Grade 1 Narrative Writing November 1, 2006

1
Grade 1 Narrative
Writing November 1, 2006

• Standards Elements
• Put applicable standards and elements here. For
  example
• M1D1 Students will create simple tables and
  graphs and interpret them.
• a. Interpret tally marks, picture graphs and bar
  graphs.
• b. Organize and record data using objects,
  pictures, tally marks, and picture graphs.
• M1P1 Students will solve problems that arise in
  mathematics and in other contexts.
• M1P2 Students will investigate, develop, and
  evaluate mathematical
• Prior Student Experiences
• List necessary student experiences here. For
  example Students should have had experiences
  with sorting, classifying, creating and
  interpreting graphs using appropriate
  mathematical language.
• Circumstances
• Grouping
• Materials
• Estimated Time

2
Analysis of Student Work
Analysis of Student Work
Level Meets Standards in 3 out of 4 Areas Trip
to the Ball Game page 1
Details plus the use of previous learning of
procedural writing incorporated into his
narrative piece
Evidence of a plan the purpose is evident.
My mom woke me up to get ready for the baseball
game. I was tired. Then I had breakfast. I
brushed my teeth.
3
Analysis of Student Work
Analysis of Student Work
Level Meets Standards in 3 out of 4 Areas
Trip to the Ball Game page 2
Writers voice apparent (Personality on paper!)
Develops a main character through use of dialogue
My Dad started the car. We hit the road. We had
to stop because the light stayed red. My dad
slammed the brakes. And my mom freaked out. Oh
brother. Come on Tim. You scared me. Oh my
God.
4
Commentary for the Student Glow/Strength
Level Meets Standards in 3 out of 4 Areas Trip
to the Ball Game page 3
Commentary for the Student Grow/ Need
Joe, I loved how you used what we learned from
procedural writing by adding it to your narrative
piece!
Joe, You had a very engaging beginning, but
the end of your story stopped so suddenly. I
would have loved to have known more details, such
as whose game you attended. Braves? Your
brothers?
Incorporates third chronological sequenced idea
Joe, Great job at developing your character
(Mom) by adding dialogue. (Come on Time. You
scared me.) You made you feel as if I was right
there in the car.
Joe, Continue to work really hard at saying
your word slowly and writing down all the sounds
you hear.
We made it to the baseball game before it closed.
I was hungry. We got popcorn. Hooray!
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Cobb County School District Grade 1 Writing
Assessment Scoring Rubric NARRATIVE
WRITING Domain 1 Ideas The degree to which
the writer establishes a focus and develops the
main points with examples, facts, and details.
Component Does Not Meet Standard Meets Standard Exceeds Standard
Focus Little or no evidence of focus or purpose Generally consistent focus Some evidence of a purpose Consistent focus and purpose
Supporting Details Details and descriptions are limited and may be irrelevant Includes some relevant details and descriptions (e.g. setting, events) Relevant details and descriptions are used throughout the paper
Character Development (Imitates narrative elements) Character (s) are named or listed rather than developed Begins to develop main character(s) Develops main character(s) may use description, action, and dialogue
Development/Completeness Insufficient information to tell a story Sufficient information to tell a story simple closure apparent Complete information the events of the story are well developed closure may tie back to the beginning
Domain 2 Organization The degree to which the
ideas are arranged in a clear order with an
introduction, body, and conclusion. (Beginning,
middle, end)
Component Does Not Meet Standard Meets Standard Exceeds Standard
Organizational Pattern (Beginning, Middle, End) Little evidence of beginning, middle, and/or end Contains a beginning, middle, and end one or more parts may be underdeveloped Contains a clear beginning, middle, and end
Chronological Sequence of Ideas Little or no evidence of sequencing Incorporates at least two or more chronological sequenced ideas Ideas are generally presented in a chronological sequence
Transitions Little or no evidence of transitions Some transition words and/or phrases used Varied transition words and/or phrases linking the sequential events
Domain 3 Style The degree to which the writer
controls language to capture the readers
interest.
Component Does Not Meet Standard Meets Standard Exceeds Standard
Word Choice Language is simple and repetitive Begins to use a mixture of simple and interesting language (e.g., descriptive, sensory details, content related and/or speaking vocabulary) Uses a mixture of simple and interesting language (e.g., descriptive, sensory details, and/or speaking vocabulary)
Audience Awareness Little or no awareness of audience Some attention to the audience some sense of the writers voice (personality on paper) Attention to the audience carried into the development of the piece writers voice is more evident
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Cobb County Grade 1 Writing Assessment Scoring
Rubric CONVENTIONS All Genres Domain 4
Conventions The degree to which the writer
demonstrates control of Sentence Formation,
Usage, and Mechanics.
Component Element Does Not Meet Standard Meets Standard Exceeds Standard
Sentence Formation Clarity and Correction Little evidence of correct and clear sentences Some correct and clear sentences Majority clear and correct sentences
Sentence Formation Complexity No variation in sentence structure Begins to use a variation in sentence structure Some variation in sentence structure
Usage Subject/Verb Agreement Frequent and severe agreement mistakes Agreement is generally correct with some mistakes Agreement is generally correct with few mistakes
Usage Noun Forms (singular and plural) Frequent mistakes in noun forms Uses most noun forms correctly Majority of correct noun forms with few mistakes
Usage Personal and Possessive Pronouns No evidence or frequent mistakes using personal and possessive pronouns Begins to use personal and possessive pronouns correctly Generally uses personal and possessive pronouns correctly with occasional mistakes
