document resume ed 377 441 author doctorow, roslyn …author doctorow, roslyn title the development...
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'DOCUMENT RESUME
ED 377 441 CS 011 903
AUTHOR Doctorow, RoslynTITLE The Development of Standards in Reading and Writing
for Kindergarten through Grade 8 through the Creationof Exemplars and Verbal Descriptions.
PUB DATE 94NOTE 275p.; Ed.D. Practicum, Nova University.PUB TYPE Dissertations/Theses Practicum Papers (043)
Tests /Evaluation Instruments (160)
EDRS PRICE MFO1 /PC11 Plus Postage.DESCRIPTORS Elementary Education; *Evaluation Methods; Inservice
Teacher Education; Junior High Schools; ProgramEffectiveness; *Reading Achievement; Standards;*Student Evaluation; *Student Writing Models;*Writing Achievement
IDENTIFIERS Teacher Surveys
ABSTRACTA practicum was designed to determine board-wide
standards for assessing student achievement in reading and writing inkindergarten through grade 8 by creating analyzed exemplars ofstudent work. Reading and writing indicators were developed to beu.sd as the basis for analyzing the reading and writing exemplars.Teachers collected writing exemplars from the children in theirschools. Reading exemplars were developed from videotapes of studentsinvolved in reading activities in their school. Both the reading andwriting exemplars were analyzed using the indicators as a common setof developmentally appropriate criteria. All board consultative staffattended in-service training sessions to learn how to use theexemplars as standards to assess student writing. Analysis of thedata revealed that: (1) mc..e teachers were using computers to keentrack of student progress; (2) teachers were using the exemplars .sstandards to help them assess the work of students; and (3) a numberof teachers who responded to the survey have already begun to sharethe exemplars, criteria, and outcomes with parents and students. Themost significant unexpected outcome is the plan to use the writingexemplars with all teachers in the system from junior kindergarten tograde 9 and ultimately through secondary school. (Contains 44references and 13 figures of data. Appendixes present interview andsurvey instruments, writing indicators, reading indicators, samplewriting and reading exemplars, the revised exemplar format, holisticscoring scales, and a student writing exemplars booklet.)(Author/RS)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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The Development of Standards inReading and Writing for
Kindergarten Through Grade 8Through the Creation of
Exemplars and Verbal Descriptions
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
iirrue document has been reproduced asreceived born the person or organIzabonongInahng .1
0 Mmor changes have been made to .mproveceoroduchon Quality
PoInts of slew or opnmons stated fn 'Ns documeat do not necessarily represent offic.atOERI pOSition or polCy
by
Roslyn Doctorow
Cluster 41
A Practicum II Report presented to theEd. D. Program in Early and Middle Childhood
in Partial Fulfillment of the Requirementsfor the Degree of Doctor of Education
JPERMISSION TO HEPRODUCE THIS
(/P`MATERIAL HAS BEEN GRANTED BY
C %:;-
C.)
TO THE EDUCATIONAL RESOURCE:,INFORMATION CENTER (ERIC1'
NOVA UNIVERSITY
1994
BEST COPY AVAILABLE
PRACTICUM APPROVAL SHEET
This practicum took lace as described.
Verifier: Altanne
Curriculum SuperintendentNorth York Board of EducationNorth York Ontario
March 9, 1994
Date
This practicum report was submitted by Roslyn Doctorow
under the direction of the adviser listed below. It was
submitted to the Ed..D. Program in Early and Middle Childhood
and approved in partial fulfillment of the requirements for the
degree of Doctor of Education at Nova University.
Approved:
c L
Date Dr. Georgianna Lowen, Ed .D .
Adviser
0
ACKNOWLEDGEMENTS
I wish to thank all of the individuals involved in the implementation of
this practicum for working with me to accomplish the goals of my project.
The teachers field-testing the TSO software and the TSO development team
for their sharing of ideas, information, and exemplars of student work; the
teachers and administration at Arbor Glen School for allowing me to invade
their school for over a week to complete the videotaping of the reading
exemplars; and all the consultative staff members of the North York Board
who provided interest and encouragement as well as concrete ideas to be
added to the work as it progressed.
I want especially to acknowledge the support given to me by Anne Gibson,
Curriculum Superintendent and Pat Crawford, Chief Research Officer for the
North York Beard of Education. Their interest and encouragement have kept
me going from the inception of this practicum through to its completion.
My husband, two sons, and extended family all deserve special thanks for
their understanding, patience, and support during the development and
implementation of this practicum. I also want to acknowledge the Federation
of Women Teachers' Associations of Ontario for the generous scholarship
they awarded to me to help me proceed with my work. This financial vote of
confidence certainly helped to keep me going in the Nova Ed. D. program.
Finally, I would like to express my appreciation to Dr. Georgianna Lowen.
Her encouragement, positive outlook, and understanding have served to
bolster me as I proceeded down the long road to practicum approval! .
iii
'1
TABLE OF CONTENT'S
Page
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS i v
LIST OF TABLES
ABSTRACT v i
ChapterI INTRODUCTION 1
Description of Work Setting and Community 1
Writer's Work Setting and Role 2
II STUDY OF THE PROBLEM 5
Problem Description 5
Problem Documentation 7Causative Analysis 10Relationship of the Problem to the Literature 14
In ANTICIPATED OUTCOMES AND EVALUATIONINSTRUMENTS 20
Goals and Expectations 20Expected Outcomes 21
Measurement of Outcomes 22
IV SOLUTION STRATEGY 23
Discussion and Evaluation of Solutions 23Description of Action Solution 28Report of Action Taken 30
V RESULTS, DISCUSSION AND RECOMMENDATIONS 38
Results 38Discussion 45Recommendations 54Dissemination 55
REFERENCES 57
iv
Appendices Page
A TEACHER INTERVIEW 63
B TEACHER WRITING SURVEY 67
C STANDARDS IN READING AND WRITING
QUESTIONNAIRE 70
D EXEMPLAR COLLECTION FORM 72
E WRITING INDICATORS 75
F READING INDICATORS 84
G SAMPLE WRITING EXEMPLARS 93
H SAMPLE READING EXEMPLARS 101
I SPEAKING ENGAGEMENTS 105
J REVISED EXEMPLAR FORMAT 113
K HOLISTIC SCORING SCALES 120
L SCORING SCALES GRAPH 127
M STUDENT WRITING EXEMPLARS BOOKLET 129
LISTS OF FIGURES
Figure1 Percent of Parents Who Thought that their
Child was Encouraged and Provided withOpportunities to Achieve Academic Success 8
2 Percent of Parents Who Believed that theyReceived Enough Information About What isExpected of their Child at School in Terms ofAcademic Performance 8
3 Percent of Parents Who Believed that theyReceived Enough Information About theirChild's Learning Progress 9
4 Percent of Teachers Who Thought that theStudents in their School Generally did asWell in their Academic Subjects as Studentsin Other North York Schools 9
5 Recording Student Information (beginning ofpracticum) 40
Figure Page
6 Recording Student Information (end of practicum) 40
7 Criteria Used to Assess Writing (beginning ofpracticum) 42
8 Criteria Used to Assess Writing (end of practicum) 42
9 Use of Exemplars as Standards 43
10 How Parents are Made Aware of Expectations43
11 How Parents are Made Aware of Expectations44
12 How Students are Made Aware of Expectations45
13 How Students are Made Aware of Expectations46
(beginning of practicum)
(end of practicum)
(beginning of practicum)
(end of practicum)
vi
ABSTRACT
The Development of Standards in Reading and Writing for KindergartenThrough Grade 8 Through the Creation of Exemplars and VerbalDescriptions. DoctoroW, Roslyn, 1994: Practicum Report, Nova University,Ed. D. Program in Early and Middle childhood. Elementary and MiddleSchool Education /Assessment/Reading/Writing/Standard Setting
This practicum was designed to determine board-wide standards for assessingstudent achievement in reading and writing in Kindergarten through Grade 8by creating analyzed exemplars of student work. Reading and writingindicators were developed to be used as the basis for analyzing the readingand writing exemplars. Teachers collected writing exemplars from thechildren in their schools. Reading exemplars were developed fromvideotapes of students involved in reading activities in their school. Boththe reading and writing exemplars were analyzed using the indicators as acommon set of developmentally appropriate criteria.
The writer developed reading and writing indicators, analytic and holisticscoring scales and a booklet of analyzed exemplars of student writing fromKindergaten through Grade 8. Reading exemplars have been developed onvideotape. All board consultative staff have attended in-service trainingsessions to learn how to use the exemplars as standards to assess studentwriting and additional in-service training is planned.
Analysis of the data revealed that more teachers are using computersto keep track of student progress; teachers are using the exemplars asstandards to help them assess the work of the students in their classrooms;and a number of teachers who responded to the survey have already begun toshare the exemplars, criteria, and outcomes with parents and students.The most significant unexpected outcome is the plan to use the writingexemplars with all teachers in the system from junior kindergarten to grade 9and ultimately through secondary school.
Permission Statement
As a student in the Ed. D. Program in Early and Middle Childhood, I do (X)do not ( ) give permission to Nova University to distribute copies of thispracticum report on request from interested individuals. It is myunderstanding that Nova University will not charge for this disseminationexcept to cover the costs of microfiching, handling, and mailing of the
7laterials1.940 AGthze-tc.)(date) fsignature)
vii
CHAPTER I
INTRODUCTION
Description of Work Setting and Community
The writer is currently employed as a research consultant by an urban board
of education located within a large metropolitan area which is purported to be
the most culturally and ethnically diverse city in North America. This
multicultural diversity is reflected in the board which serves a total of 60,452
students in 129 elementary, middle, junior high and secondary schools. The
students come from more than 122 different countries and speak more than
77 languages in their homes. The student population, which had been fairly
homogeneous until the mid 1980's, is served by a total of 6269 staff including
2215 business and operations staff and 178 superintendents and central office
staff. The board operates within the jurisdiction of 14 elected trustees who
represent the 14 wards within the city.
The 1992-93 operating budget of the board is $454 million. Local taxes make
up 96% of revenues and other sources such as permit fees provide the
remaining 4%. Along with regular day school programs, the board offers
programs in: Adult and Continuing Education, Heritage Education, summer
school and courses in a number of workplace sites. There are also 84 child
care centres operating within the schools. The mission of the board is "to
empower every student to learn, to achieve success, and to participate
2
responsibly in a pluralistic global society."
Writer's Work Setting and Role
Although the writer was employed as a"generalist program leader" or
curriculum consultant at the beginning of the practicurn period, she is
currently employed as a research consultant in the Research and Evaluation
Services Department of the board. Over the last two years the responsibilities
of the writer have included working in the area of benchmarks development
in mathematics and literacy, assessment, and student learning outcomes
which are all board-wide responsibilities.
The writer's responsibilities connected to mathematics benchmarks
development inciude- being a member of the benchmarks steering
committee, writing the benchmarks newsletter, providing information to
administrators, and parents about the benchmarks process, and participating
in benchmarks-related in-service, activities and follow-up with teachers and
administrators. The writer is also a member of a writing team established to
review and revise the current benchmarks test instruments to ensure that
they measure all of the outcomes that the system values in mathematics for
students in grades 4, 6, 8, and 10. Part of this review process includes the
development --)f a computerized benchmarks assessment which would adapt
itself to the achievement level of each individual student, provide teachers
with diagnostic information about each student, and provide the system with
data about student achievement in mathematics at specific points in time.
Development of literacy benchmarks is currently underway. The writer has
a number of responsibilities related to the literacy benchmarks development.
0
3
These include: being a member of the literacy assessment steering committee,
participating on the Literacy Assessment Profiles committee, developing the writing
assessment portion of the literacy benchmarks assessment, working on the
development of the achievement portion of the literacy benchmarks
assessment, working with the in-service planning committee, and presenting
components of the in-service to administrators, support staff, and teachers.
Student learning outcomes in mathematics, reading and writing have recently
been established in order to define expectations for student achievement in these
curriculum areas for students completing kindergarten, grades 3, 6, and 9. The
writer has been working with the writing teams to refine these outcomes in order to
determine the suboutcomes and indicators for each outcome and to determine what
constitutes beginning, partial and full acquisition of each outcome at each division
level.
In order to make this information accessible and usable to teachers, the writer has
also been involved with a team developing a computer software program which
incorporates all of the information connected to student learning outcomes. As a
member of the software development team for Tracking Student Outcomes (TSO),
the writer has participated in a field test project which began in September 1992. The
writer was responsible for setting up the field test and coordinating the
implementation of the project for the 1992 1993 school year. Over 100 teachers
working in 50 schools across the board volunteered to participate in the field test
project. Each school involved had to ensure that two teachers would be working
together to support one another as they participated in the project. Each school also
had to agree to dedicate one computer to the project.
4
During the year, the writer worked with the field testers, the TSO
development team, and the board of education's research department to
support the implementation of TSO in the field test schools. Teachers have
been using the software to keep track of stv dent progress, maintain anecdotal
records about students in their classrooms and develop more comfort with
the computer and the TSO software.
The Tracking Student Outcomes software also includes a Curriculum
Consultant component. This section of the program enables teachers to view
quick-time videos, still photgraphs, and a variety of graphic screens that
demonstrate exemplary instructional strategies, and assessment techniques.
Ultimately, TSO users will be able to use the data they collect about students
to generate computerized report cards that can be updated on an on-going
basis. Field testers are currently able to import the TSO student data onto an
electronic report card form, but a new report card form is under development
which better reflects the student outcomes that have been generated by the
system.
CHAPTER II
STUDY OF THE PROBLEM
Problem Description
In 1975, the Provincial Ministry of Education produced a policy document
which outlined and described the curricular goals and objectives for
elementary education in the province. In this document it was mandated
that teachers "provide opportunities" for students to learn specific skills, and
knowledge and develop attitudes related to all areas of the curriculum. Local
boards of education were expected to develop their own curriculum
documents, implementation plans and methods of assessing and evaluating
student achievement in order to interpret and carry out the policies of the
province.
When the provincial policy document was released in 1975, field
superintendents, school administrators, and classroom teachers in the
writer's board of education had a great deal of autonomy. Although a
number of curriculum documents were being developed centrally by
"curriculum experts", teachers relied, by and large, on their own resources to
put into practice the policies of the Ministry of Education. As a result, the
curriculum content, teaching techniques, and evaluation methodology varied
3
6
from school to school and classroom to classroom. There were no consistent
expectations for students, no consistent formats for reporting to parents, and
no consistent approaches to evaluating student achievement.
In 1988, after the policy had been in place for 13 years, and as the costs of
education continued to increase, the public began to ask whether they were
"getting their money's worth" from the education system. Many parents
believed that their children were not learning basic skills and that students
were graduating without the basic knowledge required to be successful in the
world of work. Parents began to demand proof that their children were, in
fact, learning. Since each school board had local autonomy, and since there
were no province-wide measures to determine student achievement levels,
the province was unable to demonstrate to the public that the education
system was working.
The Ministry of Education, to respond to the increasing demands for
accountability, began to develop benchmarks which would be used as a set of
standards against which to judge student achievement. These benchmarks
were to be tied to core learning outcomes which defined the knowledge, skills
and values expected to be acquired by students in the province's schools. This,
the Ministry officials believed, would prc'vide the public with the data they
required to determine how well students were doing in school.
When the Ministry had still not come forward with the promised
benchmarks after five years, the public lost patience. Local boards of education
also lost patience with the Ministry of Education and began to develop their
own learning outcomes and benchmark measurements. The board of
education in which the writer works recently established clearly defined
student learning outcomes in reading and writing for the end of
7
kindergarten, grades 3, 6, and the transition years. However, the board had
not, to this point, provided teachers with a board-wide set of standards against
which to measure the perform ance and achievement of the students they
taught.
This lack of standards was a concern for trustees, parents and educators.
Despite the development of student learning outcomes in reading and
writing, without a clear set of expectations against which to compare student
work, teachers from class to class and school to school were still not able to
make consistent judgments about student performance.
Briefly stated then, the problem was that primary and junior teachers were
expected to evaluate reading and writing without any guidelines having been
accepted as standards.
Problem Documentation
In 1992, the board of education carried out a "Quality Assurance" study
to determine how satisfied parents, educators and students were with the
schools in the board, and how well the schools were carrying out the mandate
of the board. In this report only 67% of parents interviewed thought that
their child was always "encouraged and provided with opportunities to
achieve academic success", 19 % thought their child sometimes was
encouraged, and 8% thought their child was rarely encouraged. The
remainder did not know (North York, 1992).
Figure 1
70.00%
60.00%
50.00%
40.00%
30.00%.
20.00%
10.00%
0.00°
8------------- - -Parent Survey
MI Always
IN1 Sometimes
Rarely
0 Don't Know
Percent of parents who thought that their child was encouraged and
provided with opportunities to achieve academic success.
In this same report, only 52% of parents interviewed believed that they
received enough information about what is expected of their child in terms of
academic performance (North York, 1992).
Figure2 60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Parent Survey
Always
Sometimes
O Rarely
Don't Know
Percent of parents who believed that they received enoughinformation about what is expected of their child at school interms of academic performance.
16
9
The Quality Assurance report also surveyed parents and reported that only
67% of them thought they always received enough information about their
child's learningprogress (North York, 1992).Parent Survey
Figure 70.00%60.00%
: 50.00%40.00%30.00%20.00%10.00%0.00%
IN Always
III Sometimes
Ea Rarely
O Don't Know
Percent of parents who believed that they received enoughinformation about their child's learning progress.
Only 51% of teachers interviewed in the 1992 Quality Assurance Report
thought that the students in their school generally did as well in their
academic subjects as students in other the board schools (North York, 1992).Teacher Survey
60.00%Fig. 50.0o%4 40.00%
30.00%20.00%10.00%0.00%
Always
III Sometimes
O Rarely
O Don't Know
Percent of teachers who thought that the students in their schoolgenerally did as well in their academic subject as students in otherboard schools.
10
An additional reason for the existence of this problem was the lack of a
consistent procedure with respect to reporting to parents and report card
formats. Although the board suggested report card formats for all divisions,
teachers, school staffs and/or families of schools could design their own
.report cards and, once approved by the area superintendent, these reports
became the format used. This created a great deal of confusion among
students, parents and teachers about the criteria used to generate grades and
comments with respect to individual student achievement. Schools and
teachers also had an option in terms of how often they reported to parents,
whether they conducted more than one parent-teacher interview per year, the
format of parent-teacher interviews and the information provided at parent-
teacher interviews. This lack of standardization with respect to interviews
and reporting further created confusion and misunderstandings about the
achievement and performance levels of students in the schools. Parents,
students, and teachers had to interpret reporting information according to
their own experiences and beliefs since there were no board-wide guidelines
in place that were accepted as standards.
Causative Analysis
The writer believed that there were several possible causes for the problem,
including the following:
No clearly defined criteria for assessing student achievement
Assessment of student achievement had, to this point, taken a traditional
approach where tests were designed to measure narrow content that
"concentrate principally on basic skills in reading, language and math"
11
Herman, Aschbacher, Winters, 1992) and where routine and discrete skills
were the focus, instead of complex thinking and problem solving skills.
These tests did not need to incorporate the development of criteria, since a
response on a test was either correct or incorrect. As school boards and
districts moved toward the development of student learning outcomes that
focused on high-level goals, it was obvious that alternative forms of
assessments were needed to assess what students knew and were able to do.
"The criteria used for judging student performance lie at the heart of
alternative assessment" (Herman, Aschbacher, 'Winters, 1992). And according
to Diez and Moon "Determining criteria for satisfactory performance may be
the most difficult aspect of assessment. It requires us to back up and ask,
'What would a student do if or she had mastered a specific ability?' (1992).
Without the development of criteria, assessment tasks are unable to be used
to judge student performance assessment tasks, in fact, remain merely tasks
or activities.
The board of education in which the writer works developed, in 1992,
student learning outcomes for reading and writing. However, no attempt
was made to develop criteria to determine whether or not these outcomes
had been met by students at different grade levels. Teachers, therefore did not
have clearly defined criteria by which to determine whether or not a student
had achieved the expected outcomes.
A lack of established exemplars that indicate the developmentally
appropriate growth in student achievement in reading and writing
According to Herman, Aschbacher, and Winters "unambiguous scale
definitions usually consist of a description of the dimension to be rated, plus
i3
12
examples of student work illustrating acceptable responses " (1992). These
work samples or models provide students, parents, and teachers with a
concrete model of what work looks like at different performance levels. The
need for examples of student work or exemplars is also highlighted by Sadler
(1987). Sadler defines exemplars as "key examples chosen so as to be typical of
designated levels of quality or competence".
