting words and phrases dialogue is clear; contributes to character
CONVENTIONS spelling punctuation complete sentences grammar	frequent errors interfere with meaning	some noticeable errors; these may cause the reader to hesitate or reread parts to confirm meaning	few errors; these do not interfere with meaning	sense of control; few errors; these are usually the result of taking risks to use complex language and structures

Literary Writing - Poems

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The poem offers some related ideas or images but may be hard to follow. The writer may need a great deal of support.	The poem is usually complete and easy to follow; the quality is often uneven, and there are frequent errors.	The poem is complete, generally straightforward, and easy to follow, with some engaging description and detail; few errors.	The poem is well developed, engaging, and easy to read, with some originality.
MEANING ideas and information use of detail sense of audience	incomplete; may attempt to create a poem provides little description; often very short; parts may be repetitive, irrelevant, or copied little awareness of audience	creates a complete poem that is often predictable and modelled closely on others’ work or ideas provides some visual, concrete description; some may be irrelevant shows some awareness of audience	creates a complete, straightforward poem with some individuality or originality provides supporting details to describe and develop images shows a sense of audience; tries to engage the reader	creates an original poem with some complexity provides effective detail to develop and elaborate ideas or images shows a clear sense of audience; tries to engage and have an impact on the reader
STYLE clarity, variety, and impact of language	simple, repetitive language; may make errors in word choice	conversational language	language is clear and varied	language is clear and varied; takes risks to create an impact
FORM poetic form description	intended poetic form may be difficult to identify; does not follow “rules” little effective use of descriptive or figurative language	attempts to follow the “rules” of the chosen form; may lapse in places includes some descriptive and figurative language; usually as specifically directed by the teacher	follows the “rules” of the chosen form includes some figurative language and imagery; may show originality	follows most “rules” of the chosen form; may be somewhat contrived includes some descriptive and figurative language; relies on concrete, visual detail
CONVENTIONS spelling punctuation grammar	frequent errors	some noticeable errors	few errors	sense of control; any errors are usually the result of taking risks to use complex language