Mechanics Spelling Frequent and severe spelling errors that may distract the reader Begins to use common rules of spelling correctly spelled some high-frequency and familiar words (Sitton) some spelling errors may distract the reader Generally correct spelling of high frequency words applies common rules of spelling spelling errors do not distract the reader
Mechanics Punctuation Ending marks (periods and question marks) No evidence of ending punctuation and/or frequent errors Generally uses ending punctuation correctly may include occasional mistakes Uses ending punctuation correctly
Mechanics Punctuation Commas in a series of items No commas and/or commas used incorrectly Generally uses commas in a series correctly may include occasional mistakes Uses commas in a series correctly
Mechanics Capitalization Beginning of sentences and proper nouns No capitalization or frequent errors in capitalization Generally uses capitalization correctly may include occasional mistakes Uses capitalization correctly
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Student Writing RecordTrip to the Ball Game
Assessed by Narrative and Convention Rubric
Does not meet Meets Exceeds Comments
Ideas X
Organization X
Style X
Conventions X
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Cobb County School District Grade 1 Writing
Assessment Scoring Rubric NARRATIVE
WRITING Domain 1 Ideas The degree to which
the writer establishes a focus and develops the
main points with examples, facts, and details.
Component Does Not Meet Standard Meets Standard Exceeds Standard
Focus Little or no evidence of focus or purpose Generally consistent focus Some evidence of a purpose Consistent focus and purpose
Supporting Details Details and descriptions are limited and may be irrelevant Includes some relevant details and descriptions (e.g. setting, events) Relevant details and descriptions are used throughout the paper
Character Development (Imitates narrative elements) Character (s) are named or listed rather than developed Begins to develop main character(s) Develops main character(s) may use description, action, and dialogue
Development/Completeness Insufficient information to tell a story Sufficient information to tell a story simple closure apparent Complete information the events of the story are well developed closure may tie back to the beginning
Domain 2 Organization The degree to which the
ideas are arranged in a clear order with an
introduction, body, and conclusion. (Beginning,
middle, end)
Component Does Not Meet Standard Meets Standard Exceeds Standard
Organizational Pattern (Beginning, Middle, End) Little evidence of beginning, middle, and/or end Contains a beginning, middle, and end one or more parts may be underdeveloped Contains a clear beginning, middle, and end
Chronological Sequence of Ideas Little or no evidence of sequencing Incorporates at least two or more chronological sequenced ideas Ideas are generally presented in a chronological sequence
Transitions Little or no evidence of transitions Some transition words and/or phrases used Varied transition words and/or phrases linking the sequential events
Domain 3 Style The degree to which the writer
controls language to capture the readers
interest.
Component Does Not Meet Standard Meets Standard Exceeds Standard
Word Choice Language is simple and repetitive Begins to use a mixture of simple and interesting language (e.g., descriptive, sensory details, content related and/or speaking vocabulary) Uses a mixture of simple and interesting language (e.g., descriptive, sensory details, and/or speaking vocabulary)
Audience Awareness Little or no awareness of audience Some attention to the audience some sense of the writers voice (personality on paper) Attention to the audience carried into the development of the piece writers voice is more evident
9
Cobb County Grade 1 Writing Assessment Scoring
Rubric CONVENTIONS All Genres Domain 4
Conventions The degree to which the writer
demonstrates control of Sentence Formation,
Usage, and Mechanics.
Component Element Does Not Meet Standard Meets Standard Exceeds Standard
Sentence Formation Clarity and Correction Little evidence of correct and clear sentences Some correct and clear sentences Majority clear and correct sentences
Sentence Formation Complexity No variation in sentence structure Begins to use a variation in sentence structure Some variation in sentence structure
Usage Subject/Verb Agreement Frequent and severe agreement mistakes Agreement is generally correct with some mistakes Agreement is generally correct with few mistakes
Usage Noun Forms (singular and plural) Frequent mistakes in noun forms Uses most noun forms correctly Majority of correct noun forms with few mistakes
Usage Personal and Possessive Pronouns No evidence or frequent mistakes using personal and possessive pronouns Begins to use personal and possessive pronouns correctly Generally uses personal and possessive pronouns correctly with occasional mistakes
Mechanics Spelling Frequent and severe spelling errors that may distract the reader Begins to use common rules of spelling correctly spelled some high-frequency and familiar words (Sitton) some spelling errors may distract the reader Generally correct spelling of high frequency words applies common rules of spelling spelling errors do not distract the reader
Mechanics Punctuation Ending marks (periods and question marks) No evidence of ending punctuation and/or frequent errors Generally uses ending punctuation correctly may include occasional mistakes Uses ending punctuation correctly
Mechanics Punctuation Commas in a series of items No commas and/or commas used incorrectly Generally uses commas in a series correctly may include occasional mistakes Uses commas in a series correctly
Mechanics Capitalization Beginning of sentences and proper nouns No capitalization or frequent errors in capitalization Generally uses capitalization correctly may include occasional mistakes Uses capitalization correctly
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Suggestions for Helping Students Excel from
Conferencing Time

• Listening to the writer read the piece himself
  try not to look at the actual paper until its
  time to discuss specifics
• Respond to the text not the errors
• Using the proficiency chart and the rubrics, find
  lots of Glows
• Find only one Grow a child can generally only
  work on one need at a time