Wiggins believes that part of the problem with American education is that
although standardized tests have been in place for some time, teachers have
not been provided with exemplars of student work. The problem, according
to Wiggins, is that although the items on the test are standardized (input),
"there are not standards for judging the quality of all student output -
performance on authentic tasks" (1991). In the writer's board of education,
these exemplars were not available to classroom teachers. This resulted in "a
wide variation in beliefs and practices regarding student evaluation," (North
York, 1992) where judgments about student performance were made based
more on teacher intuition and subjective feelings than on any kind of
concrete system for judging student work.
An increasing demand for accountability on the part of all system partners
including the public, industry and the school system
As more and more money was put it to education out of the public purse,
taxpayers demanded the right to know whether their dollars were producing
students who could succeed in the real world. They demanded accountability
on the part of the public education system. In the 1992 Quality Assurance
Report from the writer's board of education, some parents commented that
they would like more information regarding what their children were
13
learning, and what the expectations were for their children. This was echoed
by Robert Allen, A. T. & T. Chairman and CEO who stated that "the fact is
that we can't say with any assurance what our students are learning or even
what they should be learning" (O'Neil, 1991).
Differentiated expectations for students based more on socioeconomic factors
than on student ability
The writer's board of education was characterized by its multicultural and
racially diverse student populations. It was also characterized by the
economic diversity of the student populations. Students living in the west
end of the city, known as an area of lower socioeconomic status, had
traditionally not achieved at as high a level as students living in the east end
of the city where there is a higher parental income level. More students in
the east finish high school and go on to university; more students in the west
are streamed into low level courses and drop out of school before
matriculation.
Teachers, who were generally in charge of planning and implementing
their own classroom programs, were unsure about the level of consistency of
programs among similar grades or divisions. According to the 1992 Quality
Assurance Report only 51% of the teachers surveyed felt that their students
usually did as well in their academic subjects as students in other the board
schools (North York, 1992). The teachers of students from lower
socioeconomic backgrounds believed that their students did not achieve the
same standards as students coming from higher socioeconomic backgrounds.
There was a belief that students coming from less affluent backgrounds could
not perform at the same academic level as their wealthier peers.
14
Little understanding on the part of teachers of authentic student assessment
techniques including portfolio and performance assessment
In the 1990 Reading Review, teachers indicated that "it was difficult to
adequately track student progress due to the number of students and the time
it takes for evaluation" (North York, 1990). The 1992 Quality Assurance
Report indicated that "there is a wide variation in some schools in beliefs and
practices regarding student evaluation' and that approximately two-thirds of
schools do not have formal evaluation policies in place (North York, 1992).
Over the past year, the board has also offered workshops and in-service
sessions on alternative assessment techniques. These sessions have been
fully subscribed although supply teachers have not always been available to
cover teachers' classrooms and many of the sessions occur after the school
day. This reflects the need to provide teachers with more information about
alternative assessment in practical terms in order to enable them to begin to
put some of these techniques into practice.
Relationship of the Problem to the Literature
Accountability
The demand for accountability of the education system to parents and the
public has received a great deal of attention in the press and in the literature
over the past several years. The National Education Goals, produced in 1990
by then President Bush and the U. S. governors took on the school system of
the United States and outlined a plan to ensure that schools would work
toward a set of common goals and objectives as a way of ensuring that all
students reach clearly established standards of performance. In a report
22
15
produced in 1992 by the National School Boards Association the goals were
described as, "a product of concerns about education shared by America's top
leadership, the President, and the governors. These goals, together with their
objectives, represent the consensus of our leaders' judgment about what
needs to be accomplished in education" (1992).
Glickman (1990) talks about "the open-accountable school of the '90s". He
believes that there are "two pillars" of accountability "equal access to
knowledge and public demonstration of results". Schools operating within
this framework will provide the public with documented evidence about
what students are learning and how well they are achieving.
Phillips and Finn (1990) believe that the recent state-by-state assessment
conducted by the National Assessment of Educational Progress (NAEP)
provided the public with the information being requested to determine the
performance of the education system. They cite a 1987 Gallop education poll
where 75% of those surveyed with children in public schools supported
"state-by-state and school-by-school comparisons of achievement test results."
In Canada, the Council of Ministers of Education has developed a School
Achievement Indicators Program to "provide a Canadian information base
that will assist ministries and departments of education to assess the
performance of their education systems in relation to agreed-upon criteria"
(1991) as a means of responding to the increased demand from parents,
students, and the business community about how well the Canadian
education systems are doing "against the backdrop of the realities of global
competitiveness and the importance of lifelong learning."
The demand for accountability has also come through in many recent
newspaper and magazine articles. The Globe and Mail, Canada's national
3
16
newspaper, in a January 4th editorial, called for the development of a
Canadian Scholastic Aptitude Test (CSAT) that would be administered by the
federal government and offered voluntarily to students across Canada in
Grades 4, 8, and 12. "The CSAT would test basic skills, with individual results
available to students and parents, and results by district available to everyone
through publication in the newspapers." A January 1st article in this same
paper quotes Jim Bennett, vice-president and general manager of the
Canadian Federation of Independent Business who wants to have school-to-
school comparisons and standardized tests as a means of making education
accountable to the public (1993).
Criteria
The literature points to the lack of clear criteria available to teachers on
which to judge student performance (Camp, 1992). According to Wolf, Bixby,
Glenn and Gardner (1991) teachers, because of the conditions under which
they work and because of a lack of training in assessment do not have the
professional training to be able to determine what students are expected to
learn and, in fact, what students actually are learning. Wolf, LeMahieu, and
Eresh (1992) point out that teachers have not been expected to set standards
which would be assessed. instead, assessments have been created which are
used to rank children, rather than educate them.
Wiggins (1991) reinforces the importance of establishing a set of criteria that
can be applied to "tEst" excellence in order to judge "diverse forms of local
student work. However, in response to the issue of criteria-setting, Maeroff
states, "the bottom line is that it is easier to propose outcomes than it is to set
the criteria and establish the performance levels that are represented by
17
various achievements" (1991). Guskey (1991) supports the need to establish
criteria that are made clear to parents, teachers and students if we wish to help
students improve. If clear criteria are not established, according to Guskey,
then teachers will not be able to determine the content of their teaching.
Exemplars
An exemplar, according to Wiggins is "a set of criteria agi inst which to
measure achievement" (1991). He feels that without the provision of
exemplars to be used as a standard against which to judge student
performance teachers have difficulty knowing what is expected from their
students at different grade levels and helping their students work towards
achieving expected goals.
Being able to provide evidence to parents through the use of exemplars of
"what varying degrees of mastery or quality look like for each step or
compone;Lt" of a task is critical for teachers (Redding, 1992). Sadler (1987)
believes that exemplars are necessary for teachers in order to be able to draw
upon their professional knowledge and make "sound qualitative judgments"
about student achievement.
The difficulty of defining exemplars is reinforced by Wolf, Bixby, Glenn and
Gardner (1991) who stress the need to describe and provide evidence that
students have reached a certain level of attainment or acl iievement. This is a
complex task that needs to be seriously addressed in order to ensure that
measures used are objectively applied to all students.
Achievement Equity
Traditional standardized tests have been used as one means of sifting and
18
sorting students and, it has been argued, have not been designed for a
multicultural, multiracial population. Low test scores on standardized tests
for recent immigrants, black students and the poor (Chapman, 1991) have
been used by some to validate the opinion that these groups are intellectually
inferior and should be discouraged from advancing their academic careers.
Wolfe (1991) describes systemic barriers that discriminate against children
based on gender, class, race, religion, or culture in the public school systems.
This is reflected in the school curriculum , instructional strategies used by
teachers and approaches used to measure student achievement.
Assessment
Traditional standardized tests have concentrated on assessing students'
mastery of basic skills. This focus resulted in the establishment of low
standards for student achievement. O'Neil (1992) believes that these testing
programs drove the curriculum and created teachers, who "teach to the test"
by teaching low level skills. Teachers need to be involved in setting high
standards for their students and finding ways to assess student achievement
of these standards.
Assessment, until recently, has been seen as a way to test mastery of basic
skills; to use test data to rank schools; and to use test results to sort students.
Because there has been such an emphasis on students achieving high scores
on standardized tests (which, because of their design only test part of the
curriculum), teachers have spent a disproportionate amount of classroom
instructional time overemphasizing basic-skills subjects and neglecting
teaching students to develop higher-order thinking skills. According to
Wolfe, LeMahieu, and Eresh (1992), "We have rarely developed productive,
19
rather than reductive or punitive, assessment and accountability systems
despite the fact that our students are among the most tested in the world."
Chapman (1991) discusses the history of educational testing over the last
century. He describes the growth of the testing movement and the fact that
tests have, over the past 100 years, been used as a "hostile gatekeeper" to keep
students with low scores out of higher education. He concludes his article by
pointing out how the testing movement has continued almost 100 years since
its inception, and how test use has, in fact, expanded over he last twenty
years.
The challenge for today's schools is to create assessment tools that measure
what students know and can do within a "real-life, meaningful context" and
with "sufficient depth and breadth to allow valid generalizations about
overall student competence" (Wiggins, 1992). Herman, Aschbacher, and
Winters (1992) warn that we must ensure that the new assessment being
proposed for schools be used to help rather that hurt students. They t elieve
that "good intentions do not ensure beneficial results". Traditional
s andardized tests are not, in and of themselves, harmful. But when they
started to be used as a means of ensuring accountability to help improve
schools and student performance, their results were over-relied upon and
meaningful teaching and learning became the secondary focus of schools
teaching to the test became the school's first agenda.
CHAPTER III
ANTICIPATED OUTCOMES AND EVALUATION INSTRUMENTS
Goals and Expectations
As stated in Chapter II, the board of education in which the writer works has
recently established clearly defined student learning outcomes in reading and
writing for the end of kindergarten, grades 3, 6, 8, and the transition years.
However, the board has not, to this point, provided teachers with a board-
wide set of standards against which to measure the performance and
achievement of the students they teach. Primary and junior teachers are
expected to evaluate reading and writing without any guidelines having been
accepted as standards. The goal of the writer was to work with teachers to
determine board-wide standards for assessing student achievement in reading
and writing in the primary and junior divisions by creating exemplars of
student work to be used as evidence that students have, in fact, reached the
established standard. It was also the intent of the writer to work with
teachers, once the exemplars were developed, to field test the exemplars as
they track the progress of the students in their classrooms.
'2 3
21
Expected Outcomes
Outlined below are the expected outcomes that were projected for this
practicum:
1. 30 of the 40 teachers in the practicum will complete weekly entries on the
student tracking portion of the software Tracking Student Outcomes (TSO) to
keep track of student progress as determined by interviews with the teachers
before and after the practicum has been implemented (see Appendix A).
2. In each classroom, at least one piece of each student's writing will be
assessed using holistic marking. This will be determined through the
Teacher Writing Survey which will be administered at the beginning and the
end of the practicum period (see Appendix B).
3. Consensus will be reached by the teachers involved in the practicum on
the exemplars of student work to use as standards for assessing the work of
students in their classrooms in reading and writing (see Appendix A).
4. 30 of the 40 teachers will provide parents and students with information
about the standards. This will be measured using the Standards in Reading
and Writing Questionnaire (see Appendix C).
2.2
Measurement of Outcomes
The writer developed surveys and sent them, with a cover letter, to all
teachers involved in the practicum using the Teacher Interview Survey (see
Appendix A) to ascertain the approaches being used by teachers at the
beginning of the practicum to track student progress. The same survey form
was completed by teachers at the end of the practicum period.
By comparing the responses to the survey, the writer was able to determine
whether teachers were using the computerized tracking program (TSO) to
keep track of student progress.
The Teacher Writing Survey was also completed by teachers at the
beginning and the end of the practicum period to determine whether or not
teachers have learned about holistic marking in writing and whether they
have used holistic marking to mark at least one piece of student writing by
the end of the implementation of the practicum.
By comparing teacher responses to the "exemplar" section on the Teacher
Interview Survey (see Appendix A) at the beginning and end of the practicum
period, the writer was able to determine whether teachers have reached
consensus about the use of exemplars to determine the expected standards of
student work in reading and writing.
The Standards in Reading and Writing Questionnaire was to be distributed
to teachers, parents, and students at the end of the practicum period. The
completed Questionnaire results were to be tabulated to determine to what
extent the teachers involved in the practicum have informed others about
the development of standards in reading and writing.
s
CHAPTER IV
SOLUTION STRATEGY
Discussion and Evaluation of Solutions
As stated in Chapter II, the problem to be addressed by the practicum is that
the board of education in which the writer works has recently established
clearly defined student learning outcomes in reading and writing for the end
of kindergarten, grades 3, 6, 8, and the transition years. However, the board
has not, to this point, provided teachers with a board-wide set of standards
against which to measure the performance and achievement of the students
they teach.
The development of national standards has been suggested by Bruce (1991),
by the Council of Ministers of Education, Canada (1991) and by O'Neil (1991)
as one possible solution to the issue of setting standards in our schools. Bruce
describes th ove taking place as the European Community becomes
integrated to\ .ird the development of standards which would be common
across the European Community. National standards would be one way,
according to O'Neil's discussion, to raise standards. He discusses the concern
in the community that student achievement in the U. S. is "at best, marginal"
and describes the movement taking place to create national standards in order
24
to ensure higher levels of student achievement. In Canada the Council of
Ministers of Education believe that national standards would ensure
"improved accountability in provincial and territorial education systems".
Spady and Marshall (1991) propose that schools move to the adoption of
Transformational Outcomes-Based Education (OBE) in order to ensure that
all students will be able to demonstrate their learning at significant points in
their school careers. These demonstrations will be based on established
criteria that are known to all systems partners (students, parents, teachers, the
business community) and the expectation is that all students will be able to
achieve and demonstrate their learning successes. Fitzpatrick (1991) describes
a model of Outcomes-Based Education that has taken place in Illinois where
schools were restructured based on the principles of OBE. In these schools,
students work toward achievement of outcomes of significance where
teaching strategies and assessment are directly tied to student achievement of
success.
Another suggestion, proposed by the Quality Education Network in
Ontario, is for schools to use standardized tests to measure student success in
every subject. They want the government to establish province-wide skill
standards for every grade (Toronto Star, 19)2). This concept has also been put
forward by the Metropolitan Toronto Separate School Board (MSSB) in an
article in the Mirror (Melbourne, 1993). The MSSB believes that only
standardized tests can tell parents how well their students are doing when
compared to students in other boards of education. Radwanski (1987) believes
that province-wide standardized tests should be administered to all
elementary and high school students "at appropriate intervals throughout
the years of schooling" to ensure that the province-wide knowledge and skills
25
outcomes are being achieved.
Barrs supports the use of "The Primary Language Record" as a way for
teachers to manage their observations about student growth in the language
arts curriculum. In this approach, teachers are able to "establish common
standards and also raise standards" through moderation which involves the
discussions of evidence for teacher judgments about student work (1990).
The need for teachers to have evidence of student learning is supported by
Camp (1992) who believes that portfolios of student work can provide
"interpretable evidence of learning to audiences outside the classroom".
Baron (1990) talks about performance assessments as one way to create
publicly stated performance criteria since they require the development of
scoring standards. Performance assessments take place in the classroom
where teachers and students can discuss the quality of student thinking using
shared standards. Baron believes that performance assessments have the
potential to assess deeper levels of understanding and will impact on the
curriculum being taught and therefore on the teaching and learning that
takes place in the classroom.
Students and teachers can work together to develop standards as a form of
"collaborative assessment". Sperling (1993) describes such a classroom where
the teacher and students have developed the criteria for high-quality writing.
Students worked in pairs to grade four writing samples using their own best
judgment. They were guided by the teacher to contribute to the development
of writing criteria as they assessed the writing samples. An assessment form
was designed that showed the performance continuum based on the teacher's
and students' criteria. Students used the continuum to evaluate their own
work before they submitted it to the teacher for marking. Parents were able to
33
26
share the criteria and could see clearly what was expected of their children.
As a result of this collaborative process, "students can compare their self-
assessment with the teacher's assessment, set goals for future work, and
initiate corrective action to improve their own work."
Standards-referenced assessment uses "the pattern of performance, taken
over a series of testing episodes and assessment tasks" (Sadler, 1987), to assess
student outcomes. Sadler describes a number of ways to develop standards
but feels that standards alone cannot be used to judge student work. Instead, a
number of exemplars - "key examples chosen so as to be typical of designated
levels of quality of competence"- are required in order to enable an objective
judgment to be made. Sadler also believes that a standard requires a verbal
description that will "free them from dependence on the private judgments
of evaluators and on exemplars". By combining exemplars and verbal
descriptions, teachers are able to use their professional judgment to assess
student work. Sadler believes that the use of exemplars and verbal
descriptions "has the potential not only for achieving comparability among
schools but also for 'ielping students to acquire evaluative expertise
themselves".
In addition to these solutions, other ideas to be explored might be: the
development of benchmarks as one way of setting standards; mastery
learning as a way to establish standards and ensure student success; and
ungraded classes to enable students to achieve required standards and
outcomes at their own rate.
According to the Board of Education (1989), a benchmarks is "a measure
which represents student learning outcomes at a particular point in time
relative to program objectives". The benchmark becomes "a point of
27
reference against which future measures of student learning outcomes may
be compared to monitor student growth". Benchmarks have been used in the
writer's board of education to assess student achievement in mathematics in
grades 3, 6, 8, and 10. Benchmarks have also been developed by the Toronto
Board of Education to "demystify the goals of education and illuminate the
nature of good performances for teachers, students, and parents" (Larter and
Donnelly, 1993). Toronto benchmarks are used to provide consistent
information to parents, teachers, and students about student performance and
school expectations and provide models of excellence (standards) that
students can work towards.
Mastery learning, as developed by Carroll (1963) and Bloom (1968),
involves the development of criterion standards of performance that are to be
reached by all students. In order to master what is required, students may
vary in the time taken to achieve the standards. For Carroll and Bloom, time
should not be used as a barrier to learning. They believed that time should be
utilized as an alterable resource, depending on the differing learning rates and
needs of students. In this way, all students can reach the agreed upon
standards.
Ungraded classrooms such as the primary programs in Kentucky and
British Columbia, provide children with opportunities to grow and develop
and learn at their own pace. In these settings, children work toward
achievement of learning outcomes that may be reached by each child at a
different point in time and in a different way. These programs recognize that
young children require opportunities to learn through developmentally
appropriate practices where their progress is continuously assessed.
28
Description of Selected Solution
The solution that the writer implemented responds to the identified
problem in a positive and practical way. It is clear from an analysis of the
problem that all partners in the educational community parents, students,
business and industry, and educators - believe that the education system is
operating without any clearly defined standards or expectations for student
performance. Without this information, it is impossible for teachers to
define what to expect from students, for students to provide exemplary work,
and for parents to know whether or not their children are achieving
outcomes that are acceptable for their age, grade, and level of development.
The solutions generated from the literature all point to the need for the
development or standards. What differs is the way in which these standards
are generated. It is the writer's belief that standards developed at a local board
level have the potential to enable an educational system to respond to the
needs of the educational community to which it is accountable. Therefore,
the writer worked towards the development and implementation of
standards in reading and writing at the elementary level through the
development of exemplars and verbal descriptions, as described by Sadler
(1987).
The standards were tied to the board's learning outcomes in reading and
writing and were generated through collections of student work samples as
exemplars. Descriptions of the exemplars were provided by teachers (see
Appendix D) who also used the standards in a field-test to determine
whether or not they accurately and adequately reflected the achievement of
students as they develop skills and knowledge in reading and writing.
29
The standards are available to teachers, students and parents across the
board to provide a consistent model for making decisions about student
performance. Thus, equity of outcome will be addressed through the
development and use of board-wide standards since the expectation is that all
students are working to achieve the same standards, regardless of gender,
race, or socioeconomic background.
In order for the standards to reflect the board's reading and writing
outcomes, they contain exemplars or demonstrations of students actively
engaged in learning. Alternative assessment techniques are required in order
to help determine student achievement of the standards. Teachers are
therefore becoming more involved in learning about, creating and utilizing
alternative assessment techniques in order to determine if students have
reached the expected standards. The assessment criteria or expectations are
clearly spelled out to the students as they work toward the creation of
performances and portfolios that demonstrate what they have learned in
reading and writing over a specified period of time.
3.
30
Report of Action Taken
Teacher Survey
In the spring of 1993, teachers who had agreed to participate in the TSO
field-test for the 1993/1994 school year were asked to complete a questionnaire
(see Appendix A) that provided the writer with preliminary data about the
field-testers' current teaching practices in reading and writing, their
knowledge of the board's outcomes, their understanding of exemplars of
student work, and their beliefs about setting standards on a board-wide basis.
Exemplar Collection
After the collection of the above questionnaire, a brief in-service
presentation was made to the TSO field-testers about exemplars and how they
could be used to begin to develop board-wide standards in writing. The writer
requested that these teachers begin to collect writing samples of student work
(see Appendix D ). The writing samples were to be analyzed first by the
teachers using the indicators that had been developed for writing at the Early
Years; Primary, Junior and Transition Years divisions in our school system
(see Appendix E ). The teachers' preliminary analyses would be reviewed and
revised by the writer after the exemplars had all been collected. The writer
also contacted consultants in the board and asked that they invite teachers
with whom they worked to provide additional writing samples for this
collection.
At the same time, the writer received permission from a local principal to
use his school, a Junior Kindergarten Grade 6 elementary school, as the site
for videotaping of reading exemplars. This school was selected because the
'3 3
31
staff seemed to have a good understanding of the board's reading and writing
outcomes and had a history of planning and working together. The staff also
had a common philosophy and approach to teaching and practiced a number
of common instructional strategies. The student population, like the rest of
the board, is a multicultural, multiracial group, with many students needing
English as a Second Language support.
The reading exemplars, like the writing exemplars, would be samples of
student work demonstrating the successful achievement of reading outcomes
at the Early Years, Primary, Junior and Transition Years. Indicators had been
developed for the reading outcomes (see Appendix F) and were to be used as
the basis for the written analysis of the reading exemplars. The staff would be
involved in working with the writer to plan scenarios for videotaping the
reading exemplars. The videotape would be edited and incorporated into the
Tracking Student Outcomes software in the form of Quick Time videos and
still shots. A text would be provided to describe the reading exemplars for the
teachers using the software.
The writer next met with the convener of the school (a classroom teacher
who is a recognized curriculum leader on staff) to plan the involvement of
the students and staff in the videotaping process. Meetings were scheduled
during the following week with teachers at each grade level in the school to
learn how they were implementing the outcomes in their classrooms. Scripts
were written by the writer from which storyboards were created to enable the
video crew, convener, and staff to plan the shots for the videotaping of
reading exemplars.
Over the next two weeks, a video crew and the writer spent several hours
in classrooms working with teachers and students to construct the reading
3 '3
32
exemplars. The writer worked as "director" of these video sessions and
consulted regularly with the convener to ensure that all the information
needed was in place. Despite the fact that there were a number of technical
difficulties at the beginning of the videotaping, the students and staff were
extremely cooperative. Shots had to be set up with hot ligh*-s and classrooms
had to reorganize programs and furniture to accommodate the video-taping.
Students were asked to do several retakes of a number of scenailos. All of
this was done willingly and patiently.
To celebrate the conclusion of the school's involvement in this part of the
project, the Superintendent of Curriculum, who is responsible for the
development and implementation of the Outcomes in the board agreed to
pay for and cater a luncheon for the school staff to thank them for their
patience and cooperation. This was held in June, 1993 and was attended by all
staff in the school including the school secretary and classroom assistants.
The Curriculum Superintendent was glowing in her thanks to the staff for
their participation in till.? venture. By acknowledging their role and
recognizing the inconv 2.,,ience to the school, the superintendent gained
additional support from this staff as they continued to implement the
changes that were starting to occur in the board based on the development
and implementation of standards of student work.
Exemplar Editing
By the end of the school year, the writer had collected at least two hundred
exemplars of student writing at the appropriate grade levels. The writer then
spent several days sifting and sorting through these to select the samples that
best represented the outcomes and indicators being used by teachers to assess
33
the students' levels of proficiency in writing. Analyses of these samples were
developed and written by the writer to add to the exemplars. At this point, all
of the selected student samples were edited by a computer graphics ..irm
where they were formatted for entry into the Tracking Student Outcomes
software. The completed exemplars we e then available to be added to the
TSO field-testers' computer hard drives to be used in the coming school year
(see Appendix G ).
The reading exemplars were edited by the writer and the convener of the
school where the videotaping took place. Selections that best typified the
exemplars were chosen from the many hours of videotape that we had and
the analysis of the exemplars was scripted by the writer and convener. This
script was developed to be the audio-taped "voice over", read by a narrator for
each reading exemplar (see Appendix H). The material we selected was then
added to the Tracking Student Outcomes software by the technical staff
working on the continuing development of this software.
Exemplar Implementation
a) TSO Field-Testers
The Tracking Student Outcomes Development Team met early in the
1993/1994 school year to plan the field-testing of TSO for the year. It was
decided that the writing exemplars would be the focus of the field-test for the
next sever al months. Dates were set for the first two field-test meetings and at
these meetings, field-testers were able to load the new writing exemplar
section of TSO into their hard drives. At this meeting, the writer worked
through an activity with the teachers to demonstrate how to use the
exemplars and the analyses to assess samples of students' work independently
41
34
and as a school division or staff. Teachers left this meeting with the
understanding that they would try to use the exemplars to assess their own
students' writing.
b) Selected Teacher and Parent Groups
Once the writing exemplars were provided to the field-test teachers, other
teachers in the board began to ask for "hard copies" of the writing samples
and workshops about how to use them to help analyze student writing. The
writer received permission from the Superintendent of Curriculum to create
hard copy booklets of the exemplars and to provide them to groups of
teachers, on request. A number of workshops have already been held with
several groups of teachers. Several principals have also used these booklets of
writing exemplars with their staffs to have teachers work together to begin to
establish standards of student writing and agreed upon criteria for assessment
in their own schools.
The writer has also been asked to give presentations about outcomes to
parent groups at organized Families of Schools parent meetings. At these
meetings, the writer has provided parents with information about the
outcomes, indicators and exemplars, and, where time permits, has engaged
parents in the process of assessing student writing using the booklets of
exemplars.
c) Outside the writer's Board of Education
The writer presented the system's outcomes and exemplars at an
International Conference on Evaluation held during the fall of the current
school year (see Appendix I ). This presentation was part of a full-day
35
workshop designed to present the successful implementation of outcomes in
the writer's Board of Education. It was a joint presentation where the writer's
role was to present the exemplars and have workshop participants spend time
analyzing student work and coming to consensus about their analyses. The
feedback about our session was very positive. Participants felt that this was
an important activity for teachers, school staffs, and school boards to engage
in.
Repeat of Teacher Survey
The writer sent surveys out to the field-test teachers in January, 1994 ( see
Appendix A) to determine how teachers' attitudes and practices had changed.
Fifteen of the field-testers responded to the survey and distinct differences
were found in their understanding and use of exemplars in writing
(Chapter V).
The writer also interviewed administrators and teachers in three schools
in various locations across the system where tne whole staff was being
included in the implementation of the writing exemplars.
Ongoing Plans
a) Board-wide Literacy Assessment
At present, the hard-copy exemplar booklets are being reformatted to
incorporate the levels of performance on each page (see Appendix J ). These
booklets are going to be used by all kindergarten to grade 9 teachers beginning
in the fall of 1994. They are going to become part of a new system-wide
assessment in literacy that is beginning in the board in April 1993.
The board's literacy assessment will be composed of a standardized reading
/13
36
test for all grade 3, 5, 7, 9, and 12 students, and a Student Profile which will be
maintained for all students from kindergarten grade 9. Teachers will use
the exemplar booklets to analyze samples of their own student writing which
will be passed on from year to year until the students reach high school.
The board's research department will collect a sample number of Student
Profiles at the end of each school year. The student writing in the sample
Profiles will be scored by a trained staff and checked against the classroom
teacher's assessment to determine if there is inter-rater reliability between
scores. This is the board's first attempt, on an organized basis, to ensure that
all teachers begin to use the same standards to assess student writing.
In order to ensure that all teachers are familiar with the exemplars and
have some training in how to use them, the writer is currently involved in
planning in-service training sessions for all the board consultants to
introduce them to the exemplars and teach them how to use them with the
teachers they work with. There is an expectation in the board that all teachers
will be provided with in-service training in holistic and analytic scoring of
writing using the board's outcomes, indicators and exemplars by_the fall of
1994.
b) Outside the writer's Board of Education
The writer is scheduled to present the outcomes and exemplars at the
International Reading Association Conference to be held in May, 1994 (see
Appendix I). The writer expects to introduce conference participants to the
exemplars and introduce them to the way in which the writer's board is using
these exemplars on a board-wide basis. The writer has also been invited to
give a presentation about the outcomes to a private school in the city in
4 4
37
the Spring of 1994.
As part of her responsibilities this year, the writer has been involved with
an Assessment Consortium that includes the writer's board of education and
three additional boards. Representatives from some of these boards will be
attending the holistic and analytic scoring sessions in the writer's board of
education in the spring of 1994.
Chapter V
RESULTS, DISCUSSION AND RECOMMENDATIONS
Results
The problem addressed by this practicum was that the board of education
in which the writer works has recently established clearly defined student
learning outcomes in reading and writing for the end of kindergarten, grades
3, 6, and the transition years. However, the board had not, to this point,
provided teachers with a board-wide set of standards against which to
measure the performance and achievement of the students they teach.
Therefore, as a solution strategy, the writer worked towards the development
and implementation of standards in reading and writing at the elementary
level through the development of exemplars and verbal descriptions, as
described by Sadler (1987).
The standards were tied to the board's learning outcomes in reading and
writing. The writing standards were generated through collections of student
work samples as exemplars. Descriptions of the exemplars were provided by
teachers (see Appendix D) who also used the standards in a field-test to
determine whether or not they accurately and adequately reflected the
achievement of students as they developed skills and knowledge in writing.
46
39
Outcome 1. The first expected outcome of the practicum was that 30 of the
40 teachers in the practicum would complete weekly entries on the student
tracking portion of the software Tracking Student Outcomes (TSO) to keep
track of student progress as determined by interviews with the teachers
before and after the practicum has been implemented (see Appendix A).
Fig. 5!
Fig.6
III Anecdotal
TSO (Computer)
Recording Student Information (beginning of practicum)
Anecdotal
II TSO (Computer)
Recording Student Information (end of practicum)
40
Outcome 2. The second outcome for the practicum was that in each
classroom, at least one piece of each student's writing would be assessed using
holistic marking. This was to be determined through the Teacher Writing
Survey which was administered at the beginning and the end of the
practicum period (see Appendix B).
Consultant in-service on holistic scoring (and analytic scoring) to assess
student writing has been planned for the spring of 1994. At that time, the
writer, along with another consultant in the board, will be demonstrating the
use of holistic and analytic scoring to all the consultative staff in the writer's
system. The consultants will then provide in-service sessions to teachers to
ensure that they have a beginning awareness of the techniques used to score
student work using holistic and analytic scales.
The writer has developed six-level holistic scoring scales for grades 3, 5, and
7 (see Appendix K). These scales will be used at a system-wide level to score
samples of student writing as part of the board-wide literacy assessment to
begin this spring. These scales will also be used by teachers, along with the
writing indicators, to score their own students' work. Scored samples of
student writing will be maintained in the Student Profile that all teachers will
be keeping for their students from kindergarten to grade 9.
Outcome 3. The third expected outcome for this practicum was that
consensus would be reached by the teachers involved in the practicum on the
exemplars of student work to use as standards for assessing the work of
students in their classrooms in reading and writing (see Appendix A).
45
Fig. 7
Outcomes
Experience
O Other
Criteria used to Assess Writing (beginning of practicum)
Fig. 820
10
41
NI Outcomes
1111 ISO
Exemplars
0 Other
Criteria Used to Assess Writing (end of practicum)
4 cri
Figure 9
1----- Use of Exemplars as Standards
pre-exemplar post-exemplar
42
Outcome 4. The fourth expected outcome for this practicum was that 30 of
the 40 teachers would provide parents and students with information
about the standards. This was to be measured using the Standards in Reading
and Writing Questionnaire (see Appendix C).
Fig.10
Currie. Night
N Interviews
O Reports
O Other
How Parents are Made Aware of Expectations (beginning of practicum)
Fig. 111 12
10
8
6
4
2
Currie. night
Interviews
Criteria/Exemplars
How Parents are Made Aware of Expectations (end of practicum)
Fig.12
43
Model
Conferencing
O Direct Instruction
El Discussion
Other
How Students are Made Aware of Expectations (beginning of practicum)
5'
Fig. I13
II Model
Conferencing
Direct Instruction
0 Share Criteria
Examples
44
How Students are Made Aware of Expectations (end of practicum)
Although the writer did not administer the Standards in Reading and
Writing Questionnaire (see Appendix C) to parents, students, and teachers,
the writer was able to use the teachers' responses to the Teacher Interview
(see Appendix A) to gather the information for figures 10, 11, 12, and 13.
Despite the fact that the writer made modifications to the original
practicum proposal during the implementation of the practicum, these
modifications did not impede the writer's ability to proceed with the overall
plan of the practicum, that is, to develop standards in reading and writing by
creating exemplars and verbal descriptions. Because the implementation
period is a dynamic, interactive process, the writer found that she was
provided with opportunities to modify, expand, and extend the original
practicum plan, resulting in the creation of an exemplar booklet in writing
(see Appendix M), and a plan for all teachers to learn how to use the
45
exemplars as standards when assessing student work.
Discussion
The establishment of board-wide reading and writing standards seems to be
"an idea whose time has come". A recent editorial in the local paper
indicated that the writer's board of education was in the forefront of the
accountability movement by creating and distributing a pamphlet called
Standards for Student Success to parents and the community (Toronto Star,
1994). This pamphlet has outlined the board-wide standards in a format that
is easy for parents to understand. The pamphlet is intended for parents and
teachers to use as they assess the progress of their children.
Since the beginning of the practicum period, the writer has seen a new
focus and commitment on the part of the decision makers in the writer's
board to ensure that close attention is being paid to student performance in
order to increase student achievement in reading and writing. The move
toward board-wide assessment in literacy at grades 3, 5, 7, 9, and 12
demonstrates the serious approach the board has taken toward ensuring
accountability for student achievement.
Outcome 1: Use of the Computer to Record Student Information
The teachers who have been involved with the practicum have begun to
make use of the technological tools available to keep track of student
achievement. At the beginning of the practicum period, 26 of the teachers
who responded to the survey indicated that they kept anecdotal, paper and
pencil records to record student information. About 5 recorded student
information using the TSO or other computer software (see Figure 5). By the
end of the practicum, 17 of the teachers were making use of TSO, or some
53
46
kind of computerized record keeping, while 14 continued to keep track using
paper and pencil (see Figure 6).
The %.:se of technology to keep track of student achievement is a powerful
and exciting technique that has the potential to bring schools into the twenty-
first century. Campbell (1992) describes the way one school uses laser disk as
an assessment system where student data is collected from kindergarten to
grade 6. "To begin planning assessment, grade-level teams determine criteria
to evaluate growth for each child" (Campbell, 1992). The TSO software has
embedded in it the criteria, levels of performance, and indicators that teachers
use to assess student achievement in reading and writing. As more teachers
become comfortable with the use of technology to keep track of student
progress, it will assist them in determining student growth over time, using
common criteria. Not only will this assist teachers in communicating with
parents, students and each other about student achievement, but it will also
provide teachers with information they need to create programs for students
based on individual student strengths and needs.
Some teachers have also begun to scan samples of student work directly
into the computer. This becomes part of an ongoing student file that can be
used in much the same way as a portfolio. By connecting the scanned
samples of student writing to TSO, teachers have a means of keeping track of
student progress that can be conveniently passed on from teacher to teacher.
It can also be used as a way to help students track their own growth and
development. Hetterscheidt, Pott, Russell, and Tchang (1992) use a piece of
software called The Grady Profile to record students reading aloud and to
scan and record student writing. These teachers use technology "to involve
students in self-evaluation and critical thinking, promote students'
47
ownership of the learning process, and make reading "samples" part of
student portfolios".
Outcome 2: Use of Holistic Scoring Techniques
Although teachers in the TSO field-test have not yet had opportunities to
learn about and utilize holistic scoring (see Outcome 2), the tools are now in
place to begin this process. A decision has been made to use holistic scoring
scales in the board-wide literacy assessment to begin this spring. Teams of
teachers will be trained to holistically score the collected student writing
samples and these holistic scales will be included in the exemplar booklet that
will be provided to each teacher. The writer developed these holistic scales
using the student outcomes for writing and the Ministry of Education and
Training standards for writing (see Appendix K).
Teachers will also receive in-service training, beginning this spring, to help
them use the analytic scales that the writer developed, based on the student
writing indicators (see Appendix E ). According to Freedman, "the analytic
scale offers more information than a single holistic score" (Freedman, 1991).
Freedman points out the importance of linking large-scale testing with
teachers' own classroom assessments of student writing. By displaying the
holistic scales with the analytic scales in a graphic format in the exemplar
booklet, teachers are provided with a device that helps them to make
connections between the two forms of assessment (see Appendix L).
Outcome 3: Use of the Exemplars as Standards
During the implementation of this practicum, the writer has seen a move
toward the establishment of standards in reading and writing by the
5 ij
48
provincial Ministry of Education and Training. In September, 1993, the
Ministry produced a draft Reading and Writing Standards docunient for
teachers from grades one through nine (Ministry of Education and Training,
1993). The expectation is that this document, once it has been validated by
educators, parents, and the business community, will become the basis for
province-wide standards in literacy. This is the first time that the provincial
government has established expectations for all students that are grade and
subject specific.
Along with these standards, the government is also carrying out a
provincial reading and writing assessment for all grade nine students in the
province. As one of the components of the assessment, students are to
submit a number of pieces of writing that will be scored by a trained group of
teachers who will use a six-point holistic scoring scheme (Ministry of
Education and Training, 1993). This scoring scheme is accompanied by
"anchor papers" that illustrate the specific characteristics of writing at each of
the six levels. Teachers, and students involved in the assessment were
provided with the holistic scales and the anchor papers prior to the
assessment period. For the first time, all grade 9 students in the province
know what characteristics their writing must contain in order for it to be
considered superior writing or merely adequate or limited writing. For the
first time, all the teachers of grade 9 students in the province know what the
components of a proficient, competent or dependent piece of writing look
like.
The "anchor papers" selected for the grade 9 assessment are similar, in
many ways, to the exemplars that the writer has been developing for teachers
in her wcrk setting. The main difference between them is that each exemplar
Jt)
49
selected for the writer's board of education contains an analysis that
demonstrates for teachers the criteria or indicators that are contained in each
writing sample. According to Sadler (1987) the analysis of each writing
sample is a key element of the exemplar so that teachers can best use their
professional judgment to assess student work. It "frees them from
dependence on the private judgments of evaluators and on exemplars".
Farr and Tone (1994) corroborate the need to develop a scoring system that
contains clear criteria, anchor papers, and.a written description or "marginal
annotations" of raters' comments to "limit variance in scoring".
The teachers with whom the writer has been involved during the
practicum hnplementation have been enthusiastic in their support of the
development of board-wide standards in reading and writing. In the survey
completed by teachers and in interviews with teachers and administrators,
comments such as:
"Similar standards would be most beneficial. They would be helpful in
assessing our own children and would make us more aware of what is
expected."
"It would be easier for students to move from school to school with
the development of board-wide standards".
"Standards would provide common expectations among teachers".
"Parents would be assured that in changing schools the same expectations
would be placed on their child according to grade level".
In fact, 23 of the teachers who responded to the survey at the end of the
practicum indicated that they were using the exemplars as standards to help
them assess student writing compared with 8 of the teachers who were using
them at the beginning of the practicum ( see Figure 9). Even though
50
14 respondents indicated that they used outcomes as criteria to assess student
writing at the beginning of the practicum, by the end of the practicum 27 of
the respondents indicated that they were using outcomes, TSO or the
exemplars (see Figure 7 and 8). All of these are elements of the standards that
are composed of common criteria and expectations.
Outcome 4: Sharing "Standards" Information with Parents and Students
Teachers are also beginning to help parents and students become aware of
what is expected through the sharing of criteria and/or exemplars. At the
beginning of the practicum, teachers stated that they used curriculum night,
interviews, reports or other means to inform parents about student
expectations. By the end of the practicum, 12 of the teachers who responded
were sharing criteria and/or exemplars with parents (see Figures 10 and 11).
Teachers used modelling, conferencing, direct instruction, discussion or other
ways of sharing expectations with students at the beginning of the practicum.
By the end of the practicum 12 of the teachers who responded were sharing
criteria and exemplars directly with their students (see Figures 12, and 13).
When teachers share criteria with students, students are able to understand
the development of writing and can begin to work toward improving their
own writing. Lamme and Hysmith (1991) found that by sharing criteria with
students the children were able to identify the level of their own work and
they were "more satisfied with where they were as writers and could take
more risks with their writing". They pointed out that parents could also use
the criteria to see the progress that their children were making by examining
pieces of analyzed writing that had been collected and analyzed based on
criteria over the course of the school year.
J3
51
The ultimate test of the writer's practicum solution strategy is still to begin.
No data exists yet to inform the board of the reading and writing achievement
levels of our students. This baseline data will begin to be collected this spring
in the form of standardized reading and writing tests and the collection of
student writing samples as the board begins its board-wide literacy assessment
process. The data collected from writing samples will be compared with
students' writing scores on standardized tests.
Teachers will begin to receive training in the use of the analytic and holistic
writing scales and exemplars of student writing this spring. They will begin
to use these tools to score and analyze their own students' writing. When the
board-wide testing takes place in the spring of 1995, there is an expectation
that students' writing scores on both the standardized tests and the writing
samples will improve.
Conclusions
The development of standards in reading and writing through the creation
of exemplars responds to the needs expressed by parents and teachers in the
1992 Quality Assurance Report to clearly define what the expectations are for
children in terms of academic performance across the board (North York,
1992). The causative analysis in Chapter II outlines several issues that have
been addressed through this practicum process and its focus on the
development of standards in reading and writing.
Clearly defined criteria for assessing student achievement in reading and
writing now exist to help teachers, students, and parents determine the level
of achievement of students in reading and writing. These criteria are
developmentally appropriate and have been created to be used right across
52
the system for all students (see Appendix E and Appendix F).
The exemplar booklet that indicates the developmentally appropriate
growth in student achievement in writing will be made available to all
teachers in the system over the next several months. Teachers will now have
"examples of student work illustrating acceptable responses" to writing
(Herman, Aschbacher, and Winters, 1992) that can be used as benchmarks
against which to measure their own students' work. These exemplars can
also be used to open up dialogues between teachers as they move into this
new approach to assessing student work.
The accountability issue has very successfully been addressed, not only by
the work done through this practicum, but also through the publication of
the recently published "Standards for Student Success" brochure (North York,
1994). According to a recent newspaper report, "the North York Board of
Education has come up with a way of letting parents in on what has become
the best kept secret in Ontario's education system what kids are supposed to
be learning" (Toronto, Star, 1994). The publication of the exemplar booklet
adds the dimension of exemplars with a written analysis to provide an even
clearer picture of the developmentally appropriate expectations for students
as they develop their writing skills.
Teachers who work in different locations across the board now have a tool
to use to help them develop a common set of expectations and standards for
the students they teach. No longer will teachers who have only taught in
special needs schools be left wondering if their students are achieving at the
same level as students in more affluent areas. The standards can be seen as
one way to ensure that there is equity of outcome for all students, regardless
of socio-economic status.
53
The use of exemplars along with the analytic and holistic writing scales
provide teachers with tools that can be used as alternative assessment
techniques. By analyzing student writing using these tools, and by then
including these analyzed samples in the new student Literacy Assessment
Profile, teachers across the system will begin to put in place some common
evaluation practices that will build a profile of the student's writing
achievement over an extended period of time in order for teachers to
monitor the student's growth, his/her skill development, strengths and
problems evident in the student's written work.
The outcomes outlined in Chapter I.TI have all been successfully addressed
by the implementation of this practicum. More teachers are using computers
to keep track of student progress; teachers see the use of exemplars as
standards to help them assess the work of the students in their classrooms;
and a number of teachers who responded to the survey have already begun to
share the exemplars, criteria, and outcomes with parents and students.
Although teachers have not yet used holistic marking, they will soon be
receiving training in the use of both the holistic and analytic scoring scales in
order to enable them to have a consistent approach to scoring the wilting of
their students.
The most significant unexpected outcome of this practicum is the plan to
use the exemplars with all teachers in the system from junior kindergarten to
grade 9 and ultimately through secondary school. Although the writer began
to expand the use of the exemplars beyond the original field test group
through printing hard copy booklets of the exemplars, the curriculum
superintendent asked that these booklets be desktop-published in a new
format, printed and distributed (after teachers have received training in their
61
54
use) to all teachers. The writer spent several hours working with a "layout
person" to design the new booklet, which is now available in draft format.
The development of standards in reading and writing can be seen as a
powerful way to improve student achievement and to provide teachers with
a tool that can be used to improve instructional practices and assessment
techniques. The writer sees the work that she has completed through the
implementation of this practicum as an important component of the board's
plan to ensure that our students have the skills, attitudes, and knowledge "to
learn, to achieve success, and to participate responsibly in a pluralistic, global
society" (Mission Statement, North York Board of Education).
Recommendations
The writer has found this practicum implementation to be a very
challenging and rewarding experience. By working with teachers to collect
and analyze samples of student work, the writer was able to engage in and
encourage teachers to engage in professional dialogues about what student
writing should look like at various stages of development. As the practicum
proceeded, it became clear to the writer that the creation of standards is an
"iterative" process. Once teachers begin to see evidence of what children can
achieve, based on the exemplars and standards, questions arise causing one to
rethink the standards to determine whether or not they are appropriate and
achievable, whether they need revision, whether they are clearly defined, and
so on.
The writer would therefore propose the following recommendations, based
on the writer's experiences during the practicum period:
1. In-service training needs to be provided to teachers in order to ensure
55
that they understand how to use the exemplars to analyze student
writing.
2. Teachers may wish to develop their own exemplars for their own
school as a way to begin to develop standards. By developing school-
wide standards, teachers can begin to develop common criteria to assess
the writing of the students in their school.
3. Students and parents could be involved with teachers as exemplars
and standards are developed.
4. Consider all work being developed as "work in progress". This ensures
that revisions can be made on an on-going basis to the materials being
developed.
Dissemination
Much of the information contained in this practicum has already been
shared with the writer's colleagues in a number of ways. Several of the
articles in the REFERENCE section have been copied and distributed to the
field-test teachers and to committee members of the various literacy
committees operating in the board. The writer has also made these articles
available to a number of administrators who have expressed an interest in
the writer's work.
The writer has already used the exemplars and writing outcomes in a
number of workshops, conference sessions, and meetings. Teachers,
administrators, and consultants see the exemplars as a valuable tool that can
be used to establish board-wide standards. Additional opportunities to share
the information at conferences and workshops are already being planned.
The use of the exemplars by the TSO field-testers is an important
63
56
component of this practicum and is of particular interest to the Curriculum
Superintendent who is responsible for the development of the software. The
writer intends to share the analysis of the survey information contained in
the practicuni with her.
The exemplar booklet will be printed and disseminated across the system by
the fall of 1994. This is a very exciting component of the dissemination plan,
since all teachers will now begin to have a common set of expectations with
which to assess student work.
The writer also plans to write an article for an educational journal
describing the value of the development of exemplars. The practicum
implementation would be used as the basis for such an article.
6 4
57
REFERENCES
Baron, J. B. (1990). Performance assessment: Blurring the edges among
assesment, curriculum, and instruction. In A. B. Champagne, B. E. Lovitts,
and B. J. Ca linger, (Eds.) Assessment in the Service of Instruction.
Washington, DC: American Association for the Advancement of Science.
Barrs, M. (March 1990). The primary language record: Reflection of issues in
evaluation. Language Arts. (67) (3), pp. 244 - 253.
Bloom, B. S. (1968). Learning for Mastery. UCLA-CSEIP Evaluation
Comment. 1 (2).
Bruce, M. G. (February 1991). The standards debate across the Atlantic.
Educational Leadership. 48 (5), pp. 31-33.
Camp, R. (1992). Assessment in the context of schools and school change. In
H. H. Marshall, (Ed.), Redefining Student Learning: Roots of Educational
Change. Norwood, NJ: Ablex.
Campbell, J. (May, 1992). Laser disk portfolios: Total child assessment.
Educational Leadership. pp. 69 - 70.
Carroll, J. B. (1963). A model of school learning. Teachers College Record. 64
pp. 723 - 733.
58
Chapman, P. D. (Winter 1991). Testing in the public eye. Independent
Schools. Winter, 1991: pp. 39 46.
Council of Ministers of Education, Canada. (November 1991). CMEC school
achievement indicators program. CMEC. 1, pp. 1-7.
Crane, D. (October 15, 1992). Teach provinces how to educate. The Toronto
Star. (Toronto, Ontario, Canada), pp. B2.
Daly, R. (February 4, 1994). Booklet spells out what kids ought to be learning.
The Toronto Star. (Toronto, Ontario, Car ada), pp. Al
Diez, M. E., C. J. Moon (May 1992). What do Niv, want students to know? . .
and other important questions. Educational Leadership. 49 (8), pp. 38-41.
Farr, R. and Tone, B. (1994). Portfolio Performance Assessment. Orlando, FL
Harcourt Brace & Company.
Fitzpatrick, K. A. (May 1991). Restructuring to achieve outcomes of
significance for all students. Educational Leadership. 48 (8), pp. 18 -22.
Glickman, C. D. (April 1990). Open accountability for the '90s: Between the
pillars. Educational Leadership. 47 (7), pp. 38-42.
6t3
59
Guskey, T. R. (1991 November) . The importance of focusing on student
outcomes. Keynote address presented at the Annual Meeting of the North
Central Association of Colleges and Schools, Chicago, IL
Herman, J. L., P. R. Aschbacher, L. Winters (1992). A Practical Guide to
Alternative Assessment. Alexandria, VA: ASCD
Lamme, L. L., and Hysmith, C. (Dec. 1991). One school's adventure into
portfolio assessment. Language Arts. 68_, pp. 629 640.
Larter, S., and Donnelly, J. (Feb. 1993). Toronto's benchmark program.
Educational Leadership 50 (5). pp. 59 62.
Lewington, J. (1993, Jan. 1). School see no quick fixes.Globe and Mail. p. A1,A6
Maeroff, G. I. (Dec. 1991). Assessing alternative assessment. Phi Delta Kappan
pp. 272 280
Measuring results in the schools. (1993, Jan. 4). Globe and Mail. p. A10.
Melbourne, M. (1993, April 10). MSSB considers standardized testing.
North York Mirror. p. 3.
National School Boards Association (April 1992). National education goals:
America's school boards respond. A report of the joint study group on the
national education goals. N.S.B.A.:Alexandria,V A
60
North York Board of Education (1989). The Benchmarks Process: A Model for
Implementation. North York, Ontario, Canada: North York Board of
Education.
North York Board of Education (1992). Quality Assurance - North York
Schools. North York, Ontario, Canada: North York Board of Education.
North York Board of Education (1990). Review of Reading in the junior
Division. North York, Ontario, Canada: North York Board of Education.
North York Board of Education (1994). Standards for Student Success.
North York, Ontario, Canada: North York Board of Education.
O'Neil, J. (February 1991). Drive for national standards picking up steam.
Educational Leadership. 48 (5), pp. 4-8.
O'Neil, J. (May 1992). Putting performance assessment to the test. Educational
Leadership. 49 (8), pp. 14-19.
Ontario Ministry of Education and Training (1994). Reading and Writing Test
Instructions. Toronto, Ontario, Canada: Ministry of Education and
Training.
Ontario Ministry of Education and Training (1993). Ontario Provincial
English Language Standards. Toronto, Ontario, Canada: Ministry of
Education and Training.
61
Phillips, G. W. and C. E. Finn (April 1990). State-by-state comparisons can
benefit education. Educational Leadership 47 (7), pp. 43-55.
Radwanski, G. (1987). Ontario study of the relevance of education, and the
issue of dropouts. Toronto, Ontario: Ontario Ministry of Education.
Redding, N. (May 1992). Assessing the big outcomes. Educational Leadership.
49 (8), pp. 49 - 53.
Sadler, D. R. (1987). Specifying and promulgating achievement standards.
Oxford Review of Education 13 (2), pp. 191-209.
Spady, W. G., and K. Marshall. (October 1991). Beyond traditional outcome-
based education. Educational Leadership. 49 (2), pp. 67-72.
Sperling, D. (February 1993). What's worth an "A"? Setting standards
together. Educational Leadership. 50 (5), pp. 73-75.
Walker, S. (May 24, 1992). One parent's fight sparks revolt over school system.
The Toronto Star (Toronto, Ontario, Canada), pp. Al, A6.
Wiggins, G. (May, 1992). Creating tests worth taking. Educational Leadership,.
49 (8), 26-33.
62
Wiggins, G. (February 1991). Standards, not standardization: Evoking quality
student work. Educational Leadership. 48 (5), pp. 18-25.
Wolf, D. P., J. Bixby, J. Glenn, and H. Gardner. (1991). To use their minds well:
Investigating new forms of student as.3essment. In G. Grant (Ed.), Review
of Research in Education, 17, pp. 31-73. Washington, DC: American
Educational Research Association.
Wolf, D. P., P. G. LeMahieu, and J. Eresh. (May 1992). Good measure:
Assessment as a tool for educational reform. Educational Leadership 49
(8), pp. 8-13.
Wolfe, S. (1991 April). Educational equity. Discussion paper for the Ontario
Provincial Council, New Democratic Party. Toronto, Ontario.
APPENDIX A
TEACHER INTERVIEW
7 1
64
TEACHER INTERVIEW QUESTIQN
Section A: Tracking Student Progress
1. What techniques do you use to keep track of student progress in
a) writing:
b) reading:
2. What information do you record when tracking student progress ina) writing:
b) reading:
3. How do you record this information?
4. How do you use this information?
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65
5. What do you see as advantages of an automated tracking system?
6. What do you see as disadvantages of an automated tracking system?
Section B: Determining Standards1. What criteria do you use when assessing student progress in
a) writing
b) reading
2. How are students made aware of what is expected of them in
a) writing tasks
b) reading tasks
3. How are parents made aware of what is expected from the child in
a) writing tasks
b) reading tasks
66
4. How consistent are expectations for students in reading and writing in
a) your school
b) your family of schools
c) across the board
5. What advantages would there be to having a board-wide set of standards in
reading and writing?
Section C: Exemplars
1. Have you been introduced to the concept of "exemplars of student work"?
2. What would constitute an exemplar of student work?
3. Have you ever used exemplars of student work to assess the work of the
students in your class?
4. What are the advantages of using exemplars for you and your class and for
your school?
5. What are the disadvantages of using exemplars?
APPENDIX B
TEACHER WRITING SURVEY
68
TEACHER WRITING SURVEY
1. Children in my classroom spend <25% 25 -50 %_ 50-75%
>75% of writing time involved with personal and imaginativewriting and <25% 25 -50 %_ 50-75% >75% involved with
functional writing.
2. As a staff, we have developed a consistent set of criteria for assessing
student writing. yes no
3. When assessing student writing, my assessment is based on:my overall impression of the student's work. yes no
criteria that I have established ahead of time with my students. y_ n_
4. Students in my class keep a portfolio of written work. yes no
5. Students have the opportunity to respond to each other's written work.
yes no
6. Students select pieces of writing for revision and editing. yes
no
7. Students in my class publish a number of edited pieces. yes
no
8. I use the North York Writing Outcomes as the basis for assessment of
writing in my class. yes no
9. When assessing student writing, I look for the following elements (pleasecircle the number in order of priority from 1 - least important to 10 most
important)Ideas and Content 1 2 3 4 5 6 7 8 9 10Organization 1 2 3 4 5 6 7 8 9 10
69
Voice 1
Word CI oice 1
Sentence Fluency
Conventions 1
Handwriting 1
2
2
1
2
2
3
3
2
3
3
4
4
3
4
4
5
5
4
5
5
6
6
5
6
6
7
7
6
7
7
8
8
7
8
8
9
9
8
9
9
10
10
9
10
10
10
10. I have/have not (circle one) attended a workshop on holistic marking. (Ifyou have attended a workshop, please use the back of this page to describe
what, if anything you have done to modify your assessment practices for
student writing.)
7 r'
APPENDIX C
STANDARDS IN READING AND WRITING
QUESTIONNAIRE
"( S
71
Standards in Reading and WritingQuestionnaire
Please indicate whether you are a parent student , or teacher .
I am/am not (circle one) aware of standards and expectations being used to
evaluate reading and writing.
If you are aware of standards and expectations please answer the followingquestions. If your are not aware you do not need to complete the rest of the
survey.
1. How did you learn about these standards?
2. What is your opinion of the standards that have been set?
3. Would you make any changes to these standards? yes no
If yes, what changes would you make?
4. Were you consulted about what the standards should be? yesno
5. Has your knowledge of these standards made any difference to the qualityof work you see or do? yes no
6. Additional comments:
APPENDIX D
EXEMPLAR COLLECTION FORM
TSOBuilding the Exemplar Collection
Please send us your students' work samples that demonstrate theft achievement of writing
outcomes. Please photocopy this page as necessary, fill it in and attach it to each sample.
Thank you very much.
School:YORKWOODS E.S. KATE REEVES/MARY ANNE
Teacher: Grade: 5FORSYTHE
Student Name:BRIAN MORRIS Student Age: Years - Months
Please indicate with a check (\') in the box
the outcome illustrated.
COMPOSING
TRANSCRIBING
Personal / Imaginative Writing
Functional Writing
Conventions of Writing
Revising and Editing
Please indicate with a check (\) inthe box the level of acquisittn of
this outcome for children of thisage.
BEGINNING ACQUISITION
PARTIAL ACQUISITION
FULL ACQUISITION
Please describe the features of this piece of writing that make it exemplary of the outcomes
and level of acquisition noted above. You may find it helpful to refer to the indicators.
SEE ATTACHED.
We did not use this form because we found there were not enou-h check-mark
areas for the evaluations we did.
Please note that the individual student record we printed was effective
December 1992, The comments reflect recent wirk.
Thank you very much for your contributions to the progress of this project.
Please return to Roz Doctorow at Larnberton Centre by March 12, 1903.c,
t
KATE REEVES/MARY ANNE FORSYTHE, YOWKROODS E.S. 74
OP
Panioneaanc Functional Comdex* Regising
Junior inrigrWiling °Mang cal
Editing
0mammy= Writing
Td;:ridual Performance 11
Previous Pupi Next Pupil 1111 1111 hale
CAMTrackiry
Ortxp toronProgress
Report
Summary of Performance
Cornposing
Tremor-Ling
Progress Report Comments
Sp. 4.7 9/92
Sp. 6.0 1/93
Cat. Sp. 8.1 tiecti. 11.8 Exp. 4.2 1/93
1WRITING OUTCOME NO. 1: PERSONAL/IMAGINATIVEEstablishessetting amicharacterizationin a way which elidtsthereaderssympathy forthecharacters.He builds suspense but weakens itwith a hurried, unrelated endue, upsets the logical sequence
which he had established at the beginning of his story. The purpose of his story,whichhefulllied,was to write a 'Jamey pdor..
WRITING OUTCOME NO. 2/FUNCT1ONALAs referred to under outcome No. 1 above, sequence wasdisrupted by curve In end of story (we
susPect).
WRITING OUTCOME NO. 31CONVENTIONSOccasional incorrect past tense forms: lefted, suppose(d). Attemptsparagraphing. Generally usesstandard spelling. Prints ratherthan %vitt)* Uses pronouns and possessive nouns correctly. Usessome desunctrcriptive languages (adjectives). Composition comprises mainly simple sentences. Gooduse of pdon exclamationWRITING OUTCOtvE NO. 4/EDrTS, REVISESReluctanttoconsutt with others and to incorporate suggestionsto hisrevisions. Uses referencebooks, e.g.., dictionary to aid In spelling.
APPENDIX E
WRITING INDICATORS
. 3
Beg
inni
ngA
caiti
sitio
n
EA
RL
Y Y
EA
RS
WR
ITIN
G O
UT
CO
ME
S
Part
ial A
cqui
sitio
n
Wri
tes
to E
xpre
ssPe
rson
al E
xper
ienc
es&
Im
agin
ativ
eId
eas
Voc
abul
ary:
wri
tes
mai
nly
scri
bble
s
Org
aniz
atio
n /S
tyle
:no
tye
taw
are
ofpr
int/m
eani
ng
conn
ectio
n
Form
/Pur
pose
:do
es n
ot c
hoos
e to
cre
ate
hand
wor
k or
artw
ork
Plan
ning
rare
ly w
rite
s
Wri
tes
to R
ecor
dan
d In
vest
igat
e
Voc
abul
ary:
wri
tes
mai
nly
scri
bble
s
Org
anis
atio
n /S
tyle
:do
es n
ot y
et s
truc
ture
wri
ting
Form
/Pur
pose
:do
es n
ot y
et c
reat
ew
ritin
g fo
r
spec
ific
pur
pose
Plan
ning
:ra
rely
wri
tes
Sum
mar
y co
mm
ents
:
Voc
abul
ary:
wri
tes
man
y re
cogn
izab
lele
tters
Org
aniz
atio
n/St
yle:
show
sbe
ginn
ing
awar
enes
s
prin
t/mea
ning
conn
ectio
n
Full
Acq
uisi
tion
Voc
abul
ary:
begi
ns to
wri
te s
impl
ese
nten
ces
Org
aniz
atio
n/St
yle:
ofre
cogn
izes
that
ow
nw
ritin
g co
nvey
s a
mes
sage
Form
/Pur
pose
:cr
eate
s ar
twor
kiha
ndw
ork
for
pers
onal
plea
sure
Plan
ning
:w
rite
s st
orie
s w
hen
sugg
este
d by
the
teac
her
Voc
abul
ary:
wri
tes
man
y re
cogn
izab
lele
tters
Org
aniz
atio
n /S
tyle
:be
gins
to u
se o
ne o
rtw
o w
ritin
g fo
rms
to c
onve
y a
mes
sage
Form
/Pur
pose
:a
begi
ns to
cre
ate
wri
ting
to e
nhan
ce
play
and
clas
sroo
m a
ctiv
ities
Plan
ning
:w
rite
s w
hen
sugg
este
d by
teac
her
Form
/Pur
pose
:cr
eate
sar
twor
k/ha
ndw
ork
for
pers
onal
plea
sure
and
atta
ches
mea
ning
tow
ork
Plan
ning
:se
eks
oppo
rtun
ities
tow
rite
ow
n
stor
ies
13 =
Beg
inni
ngP
= P
artia
lF
= F
ull
Fall
Win
ter
Spri
ng
BPF
BPF
BPF
Voc
abul
ary:
begi
ns to
wri
te s
impl
ese
nten
ces
n 0
00
LI
0
Org
aniz
atio
n /S
tyle
:us
es a
num
ber
of d
iffe
rent
wri
ting
form
s to
con
vey
a m
essa
ge
El
El C3
El 0 11
Form
/Pur
pose
:cr
eate
ssi
gns,
card
s,ph
one
and
Ul
0on
o0
0 0
addr
ess
lists
toen
hanc
e pl
ay a
ctiv
ities
Plan
ning
:se
eks
oppo
rtun
ities
tow
rite
O [
10L
I0
Beg
inni
ng A
cqui
sitio
n
Con
vent
ions
of
Wri
ting
Punc
tuat
ion:
uses
pun
ctua
tion
mar
kssp
onta
neou
sly
in w
ritin
g to
imita
te w
ritin
g m
odel
s
Spel
ling:
uses
draw
ings
and
scri
bble
sto
repr
esen
t wor
ds a
nd id
eas
Rev
ises
and
Edi
ts W
ritte
n W
ork
r Pu
blis
hes:
does
not
yet
cho
ose
to p
ublis
h w
ork
a OG
Sum
mar
) co
mm
ents
:
Part
ial A
cqui
sitio
n
Punc
tuat
ion:
rand
omly
pla
ces
punc
tuat
ion
mar
ks in
wri
ting
Spel
ling:
uses
ran
dom
lette
rs,
scri
bble
s an
dm
arks
to r
epre
sent
wor
ds a
nd id
eas
Publ
ishe
s:se
lect
s pi
eces
of
wri
ting
with
teac
her
supp
ort t
o be
pub
lishe
d cr
dis
play
ed
Full
Acq
uisi
tion
Punc
tuat
ion:
begi
ns to
use
peri
ods
and
capi
tal
lette
rs c
orre
ctly
Spel
ling:
uses
scr
ibbl
es, m
arks
, ran
dom
lette
rs,
initi
al a
nd f
inal
con
sona
nts
to r
epre
sent
wor
ds a
nd id
eas;
use
s co
rrec
t let
ter
choi
ces
for
som
e so
unds
Publ
ishe
s:In
depe
nden
tly s
elec
ts p
iece
s of
wri
ting
to b
e pu
blis
hed
or d
ispl
ayed
Fall
Win
ter
Spri
ng
B P
FB
P F
B P
F 0O
OD
D 0
O 0
0 0
Beg
inni
ng A
cqui
sitio
n
Wri
tes
to E
xpre
ssPe
rson
alV
ocab
ular
y:us
es s
impl
evo
cabu
lary
to e
xpre
ss
idea
sO
rgan
izat
ion/
Styl
e:sh
ows
som
e aw
aren
ess
and
end
Form
/Pur
pose
:w
rite
sus
ing
tele
grap
hic
repr
esen
tatio
nal f
orm
Plan
ning
wri
tes
spon
tane
ousl
y
PRIM
AR
Y W
RIT
ING
OU
TC
OM
ES
Part
ial A
cqui
sitio
n
Exp
erie
nces
& I
mag
inat
ive
Idea
sV
ocab
ular
y:ad
ds a
ctio
n ve
rbs
and
com
mon
linki
ng
wor
ds (
and,
so,
but
)O
rgan
izat
ion/
Styl
e:
of b
egin
ning
wri
tes
even
ts in
sim
ple
sequ
ence
or
chro
nolo
gica
l ord
erFo
rin/
Purp
ose:
and
wri
tes
usin
gpr
edic
tabl
est
orie
s,
poem
s, o
r pe
rson
alev
ents
as
a pa
ttern
Plan
ning
:us
es p
ictu
res,
lists
and
sto
ryte
lling
to
plan
wri
ting
with
teac
her
assi
stan
ce
Wri
tes
to R
ecor
d an
dIn
vest
igat
e
Voc
abul
ary:
uses
sim
ple
voca
bula
ry to
wri
te a
n
acco
unt
Org
aniz
atio
n/St
yle:
wri
tes
acco
unts
sho
win
gaw
aren
ess
of
begi
nnin
g an
d en
d
Form
/Pur
pose
:w
rite
sus
ing
tele
grap
hic
and
repr
esen
tatio
nal f
orm
ats
Plan
ning
:s
tes
spon
tane
ousl
y
Sum
mar
y co
mm
ents
:
Voc
abul
ary:
adds
act
ion
verb
s an
d co
mm
onlin
king
wor
dsO
rgan
izat
ion/
Styl
e:at
tem
pts
to c
ombi
neth
e el
emen
ts o
f
the
mod
elle
d fo
rmin
seq
uenc
e
Form
/Pur
pose
:en
gage
sin
sim
ple
type
sof
info
rmat
iona
l wri
ting
tore
cord
and
info
rm, u
sing
a m
odel
led
form
at
Plan
ning
:us
es p
ictu
res,
lists
, and
ora
l ret
ellin
g
to p
lan
wri
ting
(with
ass
ista
nce)
Full
Acq
uisi
tion
Voc
abul
ary:
uses
adv
erbs
and
adje
ctiv
es a
nd o
ften
uses
link
ing
wor
dsO
rgan
izat
ion/
Styl
e:w
rite
s st
orie
s in
the
corr
ect
orde
r of
even
tsFo
rm/P
urpo
se:
wri
tes
stor
ies
base
don
fam
iliar
stor
ies,
poe
ms
or p
erso
nal
even
ts
Plan
ning
:us
es p
ictu
res,
lists
and
sto
ryte
lling
to
plan
wri
ting
Voc
abul
ary:
expe
rim
ents
with
fun
ctio
nalv
ocab
ular
y
Org
aniz
atio
n/St
yle:
wri
tes
a se
quen
ced
acco
unt
(or
lette
r)
cohe
rent
ly r
ecor
ding
ase
ries
of
even
ts
or le
arni
ngac
tiviti
esFo
rm/P
urpo
se:
uses
fam
iliar
form
sof
func
tiona
l
wri
ting
for
man
y pu
rpos
es(n
otes
,
lette
rs, m
emos
, lis
ts)
Plan
ning
:us
es p
ictu
res,
lists
, and
ora
l ret
ellin
g
to p
lan
wri
ting
B =
Beg
inni
ngP
= P
artia
lF
= F
ull
Fall
Win
ter
Spri
ng
BPF
BPF
BPF
Ci 0 0
00 0 0 0
0 El 0 0 00 0 0 0
DU
D 0
0LJ
0 Li 0
C7 C7 0 0 L3 0 C
O
Beg
inni
ng A
cqui
sitio
n
Con
vent
ions
of
Wri
ting
Punc
tuat
ion:
uses
cap
ital l
ette
rs, p
erio
ds, q
uest
ion
mar
ks, e
xcla
mat
ion
mar
ks w
ith li
mite
dac
cura
cySp
ellin
g:us
es r
ando
m le
tters
and
initi
al a
nd!T
hal c
onso
nant
s to
rep
rese
nt w
ords
;us
es c
orre
ct le
tter
choi
ces
for
som
ew
ords
Gra
mm
ar:
does
not
dif
fere
ntia
te p
arts
of
spee
ch
Han
dwri
ting:
dem
onst
rate
san
unde
rsta
ndin
gof
dire
ctio
nalit
y an
d ba
sic
feat
ures
of
prin
t inc
ludi
ng u
pper
and
low
er c
ase
lette
rs
Rev
ises
and
Edi
ts W
ritte
n W
ork
Rev
ises
:in
itial
dra
ft is
the
fina
l ver
sion
ac E
dits
:do
es n
ot y
et e
dit w
ritin
g
.cPu
blis
hes:
eapu
blis
hes
wor
k w
ith li
ttle
atte
ntio
n to
audi
ence
and
/or
sele
ctio
n cr
iteri
a
Sum
mar
y co
mm
ents
:___
____
__
Part
ial A
cqui
sitio
n
Punc
tuat
ion:
uses
cap
ital l
ette
rs, p
erio
ds, q
uest
ion
mar
ks,
excl
amat
ion
mar
ksw
ithin
crea
sing
acc
urac
ySp
ellin
g:us
esin
itial
,m
iddl
ean
dfi
nal
cons
onan
ts to
rep
rese
nt w
ords
; use
svo
wel
s as
pla
ce h
olde
rs, s
omet
imes
inco
rrec
tly; u
ses
easi
ly d
ecip
hera
ble
appr
oxim
ated
spe
lling
Gra
mm
ar:
is b
egin
ning
to r
ecog
nize
and
cor
rect
lyus
e so
me
part
s of
spe
ech
incl
udin
gno
uns
and
verb
sH
andw
ritin
g:us
esst
anda
rdm
anus
crip
tpr
int;
reco
gniz
es a
nd p
ract
ices
cur
sive
scr
ipt
Rev
ises
:m
akes
few
rev
isio
ns w
ith te
ache
r an
dpe
er a
ssis
tanc
eE
dits
:be
gins
topr
oofr
ead/
edit
wor
k fo
rca
pita
ls, p
erio
ds, a
nd s
pelli
ng (
with
dire
ctio
n)Pu
blis
hes:
publ
ishe
s w
ork
with
som
e at
tent
ion
tose
lect
ion
crite
ria
and
audi
ence
with
sup.
Ort
Full
Acq
uisi
tion
Punc
tuat
ion:
uses
cap
ital l
ette
rs, p
erio
ds, 9
uest
ion
mar
ks, e
xcla
mat
ion
mar
ks c
orre
ctly
inm
ore
than
one
sen
tenc
eSp
ellin
g:us
es s
tand
ard
spel
ling
for
com
mon
lyus
ed w
ords
and
app
roxi
mat
ed s
pelli
ngan
dtr
ansi
tiona
lsp
ellin
gfo
rle
ssco
mm
only
use
d w
ords
Gra
mm
ar:
reco
gniz
es a
nd c
orre
ctly
use
s so
me
part
s of
sp.
tech
(no
uns
and
verb
s)be
gins
to u
s,: a
djec
tives
and
adv
erbs
Han
dwri
ting:
prod
uces
con
trol
led
curs
ive
wri
ting
whe
n re
quir
ed
Rev
ises
:us
es p
eer
and
teac
her
assi
stan
ce to
add
deta
il an
d re
vise
wri
ting
Edi
ts:
freq
uent
lypr
oofr
eads
/edi
tsfo
rca
pita
ls,
peri
ods
and
spel
ling
with
supp
ort
Publ
ishe
s:pr
epar
es s
elec
ted
piec
es o
f w
ritin
g fo
rpu
blic
atio
n w
ith g
reat
er a
ttent
ion
tose
lect
ion
crite
ria
with
sup
port
Fall
Win
ter
Spri
ngB
P F
B P
FB
P F
00 O 0
0 00
0 00
0
00
E1
O D
D D
OD
EJ
O D
D D
u C
IC
.1 C
J
9 1
41!
oc
cL
Beg
inni
ng A
cqui
sitio
nW
rite
s to
Ex
ress
Per
sona
l Ex
rien
ces
&V
ocab
ular
y:be
gins
to e
xper
imen
t with
liter
ary
voca
bula
ry
Org
aniz
atio
n/St
yle:
atte
mpt
s to
com
bine
the
basi
c el
emen
tsof
sto
ry
Form
'Pur
pose
:w
rite
sst
orie
sba
sed
onfa
mili
arst
orie
s, p
oem
s, a
nd p
erso
nal e
vent
s
Plan
ning
with
teac
her
assi
stan
ce, u
ses
listi
g,st
oryt
ellin
g to
pla
n st
orie
sW
rite
s to
Rec
ord
and
Inve
stig
ate
Voc
abul
ary:
expe
rim
ents
with
fun
ctio
nal v
ocab
ular
y
Org
aniz
atio
n/St
yle:
func
tiona
l wri
ting
is c
oher
ent
Form
/Pur
pose
:v.
rite
s to
info
rm a
nd e
xpla
in; r
ecor
dsin
form
atio
n us
ing
vari
ous
form
ats
Plan
ning
.;us
es p
ictu
res,
list
s, a
nd o
ral r
etel
ling
to p
lan
wri
ting
Sum
mar
y. c
omm
ents
:
JUN
IOR
WR
ITIN
G O
UT
CO
ME
S
Part
ial A
cqui
sitio
nIm
a' in
ativ
e Id
eas
Voc
abul
ary:
uses
anex
pand
edre
pert
oire
ofvo
cabu
lary
Org
aniz
atio
n/St
yle:
deve
lops
a c
oher
ent s
tory
-lin
e ar
ound
a ba
sic
plot
Form
/Pur
pose
:us
es b
asic
sto
ry a
nd p
oem
str
uctu
res
toex
pres
spe
rson
alfe
elin
gsan
dex
peri
ence
sPl
anni
ng:
with
teac
her
inpu
t use
s ch
arts
and
web
s to
pla
n st
orie
s
Voc
abul
ary:
uses
ancx
pand
edre
pert
oire
offu
nctio
nal w
ords
Org
aniz
atio
n/St
yle:
func
tiona
lw
ritin
gis
cohe
rent
cont
aini
ng s
uppo
rtin
g de
tails
Form
/Pur
pose
:us
esba
sic
func
tiona
lst
ruct
ures
to
repo
rt in
form
atio
n in
a c
lear
, wel
l-or
gani
zed
form
atPl
anni
ng:
uses
dia
gram
s, c
hart
s, w
ebs,
to p
lan
wri
ting
(with
teac
her
assi
st; n
ce)
Full
Acq
uisi
tion
Voc
abul
ary:
uses
anex
pand
edre
pert
oire
ofvo
cabu
lary
to c
omm
unic
ate
clea
rly
and
accu
rate
lyO
rgan
izat
ion/
Styl
e:w
rite
sst
orie
sth
atin
clud
eso
me
char
acte
r de
velo
pmen
t; w
rite
s co
mpl
exse
nten
ces
and
begi
nsto
deve
lop
para
grap
hsFo
rm/P
urpo
se:
uses
a va
riet
y of
nar
rativ
e fo
rms;
stor
y,dr
ama,
poet
ryto
expr
ess
pers
onal
exp
erie
nces
and
imag
inat
ive
Plan
ning
:us
es c
hart
s an
d w
ebs
to p
lan
stor
ies
inde
pend
ently
Voc
abul
ary:
uses
anex
pand
edre
pert
oire
offu
nctio
nal v
ocab
ular
y to
com
mun
icat
ecl
earl
y an
d ac
cura
tely
Org
aniz
atio
n/St
yle:
wri
ting
incl
udes
som
e pa
ragr
aphi
ngan
d sh
ows
criti
cal t
hink
ing
Form
/Pur
pose
:w
rite
s to
exp
lain
idea
s, to
mak
e no
tes
on to
pics
Plan
ning
:us
es d
iagr
ams,
cha
rts,
web
s to
pla
nw
ritin
y (w
ith li
ttle
assi
stan
ce)
B =
Beg
inni
ngP
= P
artia
lF
= F
ull
Fall
BPF
Win
ter
BPF
0 0
00
0E0
00E
1
EIL
ID
1=l l
a 17
1
El (
1 0
El C
I (1
Spri
ng
BPF
0 E
l 0
DO
D
E]
LI
D 0
L.]
U
9 3
co O
Beg
inni
ng A
cqui
sitio
n
Con
vent
ions
of
Wri
ting
Punc
tuat
ion:
begi
ns to
use
com
mas
and
quo
tatio
nm
arks
(of
ten
inac
cura
tely
); u
ses
othe
rpu
nctu
atio
n fo
rms
accu
rate
lySp
ellin
g:us
es s
tand
ard
spel
ling
for
com
mon
lyus
ed w
ords
; beg
ins
to s
pell
unfa
mili
arw
ords
acc
urat
ely
Gra
mm
ar:
reco
gniz
esan
dco
rrec
tlyus
esth
efo
llow
ing
part
sof
spe
ech:
noun
s,ve
rbs,
adj
ectiv
es, a
dver
bsH
andw
ritin
g:pe
rfor
ms
wri
tten
task
s w
ith in
crea
sing
prof
icie
ncy
in w
ritte
n sc
ript
Rev
ises
and
Edi
ts W
ritte
n W
ork
Rev
ises
:be
gins
to u
se s
ugge
stio
ns o
f ot
hers
toad
dde
tail
and
dele
teun
nece
ssar
yde
tail;
beg
ins
to r
e-re
ad a
nd r
e-w
rite
with
teac
her
supp
ort
Edi
ts:
proo
frea
ds a
nd e
dits
with
teac
her
and
peer
ass
ista
nce;
doe
s no
t yet
rev
ise
ored
it du
ring
dra
ftin
g
Publ
ishe
s:pr
epar
es s
elec
ted
piec
es o
f w
ritin
g fo
rpu
blic
atio
n,in
depe
nden
tlygi
ven
sele
ctio
n cr
iteri
a
Sum
mar
y co
mm
ents
:
Part
ial A
cqui
sitio
n
Punc
tuat
ion:
uses
com
mas
and
quo
tatio
n m
arks
with
incr
ease
d ac
cura
cy; u
ses
othe
rfo
rms
of p
unct
uatio
n ac
cura
tely
Spel
ling:
uses
sta
ndar
d sp
ellin
g fo
r a
larg
erba
nk o
f co
mm
only
use
d w
ords
; sho
ws
incr
easi
ng c
onfi
denc
e an
d ac
cura
cy in
spel
ling
unfa
mili
ar w
ords
Gra
mm
ar:
has
subj
ect-
verb
agre
emen
t;us
esad
ject
ives
cor
rect
ly to
mod
ify
noun
s
Han
dwri
ting:
deve
lopi
ng a
per
sona
l sty
le o
f cu
rsiv
esc
ript
Rev
ises
:us
es s
ugge
stio
ns o
f ot
hers
to a
dd d
etai
lan
d de
lete
unn
eces
sary
det
ail;
ofte
nre
-rea
ds to
re-
wri
te w
ith a
ssis
tanc
e
Ed
its:
proo
frea
dsan
ded
itsw
ithso
me
assi
stan
ce; b
egin
ning
to r
evis
e an
d ed
itdu
ring
dra
ftin
g
Publ
ishe
s:pr
epar
es s
elec
ted
piec
es o
f w
ritin
g fo
rpu
blis
hing
bas
ed o
n es
tabl
ishe
d cr
iteri
aw
ith s
uppo
rt; b
egin
ning
to a
rtic
ulat
ere
ason
s fo
r se
lect
ion
Full
Acq
uisi
tion
Punc
tuat
ion:
punc
tuat
esse
nten
ces
accu
rate
ly,
incl
udin
g th
e us
e of
com
mas
and
quot
atio
n m
arks
Spel
ling:
uses
sta
ndar
d sp
ellin
g fo
r a
larg
erba
nk o
f co
mm
only
use
d w
ords
and
for
wor
ds e
ncou
nter
ed le
ss f
requ
ently
Gra
mm
ar:
reco
gniz
es, u
nder
stan
ds a
nd c
orre
ctly
uses
the
follo
win
g:no
uns,
ver
bs,
adje
ctiv
es, a
dver
bsH
andw
ritin
g:us
es le
gibl
e sc
ript
eff
icie
ntly
Rev
ises
:ad
ds d
etai
l, de
lete
s un
nece
ssar
y de
tails
afte
r co
nfer
enci
ng; r
e-re
ads
to r
e-w
rite
with
atte
ntio
n to
idea
s an
d ex
pres
sion
Edi
ts:
proo
frea
ds a
nd e
dits
usi
ng a
var
iety
of
refe
renc
es (
eg. d
ictio
nary
, the
saur
us,
wor
dlis
t,pe
ers,
etc.
)w
ithlit
tleas
sist
ance
; rev
ises
and
edi
ts s
ome
text
duri
ng d
raft
ing
Publ
ishe
s:pr
epar
es s
elec
ted
piec
es o
f w
ritin
g fo
rpu
blis
hing
bas
ed o
n se
lect
ion
crite
ria
inde
pend
ently
; dev
elop
ing
own
reas
ons
for
sele
ctio
n
Fall
BPF
Win
ter
BPF
Spri
ngB
PF
000
000
000
000
000
000
000
000
000
OU
L1U
fili0
00
Beg
inni
ng A
cqui
sitio
n
Wri
tes
to E
xpre
ss P
erso
nal E
xptr
ienc
esV
ocab
ular
y:ex
peri
men
tsw
ithdi
ffer
ent
voca
bula
ries
Org
aniz
atio
n/St
yle:
wri
tes
stor
ies
that
incl
ude
wel
l-st
ruct
ured
par
agra
ph d
evel
opm
ent a
ndch
arac
ter
deve
lopm
ent;
uses
com
plex
sent
ence
s ap
prop
riat
ely
Form
/Pur
pose
:us
es a
var
iety
of
narr
ativ
e fo
rms
toex
pres
sow
nan
dot
her's
idea
s,fe
elin
gs, e
xper
ienc
esPl
anni
ngus
eslis
ts,
char
tsan
dw
ebs
toin
depe
nden
tly p
lan
stor
ies
%Y
es to
Rec
ord
and
Inve
stig
ate
Voc
abul
ary:
uses
ava
riet
yof
func
tiona
lvo
cabu
lari
esO
rgan
izat
ion/
Stvl
e:w
rite
sus
ing
para
grap
hs,
criti
cal
thin
king
and
easi
lyac
cess
ible
orga
niza
tiona
l sty
leFo
rm/P
urpo
se:
wri
tes
func
tiona
lpi
eces
that
are
conc
ise
and
wel
lin
form
edus
ing
appr
opri
ate
form
ats
skill
fully
Plan
ning
:us
es d
iagr
ams,
cha
rts,
web
s to
pla
nw
ritin
g in
depe
nden
tly
Sum
mar
y co
mm
ents
:
TR
AN
SIT
ION
YE
AR
S W
RIT
ING
OU
TC
OM
ES
Part
ial A
cqui
sitio
n
& I
mag
inat
ive
Idea
sV
ocab
ular
y:us
es a
var
iety
of v
ocab
ular
ies
Org
aniz
atio
n/St
yle:
wri
tes
wel
l-co
nstr
ucte
d na
rrat
ives
with
cons
iste
nt c
hara
cter
izat
ion,
tim
e an
dpl
ace;
use
s se
nten
ce s
truc
ture
sfo
rsp
ecif
ic p
urpo
ses
Form
/Pur
pose
:be
gins
to u
se li
tera
ry c
onve
ntio
ns:
moo
d,su
spen
sean
dfi
gura
tive
lang
uage
in n
arra
tives
Plan
ning
:re
-zar
ches
det
ails
in c
onju
nctio
n w
ithth
e pl
an
Voc
abul
ary:
dem
onst
rate
s so
me
awar
enes
s of
the
appr
opri
ate
use
of r
egis
ters
Org
aniz
atio
n/St
yle:
dem
onst
rate
s so
me
awar
enes
s of
how
cont
ent a
nd s
tyle
are
ada
pted
for
the
audi
ence
Form
/Pur
pose
:in
depe
nden
tlyse
lect
san
dus
es
appr
opri
ate
form
ats
topr
esen
tin
form
atio
n(l
ette
rs,
logs
,re
port
s,su
mm
arie
s, n
ews)
Plan
ning
:pl
ans
usin
g m
ater
ial f
rom
mor
e th
anon
e so
urce
of
info
rmat
ion
Full
Acq
uisi
tion
Voc
abul
ary:
uses
a v
arie
ty o
f vo
cabu
lari
es f
orsp
ecif
ic. p
urpo
ses
Org
aniz
atio
n/St
yle:
wri
tes
wel
l-co
nstr
ucte
d na
rrat
ives
with
wel
l-de
velo
ped
char
acte
riza
tion
and
setti
ng; u
ses
repe
rtoi
re o
f se
nten
cest
ruct
ures
to e
nhan
ce w
ritin
gFo
rm/P
urpo
se:
uses
the
liter
ary
conv
entio
ns w
ithin
crea
sed
skill
to w
rite
imag
inat
ive
stor
esPl
anni
ng:
revi
ses
the
plan
base
don
the
conn
ecte
d re
sear
ch
Voc
abul
ary:
uses
appr
opri
ate
regi
ster
sfo
rco
mm
unic
atin
gO
rgan
izat
ion/
Styl
e:ad
apts
the
styl
e an
d co
nten
t to
the
need
s of
the
audi
ence
Form
/Pur
pose
:de
ost
rate
sa
repe
rtoi
reof
expl
anat
ory
and
expo
sito
ry f
orm
s to
conv
ey in
form
atio
n
Plan
ning
:ro
utin
ely
rese
arch
esin
form
atio
n as
part
of
the
plan
ning
pro
cess
B =
Beg
inni
ngP
= P
artia
lF
= F
ull
Fall
Win
ter
Spri
ng
BPF
BPF
BPF
OD
D O
DD
D O
D O
DD
O D
D O
DD
DO
D
O O
DD
O L
IO O
DD
O O
DE
0
O D
00
n no
nn[
] 0
El F
l
9L9
03
co
C. 0 0
Beg
inni
ng A
cqui
sitio
n
Con
vent
ions
of
Wri
ting
Punc
tuat
ion:
begi
nnin
g to
use
col
ons,
sem
i-co
lons
,ap
ostr
ophe
s, a
bbre
viat
ions
with
som
e
accu
racy
Spel
ling:
uses
sta
ndar
d sp
ellin
gfo
r m
ost w
ords
Gra
mm
ar:
reco
gniz
esan
dde
mon
stra
tes
a
begi
nnin
gus
eof
pron
ouns
,co
njun
ctio
ns, c
laus
es, p
hras
es, t
ense
Rev
ises
and
Edi
ts W
ritte
n W
ork
Rev
ises
:re
-rea
ds to
re-
wri
te w
ith a
ttent
ion
toid
eas,
str
uctu
re, s
tyle
, voc
abul
ary,
and
expr
essi
on, w
ith s
uppo
rt; b
egin
s to
anal
yze
wri
tten
wor
k in
depe
nden
tly
Edi
ts:
proo
frea
ds a
nd e
dits
usi
ng a
var
iety
ofre
fere
nces
; beg
ins
to r
evis
e an
ded
it
wor
ds, i
deas
and
exp
ress
ion
duri
ng
draf
t wri
ting
Publ
ishe
s:pr
epar
es s
elec
ted
piec
esof
wri
ting
base
don
self
sele
cted
crite
ria;
artic
ulat
es r
easo
nsfo
r cr
iteri
a an
dse
lect
ion
with
sup
port
Sum
mar
y co
mm
ents
:
Part
ial A
cqui
sitio
n
Punc
tuat
ion:
freq
uent
ly u
ses
colo
ns, s
emi-
colo
ns,
apos
trop
hes,
abbr
evia
tions
with
incr
easi
ng a
ccur
acy
Spel
ling:
uses
sta
ndar
d sp
ellin
gfo
r w
ords
use
d;sp
ellin
g of
term
s fr
om s
peci
aliz
edsu
bjec
t are
as b
ecom
ing
mor
e ac
cura
teG
ram
mar
:sh
ows
an in
crea
sing
und
erst
andi
ngan
d
use
ofpr
onou
ns,
conj
unct
ions
,cl
ause
s, p
hras
es, t
ense
Rev
ises
:re
-rea
ds to
re-
wri
tesk
ill w
ith a
ttent
ion
tost
yle,
voc
abul
ary
and
supp
ort;
anal
yzes
inde
pend
ently
usi
ngot
her.
;E
dits
:pr
oofr
eads
with
incr
easi
ngid
eas,
str
uctu
re,
expr
essi
on, w
ithw
ritte
nw
ork
sugg
estio
ns o
f
and
edits
usin
gan
incr
ease
d ba
nk o
f re
fere
nces
; rev
ises
and
edits
wor
ds, i
deas
, and
expr
essi
ondu
ring
dra
ft w
ritin
g w
ith in
crea
sing
skill
Publ
ishe
s:pr
epar
es,
with
incr
ease
din
depe
nden
ce,
sele
cted
piec
esof
wri
ting
for
publ
icat
ion;
artic
ulat
esre
ason
s fo
r se
lect
ion
Full
Acq
uisi
tion
Punc
tuat
ion:
uses
colo
ns,
sem
i-co
lons
,ap
os-
trop
hes,
abb
revi
atio
ns a
ccur
atel
y
Spel
ling:
uses
sta
ndar
d sp
ellin
gfo
r w
ords
use
d,in
clud
ing
term
s fr
om s
peci
aliz
ed a
reas
Gra
mm
ar:
reco
gniz
esan
dus
espr
onou
ns,
conj
unct
ions
, cla
uses
, phr
ases
, ten
se
Rev
ises
:in
depe
nden
tly r
e-re
ads
tore
-wri
te,
anal
yzes
wri
tten
wor
kin
depe
nden
tlyin
corp
orat
ing
idea
s of
oth
ers
Edi
ts:
proo
frea
ds a
nd e
dits
inde
pend
ently
usin
ga
vari
ety
ofre
fere
nces
;in
depe
nden
tly r
evis
es a
nd e
dits
wor
ds,
idea
s an
d ex
pres
sion
dur
ing
draf
ting
Publ
ishe
s:in
depe
nden
tly p
repa
res
sele
cted
pie
ces
of w
ritin
g fo
r pu
blic
atio
n;cl
earl
yar
ticul
ates
rea
sons
for
sel
ectio
ncr
iteri
a
Fall
Win
ter
Sp' m
g
BPF
BPF
BPF
El C3 C3
0 0 0 0 0 C3
0 0 0 0 CI 0 DOG
C3 0 0 0 C3 C3 0 El
E3
99oo
APPENDIX F
READING INDICATORS
O 5
Beg
inni
ng A
cqui
sitio
n
Rea
ds f
or E
njoy
men
t
Rea
ds R
egul
arly
:en
joys
liste
ning
tost
orie
sw
hen
sugg
este
d by
an
adul
t
Exp
ress
es O
pini
on:
atte
nds
to s
ongs
, sto
ries
, and
poe
ms
insm
all g
roup
set
tings
Rea
ds f
or I
nfor
mat
ion
& D
emon
stra
tes
Lis
tens
/Rea
ds:
resp
onds
to a
dult
ques
tioni
ng (
alth
ough
the
resp
onse
may
or
may
not
be
rela
ted
to th
e qu
estio
n)
Loc
ates
Inf
orm
atio
n:is
not y
et a
war
eth
atill
ustr
atio
ns
and/
or p
rint
con
vey
mea
ning
or
that
read
ing
serv
es a
pur
pose
EA
RL
Y Y
EA
RS
RE
AD
ING
OU
TC
OM
ES
Part
ial A
cqus
ition
Rea
ds R
egul
arly
:oc
casi
onal
ly a
sks
an a
dult
to r
ead
Exp
ress
es O
pini
on:
part
icip
ates
insi
ngin
g,re
-tel
ling
stor
ies,
and
poe
ms
whe
n in
itiat
ed b
yan
adu
lt
Und
erst
andi
ni
Rea
ds A
loud
with
Mea
ning
and
Exp
ress
ion
Rea
ds A
loud
:re
-tel
ls f
ew if
any
det
ails
of
a fa
mili
ar
stor
y
Sum
mar
y co
mm
ents
:
Lis
tens
/Rea
ds:
resp
onds
, on
topi
c, to
adu
lt qu
estio
nsan
d ha
s so
me
awar
enes
s of
oth
erch
ildre
n's
resp
onse
s
Loc
ates
Inf
orm
atio
n:be
gins
to r
ecog
nize
that
illu
stra
tions
/pr
int c
onve
y m
eani
ng a
nd is
aw
are
ofon
e or
two
purp
oses
for
rea
ding
Rea
ds A
loud
:re
-tel
ls p
arts
of
a fa
mili
ar te
xt, b
ut th
est
oryl
ine
is d
isjo
inte
d
Full
Acq
uisi
tion
Rea
ds R
egul
arly
:fr
eque
ntly
ask
sad
ult
tore
ad a
ndch
oose
s re
adin
g as
afr
eech
oice
activ
ity
Exp
ress
es O
pini
on:
imita
tes
the
beha
viou
r of
a r
eade
r by
inde
pend
ently
cho
osin
g so
ngs,
sto
ries
,po
ems,
cha
nts
Lis
tens
/Rea
ds:
resp
onds
toin
form
atio
nre
adsp
onta
neou
sly
and
accu
rate
ly w
ithou
tad
ult p
rom
ptin
g
Loc
ates
Inf
orm
atio
n:re
cogn
izes
that
bot
h ill
ustr
atio
ns a
ndpr
int c
onve
y m
eani
ng a
nd th
at p
eopl
ere
ad f
or m
any
purp
oses
Rea
ds A
loud
:
flue
ntly
re-t
ells
fam
iliar
text
as
if
actu
ally
rea
ding
B =
Beg
inni
ngP
= P
artia
lF
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ull
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PF B
PF B
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1
1II
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Lf:
Beg
inni
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cqui
sitio
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Find
s &
Use
s In
form
atio
n fo
r Pe
rson
al R
esea
rch
Sour
ces:
free
ly e
xplo
res
and
rand
omly
util
izes
reso
urce
s in
the
clas
sroo
m a
nd b
eyon
d
Use
s In
form
atio
n:be
gins
to d
emon
stra
te n
ew le
arni
ngth
roug
h ta
lk, o
ccas
iona
lly p
artic
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esin
disc
ussi
onre
late
dto
area
sof
inte
rest
Rea
ds W
ith S
kill
& U
nder
stan
ding
Dec
odes
:is
unqw
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tter/
soun
dco
rres
pond
ence
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t yet
rea
d ow
nna
me
or e
nvir
onm
enta
l pri
nt
Com
preh
ends
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es n
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et c
onne
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ast e
xper
ienc
esan
d ge
nera
l kno
wle
dge
to s
tori
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ead,
does
not
yet
use
pic
ture
clue
sto
inte
rpre
t the
sto
ry
Stor
y E
lem
ents
:m
ayid
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yan
even
tor
cent
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char
acte
r bu
t can
not r
e-te
ll th
e st
ory
Rea
ds W
ith D
iscr
imin
atio
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ias:
has
not y
et id
entif
ied
a fa
vour
ite b
ook
='
or s
tory
6"C
onve
ntio
ns:
has
alit
eral
,un
ques
tioni
ngg
unde
rsta
ndin
g of
text
s
Sum
mar
y C
'om
men
ts:
Part
ial A
cqui
sito
n
Sour
ces:
seek
s sp
ecif
ic r
esou
rces
(bo
oks,
tape
s,pi
ctur
es)
to s
uppo
rt p
erso
nal l
earn
ing
in th
e cl
assr
oom
and
bey
ond
Use
s In
form
atio
n:de
mon
stra
tes
new
lear
ning
usin
gdr
awin
gs, p
aint
ing
and/
or o
ral r
epor
tsan
d in
itiat
es d
iscu
ssio
n re
late
d to
are
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rest
Dec
odes
:de
mon
stra
tes
soni
caw
aren
ess
ofin
itial
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al s
ound
s in
wor
ds (
usua
llyco
nson
ants
),be
ginn
ing
tore
ad
envi
ronm
enta
l pri
nt, r
ecog
nize
s ow
nna
me
Cbm
nreh
ends
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onne
ct p
ast e
xper
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esan
d ge
nera
l kno
wle
dge
to s
tori
es r
ead,
mak
es s
ome
pred
ictio
ns a
bout
mat
eria
lbe
ing
read
, at t
imes
use
s pi
ctur
e cl
ues
to in
terp
ret t
he s
tory
Stor
y E
lem
ents
:id
entif
ies
som
e ev
ents
/cha
ract
ers,
but
not n
eces
sari
ly in
seq
uenc
e
Bias:
is b
egin
ning
to d
evel
op a
rep
erto
ire
offa
vour
ite s
tori
es o
r po
ems
Col
k,en
t ion
s:oc
casi
onal
ly a
sks
ques
tions
, som
etim
esun
rela
ted,
abo
ut m
ater
ial b
eing
use
d
Full
Acq
uisi
tion
Sour
ces:
purp
osef
ully
util
izes
rec
ourc
es in
the
clas
sroo
m a
nd b
eyon
d to
enh
ance
pers
onal
lear
ning
Use
s In
form
atio
n:de
mon
stra
tes
new
lear
ning
util
izin
g a
vari
ety
of m
ater
ials
and
res
ourc
esav
aila
ble
in th
e cl
assr
oom
and
initi
ates
and
sust
ains
dis
cuss
ion
rela
ted
to a
reas
of in
tere
st
Dec
odes
:de
mon
stra
tes
awar
enes
s of
lette
r/so
und
corr
espo
nden
ce a
nd b
egin
s to
be
awar
eof
som
e so
und
sequ
ence
s, r
eads
som
een
viro
nmen
tal p
rint
, rec
ogni
zes
and
prin
ts o
wn
nam
eC
ompr
ehen
ds:
read
ily c
onne
cts
past
exp
erie
nces
and
gene
ral k
now
ledg
e to
sto
ries
rea
d,us
es p
ictu
re c
lues
toin
terp
ret
the
stor
y, p
redi
cts
wha
t may
hap
pen
next
Stor
y E
lem
ents
:re
-tel
ls a
fam
iliar
sto
ry in
seq
uenc
ein
clud
ing
som
e ev
ents
/cha
ract
ers
Bia
s:ex
pres
ses
pref
eren
ces
abou
t rea
ding
mat
eria
lan
dre
turn
sto
favo
urite
stor
ies
or p
oem
sC
onve
ntio
ns:
pose
s qu
estio
ns a
bout
the
mat
eria
lbe
ing
read
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WW
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Beg
inni
ng A
cqui
sitio
n
Rea
ds f
or E
njoy
men
tR
eads
Reg
ular
ly:
enio
ys b
eing
rea
d to
, cho
oses
to li
sten
to a
sto
ry b
eing
rea
d al
oud
Exp
ress
es O
pini
on:
resp
onds
todi
rect
ques
tions
abo
utm
ater
ial r
ead
Rea
ds f
or I
nfor
mat
ion
& D
emon
stra
tes
Lis
tens
/Rea
ds:
requ
ires
sig
nifi
cant
adu
lt su
ppor
tqu
estio
n fo
r cl
arif
icat
ion,
eng
age
and
rela
te in
form
atio
nL
ocat
es I
nfor
mat
ion:
depe
nds
on p
ictu
rem
eani
ngcl
ues
PRIM
AR
Y R
EA
DIN
G O
UT
CO
ME
S
Part
ial A
cqui
sitio
n
Rea
ds R
egul
arly
:be
com
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ing
expe
rien
ces,
ask
s fo
r st
orie
s to
be
read
Exp
ress
es O
pini
on:
free
ly p
rovi
des
a re
spon
se to
mat
eria
lre
ad
Und
erst
andi
ngL
iste
ns/R
eads
:to
enga
ges
in
to c
lari
fy
Rea
ds A
loud
with
Mea
ning
and
Exp
ress
ion
Rea
ds A
loud
:re
ads
alou
d or
flu
ently
re-
tells
a s
tory
whe
n m
ater
ial h
as a
fam
iliar
for
mat
,pa
ttern
of
lang
uage
, etc
.
Sum
mar
y co
mm
ents
:
indi
scus
sion
and
exp
lain
sin
form
atio
nin
own
wor
ds w
hen
prom
pted
by
an a
dult
Loc
ates
Inf
orm
atio
n:us
es p
ictu
re c
lues
to c
lari
fy m
eani
ng;
som
etim
es u
ses
text
clu
es
Rea
ds A
loud
:is
beg
inni
ng to
rea
d fa
mili
ar m
ater
ial
alou
d, w
ith e
xpre
ssio
n
Full
Acq
uisi
tion
Rea
ds R
egul
arly
:fr
eque
ntly
cho
oses
to r
ead
to s
elf
and
othe
rs d
urin
g fr
ee ti
me
Exp
ress
es O
pini
on:
begi
ns to
exp
ress
an
opin
ion
abou
tm
ater
ial
read
insm
all
grou
pdi
scus
sion
s
Lis
tens
/Rea
ds:
initi
ates
dis
cuss
ion
to c
lari
fy m
eani
ngan
d en
hanc
e id
eas
base
d on
ow
nex
peri
ence
sL
ocat
es I
nfor
mat
ion:
uses
pict
ures
and
text
tocl
arif
ym
eani
ng
Rea
ds A
loud
:re
ads
fam
iliar
mat
eria
lal
oud
with
appr
opri
ate
into
natio
n an
d ex
pres
sion
B =
Beg
inni
ngP
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ull
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ter
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ems
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dist
ingu
ish
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f som
e fa
mili
ar a
utho
rs
Beg
inni
ng A
cqui
sitio
n
Find
s &
Use
s In
form
atio
n fo
rP
erso
nal
Sou
rces
:id
entif
ies
a bo
ok b
y its
title
and
aut
hor
with
sig
nific
ant t
each
er s
uppo
rt,
is
awar
e of
the
purp
ose
of th
e ta
ble
ofco
nten
tsU
ses
Info
rmat
ion:
with
adu
lt pr
ompt
ing,
loca
tes
and
uses
read
ing
or r
esea
rch
mat
eria
l by
aski
ngfo
r th
e bo
ok b
y tit
le o
r su
bjec
t
Rea
ds W
ith S
kill
& U
nder
stan
ding
Dec
odes
:w
ith te
ache
rdi
rect
ion:
has
soun
d/sy
mbo
l cor
resp
onde
nce,
has
a li
mite
dsi
ght v
ocab
ular
y of
func
tiona
l and
pers
onal
wor
dsC
ompr
ehen
ds:
pred
ictio
nsar
eba
sed
on p
erso
nal
expe
rienc
e ra
ther
than
sto
ry c
onte
xt,
may
ask
que
stio
ns a
bout
mat
eria
l rea
d
Sto
ry E
lem
ents
:re
tells
a s
impl
e st
ory,
iden
tifie
s m
ain
even
ts a
nd c
hara
cter
s
Rea
ds W
ith D
iscr
imin
atio
nB
ias:
dem
onst
rate
s th
roug
h di
scus
sion
,a
berm
ning
aw
aren
ess
of p
erso
nal a
ndcu
ltura
ldi
ll et
ence
sas
port
raye
dth
roug
h lit
erat
ure
Oiv
entio
nsca
n di
stin
guis
h be
twee
n st
orie
s an
d
Sum
mar
y co
mm
ents
14
Part
ial A
cqui
sitio
n
Res
earc
hS
ourc
es:
loca
tes
wor
ds in
a p
rimar
y di
ctio
nary
,lo
cate
s bo
oks
in th
e lib
rary
usi
ng ti
tleor
sub
ject
, use
s a
tabl
e of
con
tent
s to
find
info
rmat
ion
Use
s In
form
atio
n:re
ques
ts s
peci
fic ti
tles
or s
ubje
ct to
pics
for
info
rmat
ion
for
pers
onal
res
earc
h
Dec
odes
:w
ith 't
each
er d
irect
ion:
use
s so
und!
'sy
mbo
l ass
ocia
tion
to d
ecod
e ne
ww
ords
, has
a b
asic
sig
ht v
ocab
ular
y of
func
tiona
l and
per
sona
l wor
dsC
ompr
ehen
ds:
pred
ictio
ns b
ased
on
stor
y ar
e co
ntex
t-bo
und,
reas
onab
lein
scop
e,us
es
pict
ures
and
cont
ext
tocl
arify
mea
ning
,m
ayas
kqu
estio
nsif
mea
ning
is u
ncle
arSt
ory_
Ele
men
ts:
reca
lls a
nd r
e-te
lls s
ome
deta
ils o
f ast
ory,
iden
tifie
s se
quen
ce o
f eve
nts
ina
stor
y
Bias:
dem
onst
rate
s th
roug
h di
scus
sion
, agr
owin
g aw
aren
ess
of p
erso
nal a
ndcu
ltura
lffe
renc
esas
port
raye
dth
roug
h lit
erat
ure
Con
vent
ions
:pa
rtic
ipat
es in
cla
ss/g
roup
dis
cuss
ions
aboi
n di
ffere
nt k
inds
of g
enre
s an
dre
cogn
izes
that
aut
hors
hav
e di
ffere
ntst
yles
Full
Acq
uisi
tion
Sou
rces
:se
lect
san
appr
opria
tere
fere
nce
book
/sou
rce,
dict
iona
ry,
etc.
,in
depe
nden
tly u
se th
e ta
ble
of c
onte
nts
in fi
ndin
g in
form
atio
nU
ses
Info
rmat
ion:
with
limite
das
sist
ance
loca
tes
info
rmat
ion
spec
ific
to n
eeds
Dec
odes
:w
ith te
ache
r di
rect
ion:
use
s a
varie
tyof
str
ateg
ies
to d
ecod
e
Com
preh
ends
:pr
edic
tions
may
go
wel
l bey
ond
the
stor
yco
ntex
t,us
esst
rate
gies
for
unde
rsta
ndin
g
Sto
ry E
lem
ents
:re
calls
and
re-
tells
a s
tory
, ide
ntifi
esm
ain
char
acte
rs, i
deas
, tim
e an
d pl
ace
Bia
s:de
mon
stra
tes
thro
ugh
disc
ussi
on a
naw
aren
ess
and
begi
nnin
gun
ders
tand
ing
of p
erso
nal,
cultu
ral,
and
soci
al is
sues
that
are
por
tray
edth
roug
h lit
erat
ure
Con
vent
ions
:un
ders
tand
s an
d us
es v
ario
us g
enre
s in
thei
r pe
rson
al r
eadi
ng a
nd w
ritin
g an
dca
n di
scus
s di
ffere
nces
am
ong
auth
ors
and
illus
trat
ors
in te
rms
of th
eir
own
pref
eren
ce
Fal
lW
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rsp
ring
BPF
BPF
BPF
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Sum
mar
y co
mm
ents
:
Beg
inni
ng A
cqui
sitio
n
Rea
ds fo
r E
njoy
men
tR
eads
Reg
ular
ly:
enga
ges
inre
adin
gdu
ring
sile
nt
read
ing
time
and
som
etim
es ta
kes
hook
s ho
me
to r
ead
Exp
ress
es O
pini
on:
expr
esse
s op
inio
n w
hen
prom
pted
on
mat
eria
lre
adba
sed
ongr
oup
disc
ussi
on
JUN
IOR
RE
AD
ING
OU
TC
OM
ES
Part
ial A
cqui
sitio
n
Rea
ds R
egul
arly
:of
ten
choo
ses
to r
ead
for
plea
sure
and
will
o te
e ch
oose
boo
ks to
rea
d at
hom
e
Exp
ress
es O
pini
on:
begi
nnin
g to
dev
elop
and
res
pond
with
own
opin
ion
to m
ater
ial r
ead
Rea
ds fo
r In
form
atio
n &
Dem
onst
rate
s U
nder
stan
ds
List
ens/
Rea
ds:
gath
ers
info
rmat
ion
usin
g on
ly o
neso
urce
and
dem
onst
rate
s un
ders
tand
ing
thro
ugh
a te
ache
r su
gges
ted/
requ
ired
activ
ityLo
cate
s In
form
atio
n:de
pend
s m
ostly
on
pict
ures
and
text
to
clar
ify m
eani
ng
Rea
dsA
loud
with
Mea
ning
and
Exp
ress
ion
Rea
ds A
loud
:re
ads
fam
iliar
mat
eria
lal
oud
with
expr
essi
on a
nd is
beg
inni
ng to
rea
dal
oud
som
e re
hear
sed
text
List
ens/
Rea
ds:
gath
ers
info
rmat
ion
usin
g on
e or
two
sour
ces
and
dem
onst
rate
sun
ders
tand
ing
thro
ugh
one
or m
ore
teac
her
assi
gned
act
iviti
esLo
cate
s In
form
atio
n:us
es s
ome
pict
oria
l and
text
aid
s to
clar
ify m
eani
ng: e
.g. p
ictu
res,
gra
phs,
diag
ram
s, m
aps,
etc
.
Rea
ds A
loud
:re
ads
fam
iliar
mat
eria
lan
d so
me
rehe
arse
d te
xt a
loud
with
exp
ress
ion
Full
Acq
uisi
tion
Rea
ds R
egul
arly
:re
gula
rly r
eads
for
plea
sure
and
sel
ects
book
s to
rea
d at
hom
e
Exp
ress
es O
pini
on:
offe
rs o
wn
opin
ion
abou
t mat
eria
l rea
d
List
ens/
Rea
ds:
gath
ers
info
rmat
ion
usin
g on
e or
two
sour
ces
and
dem
onst
rate
sun
ders
tand
ing
by c
hoos
ing
from
anu
mbe
r of
teac
her
supp
lied
optio
nsLo
cate
s In
form
atio
n:us
es a
var
iety
of p
icto
rial a
nd te
xt a
ids
to c
larif
ym
eani
ng: m
aps,
gra
phs,
diag
ram
s,m
argi
nno
tes,
chap
ter
sum
mar
ies,
etc
.
Rea
ds A
loud
:re
ads
fam
iliar
and
reh
ears
ed te
xt a
loud
with
fluen
cyan
dex
pres
sion
to
emph
asiz
e m
eani
ng
B =
Beg
inni
ngP
= P
artia
lF
= F
ull
Fal
lW
inte
rS
prin
gB
PF B
PF B
PF 000
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L ro
Beg
inni
ng A
cqui
sitio
n
Find
s &
Use
s In
form
atio
n fo
r Pe
rson
al R
esea
rch
Sour
ces:
Sour
ces:
with
teac
her
dire
ctio
n an
d as
sist
ance
uses
libra
ryre
sour
ces
tolo
cate
hook
s /in
form
atio
n, u
ses
ata
ble
ofco
nten
ts, i
ndex
, hea
ding
s an
d su
btitl
esw
ith a
ssis
tanc
e
Use
s In
form
atio
n:w
ith te
ache
r su
ppor
t, fi
nds
and
uses
info
rmat
ion
rela
ted
to a
topi
c, f
rom
ara
nge
of r
efer
ence
sou
rces
Rea
ds W
ith S
kill
& U
nder
stan
ding
Dec
odes
:ha
s a
repe
rtoi
re o
f si
ght w
ords
; beg
ins
to u
se a
ll th
e cu
eing
sys
tem
Com
preh
ends
:us
esa
vari
ety
ofst
rate
gies
to
com
preh
end
mat
eria
l
Stor
y E
lem
ents
:re
tells
a s
tory
; rel
ates
par
ts o
f a
stor
yto
ow
n ex
peri
ence
s; b
egin
s to
iden
tify
plot
, set
ting
and
char
acte
riza
tion
Rea
ds W
ith D
iscr
imin
atio
nB
ias:
thro
ugh
teac
her-
led
disc
ussi
on, i
s ab
leto
iden
tify
pers
onal
, cul
tura
l and
soc
ial
issu
es in
lite
ratu
reC
onve
ntio
ns:
can
dist
ingu
ish
betw
een
vari
ous
genr
esan
dpa
rtic
ipat
esin
teac
her-
led
disc
ussi
on a
bout
the
poin
t-of
-vie
w,
attit
ude
and
argu
men
ts o
f fa
mili
arau
thor
s
Sum
mar
y co
mm
ents
:
Part
ial A
cqui
sito
r
with
som
e te
ache
r as
sist
ance
,us
es
libra
ryre
sour
ces
tolo
cate
hook
s /in
form
atio
n, u
ses
a ta
ble
ofco
nten
ts, i
ndex
, hea
ding
s an
d su
btitl
esw
ith a
ssis
tanc
e
Use
s In
form
atio
n:w
ith li
mite
d te
ache
r su
ppor
t, fi
nds
and
uses
info
rmat
ion
spec
ific
to h
is/h
erne
eds
from
a ra
nge
of r
efer
ence
sour
ces
Dec
odes
:in
depe
nden
tlyus
esal
lth
ecu
eing
syst
ems
to d
ecod
e
Com
preh
ends
:se
lect
s an
d us
es a
var
iety
of
stra
tegi
esto
com
preh
end
mat
eria
l, be
ginn
ing
tom
ake
infe
renc
es a
nd ju
dgem
ents
Stor
y E
lem
ents
:id
entif
ies
mai
n an
d so
me
supp
ortin
gid
eas,
beg
ins
to d
raw
con
clus
ions
Bia
s:th
roug
h te
ache
r-le
ad d
iscu
ssio
n is
abl
eto
rela
ted
to p
erso
nal,
soci
alan
d
cultu
ral i
ssue
s in
lite
ratu
reC
onve
ntio
ns:
part
icip
ates
in c
lass
dis
cuss
ions
abo
utva
riou
s ge
nres
and
abo
ut a
ttitu
des,
poin
t-of
-vie
w, a
rgum
ents
of
fam
iliar
auth
ors
and
begi
ns to
rea
d cr
itica
lly
Full
Acq
uisi
tion
Sour
ces:
uses
libr
ary
reso
urce
sin
depe
nden
tly
e.g.
auto
mat
edca
talo
gues
,fi
les,
refe
renc
e se
ctio
ns, C
D-R
oms,
etc
.,in
depe
nden
tly u
ses
a ta
ble
of c
onte
nts,
inde
x, h
eadi
ngs
and
subt
itles
whe
nap
prop
riat
eU
ses
Info
rmat
ion:
inde
pend
ently
find
san
dus
esin
form
atio
n sp
ecif
ic to
his
/her
nee
ds,
from
a r
ange
of
refe
renc
e so
urce
s
Dec
odes
:su
stai
ns a
nd r
efin
es th
e de
codi
ng s
kills
lear
ned;
can
art
icul
ate
stra
tegi
es th
athe
lp o
btai
n m
eani
ng f
rom
pri
ntC
ompr
ehen
ds:
sele
cts
and
sues
the
mos
t app
ropr
iate
stra
tegy
toga
in u
nder
stan
ding
of
mat
eria
lre
ad,
freq
uent
lym
akes
infe
renc
es a
nd ju
dgm
ents
Stor
y E
lem
ents
:id
entif
ies
mai
n an
d al
l sup
port
ing
idea
san
dde
tails
;dr
aws
conc
lusi
ons
supp
orte
d by
evi
denc
e
Bia
s:di
scus
ses
with
teac
her
and
peer
s an
dre
flec
ts o
n th
e pe
rson
al, s
ocia
l and
cultu
ral i
ssue
s in
lite
ratu
reC
onve
ntio
nsid
entif
ies
and
can
disc
uss
the
mai
nfe
atur
es o
f va
riou
s ge
nres
and
sho
w a
grow
ing
awar
enes
sof
wri
ter's
attit
udes
view
poin
ts,
argu
men
ts,
appr
opri
aten
ess
of la
ngua
ge th
roug
hth
eir
resp
onse
s to
lite
ratu
re
Fan
BPF
Irk
flat
..
BPF
..kpi
Jog
BPF CO
O
000
000
000
00 0
Beg
inni
ng A
cqui
sitio
n
Rea
ds f
or E
njoy
men
tR
eads
Reg
ular
ly:
choo
ses
tore
adas
afr
eech
oice
activ
ity a
nd is
beg
inni
ng to
cho
ose
tore
ad a
s a
leis
ure
activ
ityE
xpre
sses
Opi
nion
:as
ks g
ener
al q
uest
ions
and
exp
ress
esan
opi
nion
on
mat
eria
l rea
d
TR
AN
SIT
ION
YE
AR
S R
EA
DIN
G O
UT
CO
ME
S
Part
ial A
cqui
sitio
n
Rea
ds R
egul
arly
:fr
eque
ntly
cho
oses
to r
ead
as a
fre
ech
oice
and
leis
ure
activ
ity
Exp
ress
es O
pini
on:
asks
pro
bing
que
stio
ns a
nd o
ffer
s a
cons
ider
ed o
pini
on o
n m
ater
ial r
ead
Rea
ds f
or I
nfor
mat
ion
& D
emon
stra
tes
Und
erst
andi
ng
.5.
Lis
tens
/Rea
ds:
sele
cts
rele
vant
info
rmat
ion
to c
arry
E o
ut c
ompl
ex ta
sks
with
sup
port
from
teac
her
Loc
ates
Inf
orm
atio
n:us
esso
me
prag
mat
iccu
esin
depe
nden
tly in
sim
ple
mat
eria
l1;
Rea
ds A
loud
with
isic
anin
g an
d E
xpre
ssio
nR
eads
Alo
ud:
Rea
ds A
loud
:
a,re
ads
rehe
arse
dm
ater
ial a
nd s
ome
read
s re
hear
sed
and
som
e un
rehe
arse
d
unre
hear
sed
mat
eria
lal
oud
with
text
alo
ud w
ith f
luen
cy a
nd e
xpre
ssio
n
0 co
nfid
ence
Lis
tens
/Rea
ds:
sele
cts
irfo
rnu.
... 3
n an
d co
mpl
etes
task
wit:
A li
ttle
teac
her
supp
ort
Loc
ates
Inf
orm
atio
n:us
esm
ost
prag
mat
iccu
esin
depe
nden
tly
Sum
mar
y co
mm
ents
:
Full
Acq
uisi
tion
Rea
ds R
egul
arly
:re
gula
rly
choo
ses
to r
ead
as a
leis
ure
and
free
cho
ice
activ
ity, b
uild
ing
ape
rson
al li
brar
y of
fav
euri
te b
ooks
Exp
ress
es O
pini
on:
pose
s th
ough
tful
que
stio
ns a
ndin
itiat
esdi
scus
sion
s ab
out m
ater
ial r
ead
byex
pres
sing
a c
onsi
dere
d op
inio
n
Lis
tens
/Rea
ds:
sele
cts
info
rmat
ion
inde
pend
ently
and
uses
it to
sol
ve p
robl
ems
and
to c
arry
out c
ompl
ex ta
sks
Loc
ates
Inf
orm
atio
n:us
esm
ost
prag
mat
iccu
esin
depe
nden
tly in
a w
ide
vari
ety
ofm
ater
ials
incl
udin
g te
xtbo
oks,
art
icle
s,m
anua
ls
Rea
ds A
loud
:re
ads
both
reh
ears
ed a
nd u
nreh
ears
edm
ater
ial
alou
dw
ithfl
uenc
yan
d
expr
essi
on c
onve
ying
und
erst
andi
ng
B =
Beg
inni
ngP
= P
artia
lF
= F
ull
Fall
Win
ter
Spri
ngB
PF B
PF B
PF
O 0
0 0
0 0
00 0
On
0 0
0 ri
0[1
0
CO
Beg
inni
ng A
cqui
sitio
n
Find
s &
Use
s In
form
atio
n fo
r Pe
rson
alSo
urce
s:us
es th
e fu
ll ra
nge
oflib
rary
and
oth
erre
sour
ces
to c
olle
ct in
form
atio
nU
ses
Info
rmat
ion:
begi
ns to
set
pur
pose
s fo
r re
sear
ch a
ndm
ay u
se in
form
atio
n fr
omon
ly tw
oso
urce
s to
com
plet
e re
sear
ch
Rea
ds W
ith S
kill
& U
nder
stan
ding
Dec
odes
:m
ayne
edas
sist
ance
inde
codi
ngsu
bjec
t spe
cifi
c vo
cabu
lary
, beg
inni
ngto
use
tech
niqu
es o
f ef
fici
ent
read
ing
Com
preh
ends
:be
gins
to r
ead
mor
e cr
itica
lly a
ndco
mm
ent o
n au
thor
's te
chni
ques
Stor
y E
lem
ents
:is
aw
are
of p
oint
of
view
, int
ende
dau
dien
ce a
ttitu
des
Rea
ds W
ith D
iscr
imin
atio
nB
ias:
base
d on
the
mat
eria
l rea
d, e
xpre
sses
a pe
rson
al p
oint
of
view
or
argu
men
tw
ithin
the
cont
ext o
f th
eir
own
cultu
rean
d ex
peri
ence
Con
vent
ions
:be
gins
to c
ompa
re f
eatu
res
in v
ario
usge
nres
of
liter
atur
e (p
lot,
char
acte
rde
velo
pmen
t, th
eme,
etc
.)
Sum
mar
y co
mm
ents
:
Part
ial A
cqui
sitio
n
Res
earc
hSo
urce
s:as
sist
s ot
h;r
stud
ents
to u
tiliz
e lib
rary
and
othe
r re
sour
ces
Use
s in
form
atio
n:fo
cuse
sre
sear
ch,
with
teac
her
assi
stan
ce a
nd u
ses
a lim
ited
vari
ety
ofst
rate
gies
to c
ompl
ete
rese
arch
Dec
odes
:us
es a
var
iety
of
deco
ding
stra
tegi
esw
ith s
ubje
ct s
peci
fic
mat
eria
ls, a
pplie
sa
limite
dse
tof
eff
icie
ntre
adin
g
tech
niqu
esC
ompr
ehen
ds:
com
preh
ensi
on g
oes
beyo
nd li
tera
lin
terp
reta
tion
of th
e te
xtSt
ory
Ele
men
ts:
expr
esse
s op
inio
n ab
out
wri
ter's
poi
ntof
vie
w, a
udie
nce,
atti
tude
s, e
tc.
Bia
s:w
ith te
ache
r's a
ssis
tanc
e re
cogn
izes
that
wri
ting
cont
ains
soci
alan
d
cultu
ral b
ias
and
expr
esse
s a
pers
onal
opin
ion
base
d on
an
awar
enes
s of
the
bias
esC
onve
ntio
ns:
with
teac
her
inpu
t, co
mpa
res
feat
ures
of v
ario
us g
enre
s in
lite
ratu
re
Full
Acq
uisi
tion
Sour
ces:
teac
hes
othe
r st
uden
ts to
util
ize
libra
ry
and
othe
r re
sour
ces
Use
s In
form
atio
n:in
depe
nden
tly f
ocus
es r
esea
rch
usin
gbr
ains
torm
ing,
cat
egor
izin
g, f
ocus
ing,
libra
ry r
esou
rces
, ski
mm
ing,
jot n
otes
inte
rvie
win
g to
com
plet
e re
sear
ch
Dec
odes
:in
depe
nden
tly a
nd c
onfi
dent
ly d
ecod
esne
w v
ocab
ular
y in
mos
tm
ater
ials
,ap
plie
s a
full
rang
e of
eff
icie
nt r
eadi
ngte
chni
ques
Com
preh
ends
:be
gins
to s
ee c
onne
ctio
ns in
lite
ratu
re(i
nter
text
ualit
y)St
ory
Ele
men
ts:
supp
orts
opi
nion
abo
ut w
rite
r'spo
int
of v
iew
, aud
ienc
e, a
ttitu
des,
etc
.
Bia
s:re
cogn
izes
that
all
wri
ting
cont
ains
soci
al a
nd c
ultu
ral b
ias
and
expr
esse
sa
pers
onal
opi
nion
bas
ed o
n a
grow
ing
unde
rsta
ndin
g of
thes
e bi
ases
Con
vent
ions
:in
depe
nden
tlyin
wri
ting
and
disc
ussi
on c
ompa
res
and
cont
rast
sfe
atur
es in
var
ious
gen
res
of li
tera
ture
Fall
BPF
Win
ter
BPF
Spri
ngB
PF
0 0D
OD
DU
D00
000
0 CO
1
APPENDIX G
SAMPLE WRITING EXEMPLARS
94
Outcome Personal & Imaginative Writing
Level Early Years
Achievement Full Acquisition
Analysis V t reativityThis Early Years writing sample is an example of a student who recognizes that her own writing conveys amessage. She combines text with artwork and does not yet attend to tie conventions of written work,breaking the word Jessica into two parts. She has created artwork to accompany her writing to add meaningto the text.
95
Outcome Personal & Imaginattve Writing
Level Primary
Achievement Beginning Acquisition
Analysis Vocabulary. Structur Planning. CreativityThis is a sample of a spontaneous piece of writing, written in a conversational style. 1 lie student hasillustrated her story to make it more meaningful. She is conveying her message using a simple sentence andvocabulary.
96
Outcome Personal & Imaginative Writing
Level Primary
Achievement Partial Acquisition
e 1n e e" J (15o
°to q p v60 seozo
Sn
130,r
Analysis Vocabulary. Structure. Planning. CreativityThis sample illustrates a creative writing format to convey information about the topic of pencils. It is anexample of visual writing where the reader has to determine how to read the sample before being able to
hadecode the message that has been written.
from Literacy through Whole Language
Outcome Personal & Imaginative Writing
Level Primary
Achievement Full Acquisition
97
(A: Pirrni- iisc.1? el.irPiec\line
Npp,iness is ,staren, (A?
e,ave. rA cIpprness is 10)76+49 1"1.-N e Circus-,
ti cti>fmn efs i s elo i nj
dr 4% 4-Imp?imss isbii-fini a VI 0 mie run.
tap/ it--)Gs is lo el. pge a_st 65-1 fe,rsoOrt
i n k- ke e c..t et1/4.55-
\--1 cqpiness 1,5 Q Irrenb.
;4om p p ine5 5 is a 106f-
. *pp be) e t. is just hie\c)) Mk/
Analysis c I I I atxThis samp e illustrates the student's ability to write a personal version of a familiar story pattern. Hissentences are complex, creative responses to the task.The student clearly demonstrates his understanding of the pattern he is using to model his own writing.
1: t
S8
Outcome Personal & Imaginative Writing
Level Junior
Achievement Beginning Acquisition
"ik-e, re-Nos* ernbarrosintg cicky try rny it&
"Was 4..A ven \lad -t0 Bo +p iiNe- bov+11 re)0177 ar4School . /044-t -VIrve oi o 4- Ie.+so -1-0 -1-he weest,room, ANA I v,cack 40 80v-e0.11r bqcify btx+ s-.= 5+01 410C)44-vY*te he. s01/41'd 1-e c-004.s rvIcs %mess e=e.Ek-t-t Vw.a+ to so recdly4Avtct 5 couillt4 CAI r re-ssece. AA sock-1 s po was re.odky -fo ee, i r%rfty pa. rs --t And kgaa 5i-cAr-i-e4 +0rhoart and .0r004%, o.stutt kerut-i-+Trly ri-10,64 G9 .sise scetcl -PI ne g o 40
e_. wo.skroo cc+ b e bAc.k 0 n
en1 VI w-1- 6 So 77 ran cis -Coks-+ ek5 a laki
741n01 -T -4-1)ere.
-frTsked I a 0 +- bcAcK A-0 classat n ds 1 -t- -to yyc. -tuvo mE tnr-hes
+ ctr../.1 ciackr f- c c4
Analysis V I a' ao - 'The wnter introduces her topic through the lead sentence of her story. She uses repetition for emphasis andincorporates phrases encountered in reading in her writing ("So at this point"). Many sentences in thispersonal piece of writing begin with common linking words and linking words are found in a number of thecomplex sentences used in the sample.
2
Outcome Personal & Imaginativ i Writing
Level Junior
Achievement Partial Acquisition
r-------pe.r.yi
..e.,0.1/.9 i_nt.s5 Dies 9 ( .> h e- (4/ A-s #71 JA.51` 147-74- r) ci r-r i hcia GO-f-In e. "7-7 a el 0 & r t4./o u k) --f-o. ice-÷ k a Jr-r) 0- An -f -o L-Or)d 0 0 j VS1--VO S Q.- -e PrAre9 t L.--;14-e-, I saidh-o-'s ' be 1- -Froe6 0/. Div ch. / frveiysPiov&ci .5ports +.09 r-ILA e, v-1 by 1--' 6 ii; c. e, Lle., ..,,,ovac3 r'e-rz ,--pr--vek--30;,-)3 +o sec b/e7-7 lit-goiri - /71 e,a. ri c) Ie 7 e '>-7 (4",--e-o* girl woci-e- h i e) 9.0,-+- 44) c. 5...i.c.,,,-,,c. .... c.. e4-t-eie- c.,)/-74 h _..- k/e---,-- _.... . W-ed w e re.
te."----)e... 5 0 r7 e-v e...1--,y 4-- rip
99
Analysia Vocabulary. Structure. Planning. CreativityThis writing sample was written to convey a message to the reader. In this piece of expressive writing thewriter is able to reflect his feelings and emotions. He incorporates phrases a patterns observed in readingand listening ("Like I said") and uses a conversational style that reflects his purpose and audience. Heselects appropriate words and phrases in order to convey his mood. He is beginning to use linking wordsand phrases and a variety of sentence types, including compound and complex.
100
Outcome Personal & Imaginative Writing
Level Transition
Achievement Partial Acquisition
OUR TRIP TO ST. DONAThumans weren't made to get up before the sun. But we
did anyway. The bus was full of tired, teenage travellers. Sadfaces (and some very happy faces!) waved goodbye to theixparents as the bus pulled out of the Lot. The bus ride seemedto take forever to get there. Images and pictures of St. Donatflashed through our minds. The excitement began as soon aswe entered Quebec. Our welcome was a huge snowfall! Atthe first sign of ski hills, we peed our pants(just kidding).
When we arrived, exbatxsted and hungry, the instructorswere ready to direct us to our rooms. The next morning, wehit the slopes! Then came the moment of truth, could weactually SKIP (That's for us to know and you to figure out)
During our free time off the ski hill, Simi and I venturedout into the little town of St. Donat to mix and mingle. Ya.right. In the post Office we had one of our mostembarrassing moments. Our goal was to buy some stamps.Seems simple, doesn't it? Not in Quebec."Timbers see! voo play?"The woman looked at us as if we were crazy. Sarah and Itried to hide behind each other."Would you like some stamps?" the woman said trying tohide a. smile.
Well never forget that moment. But apart from that, we1324 a. ball. St. Donal was really fun and we all would gladlygo back. These memories will be with us forever.
Analysis Kgsakullr.51nicture. Planning. CreativityIn this persona: account of a school ski trip the writers share with the reader their emotions and experiencesin an expressive, conversational format. The writers have used a variety of sentence structures which theyhave organized into paragraphs. They have enhanced their writing by incorporating descriptive phrases,figures of speech, adjectives and adverbs.
APPENDIX H
SAMPLE READING EXEMPLARS
102
READING EXEMPLARS - GRADES 4 - 6 SCRIPT
OUTCOME: READS FOR ENJOYMENT
INDICATORBeginning- children sitting on cushions
EXEMPLAR
Students in the beginning stages of reading forenjoyment use their free time to read andwill ask for specific authors or topics
Partial- conferencing Students are able to respond to questions and
formulate their own opinions about the materialthey have read
- DEAR
FullGary & Ari reading
poetry - discussion (Shawn)
Reading LogsQueenie reading at night
Students are able to sustain their reading for anextended period of time and will choose books totake home and read.
Students who read for enjoyment seek out materialby specific authors and favourite series or theyask for specific kinds of stories such as sciencefiction, humour, biography. They know what theylike and readily share their discoveries inreading with their classmates.
Students eagerly take books home or participatein sustained reading in school, when the opportunityis provided on a regular basis. They like to respondto the books that have been read through a varietyof activities such as: character study, posters, letters,book talks. They enjoy sharing these with theirclassmates and teachers.
- Different Opinions Students reflect on the materials they have read andfreely offer their own opinions.
?i;
103
OUTCOME: READS FOR INFORMATION AND UNDERSTANDING
INDICATORBeginning- classroom research centre
Partial- drawing maps
Full- Mike Kent (rap kid)talks about how to findinformation- poster (overhead)- booklet- talk of video
dramatizationvideo and books
EXEMPLAR
Students who are in the beginning stage ofreading for information and understanding areable to read one source for information andcarry out the related activity or activities required bythe teacher.
As students progress in their ability to read forinformation and understanding, they are able toread more than one source for information andcomplete more complex activities related to thematerials as required by the teacher.
Students who are able to read for information andwho can show their understanding are able to gatherand consult a number of sources to obtainencyclopedias, graphs,information such as: books,maps, data bases, etc.They know how to extract the information they needby using tables of contents, indexes, menus, andcard catalogues.Students have the ability to organize and internalizethe information and can show their understanding ina variety of ways.They may present the information orally in the formof interviews, dramatizations or even raps.They may present it in written form with pictures,graphs, maps, in a booklet or as a display. Theymay present it visually using videos or overheads.Students will be able to respond to questions andwill actively participate in discussions related to thematerial read.
104
OUTCOME: READS ALOUD WITH MEANING AND EXPRESSION
INDICATORBeginning- Winnie (audio)
EXEMPLAR
Students are able to read familiar materialsaloud with fluency and then with expression
PartialJordan, Marvin, Kenneth When they are faced with unfamiliar material,
audio) students have learned strategies to self-correcterrors.
Full- picture of Steven( audio - kimono)
Ashley (audio)
Students are moving toward fluency as theyread aloud. When dealing with unfamiliar textthey are able to scan the material, then read italoud to convey the meaning. They will self-correct miscues in the process.
When dealing with familiar material which they havehad an opportunity to rehearse, students are ableto read the text aloud with fluency and deliberateexpression to emphasize the meaning.
APPENDIX I
SPEAKING ENGAGEMENTS
1 ? 3
PREPARING OUR
We,
;IiSwin
..Ye-
FOR THE 21ST CENTURY
York Mills Family of SchoolsParent Conference November 8, 1993
100
106
nooNORTH YOR}'BOARD OFEDUCATION
PREPARING OUR/111Ik
FOR THE 21ST CENTURY
WORKSHOPS16 C.; f ft.:nc,e Crime
e;e:.: _ c Crrhe
:ne .c.. :rime or the schooiLan the street crime unit assist
tn-c =ssist crime?
the Gteue5
:f-ted child. What5 ;e-etons ae made within the
tn'ee oaqe.,-;
18 StLio'e,ts for a Multi-cultural,' Sccioty
7h.s t.sr ,.. at Board policies and discussparent resbn-sibilities to enable their children tos6ccee:.:
19 voi Child Be Media Literate
, . : C
Th,5. ses " ;o:,' awareness of the1 today and suggest activities
:;nu (a. d,s rhildrPh
20 Outcomes, Evaluation and Accountability
Presenter: froz Doctoroa - Consultant, Research andEvaluation Services, N 'KEEHow do teachers assess the skill level of theirstudents? This session will demonstrate currentpractices.
21 The Royal Commission on Learning:An Opportunity for Dialogue
Presenter ..r.)**. A...! Gaze - Commissioner, RoyalCommission on LearningA forum for parents to discuss their views on theeducation system, both the positive aspects andthe areas in which we can improve. (A single 2hour session)
22 Healthy Mind...Healthy Body
Presenter. .1 a---.e Program Leader, Y.B.E
An overview of the physical and health educationprogram from K to OAC considering all relatedcurrent issues. Time will be given for yourquestions.
23 Looking Forward to a Career in Scienceor Medicine
Presenter: .1...id' Liornan Academic L'a'son Officer.Faculty of Pure and Applied Sciences, '7'ori: UniversityThere are a wide range of new specialized jobs inthis area. An overview of possibilities and 'try themon' suggestions will be presented.
24 Keys to Success for the Learning Disabled
FrPsenter c - Speoa: Needs Pro_ leader,'BE
What are the non-academic factors that enableearning disabled students to be successful?
25 Peers, Parties and Parents
COu At_seHow may parents effective!,,, sJp,oc--; the changesr friendships which occur in the years?Clear parental expectations can assist adolescentiifestyle choices.
York Mills CISt. Andrews MSWind fields IHSDen /ow ESDunlace ESHarrison ESOwen ESRippleton ES
Mary Ross.F.',
Debbie Robe-;s:,rGail KaJfr-.a- :z
Pra,
Ju'le
L.: Jerwins
Trustee - Gerri Gershon
.I.
107
BEST COPY AVAILABLE
THE LEAIINING CONSORTIUM
j /44.41:11;-
International Conference on Evaluation (I.C.E.):
Assessinp for OurChildrens Future
November 10, 11, 12, 1993The Sheraton Centre, Downtown Toronto
Sponsored by
1 3
DurhamBoard of Education
HaltonBoard of Education
North York
Board of Education
ScarboroughBoard of Education
Faculty of EducationUniversity of Toronto
THE LEARNING CONSORTIUM
October 25, 1993
Roz DoctorowNorth York Board of Education5050 Yonge StreetNorth York ON M2N 5N8
The Ontario Institutefor Studies in Dear Roz Doctorow:Education
ETHNE CULLEN
Coordinator
109
The I.C.E. Conference is almost upon us. I waited as long as possible to write toyou in order to give you an up-to-date number for your session. Your session,which is on Wednesday November 10th, from 10:00 am - 3:00 pm, has 28registrants as of October 21st. As registrations are still being received, thisnumber will probably increase before the conference. Please bring enoughhandout material to allow for additional numbers. The participants includeclassroom teachers, administrators as well as central office persons and others.
When you arrive at the Sheraton Centre, please check in at the registrationdesk. We will provide you with your conference materials which will includeroom locations. You will also be contacted by a facilitator who will direct you toyour room and attend to any last minute details. A hospitality suite will beavailable for use by presenters during the day.
Lunch will be provided on November 10th. You are welcome to attend theplenary sessions on that day as well. The Learning Consortium will reimburseyou for parking expenses. Please save receipts and submit them to: EthneCullen, Learning Consortium, Faculty of Education, University of Toronto, 371Bloor Street West, Toronto, Ontario M5S 2R7.
Last, but not least, if you have not indicated your audiovisual requirements asyet, please fax these as soon as possible. My fax number is (905) 648-9386; phone'Lumber is (903) 648-067i.
--1-k-kj")
Sincerely,
,Dean Fink ( r - - 1 V 1 rfConference" Chair
Arta a 55 2;1-;416; ^7E.,E9'2
41E
:AX 14't
35
I
PC11 Tracking Student Outconies A11110 Gibson. Roz Doctorov.,F:ick Deug!as
This session will highlight the development and assessment of Student Outcomesin Literacy and Mathematics in the North York Board of Education. A dynamicinteractive software program that assists teachers to track student outcomes.group students for instruction, record anecdotal observations and maintain datafor each student will be presented. This session will focus on the concept thatassessment and evaluation are the key to improviny student achievement andenhancing student success.
Anne Gibson is a Superintendent. North York Board of Education. OntarioRoz Doctorow is a Consultant. North York Board of Education. OntarioFlick Douglas is a Consultant, North York Board of Education, Ontario
Pr-1.7 T^r^ntr, Board of Education Benchmarks Prooram1 aFter, 7.11afilyn Suiiivan, Ken Hanscit-,, btiiingsiey, Susan Daly
The Toronto Benchmarks are samples of student performances on a wide range oflanguage and mathematics tasks. These Benchmarks are not tests. They provideinformation, in print and on video, to give a framework within which teachers canreflect on classroom programming, evaluate students and report to parents. Thissession will overview the philosophy and methods of the Toronto BenchmarkProgram.
Sylvia Larter has been a Research Officer with the Benchmark Program since itsinitiation six years ago. She was a 12-year member of the Research Department ofthe Toronto Board of Education.
Marilyn Sullivan is the Superintendent of Curriculum with the Toronto Board ofEducation responsible for the Benchmark Program as well as evaluation policiesand practices within the Board. .
Ken Hanson is a secondary school vice-principal with a wide experience incurriculum and assessment.
Peter Billingsley has been a nber of the Benchmark Team since the initiation ofBenchmarks six years ago. , .hin the Language Study Centre. he ha:, served as aLanguage Arts Consultant K-12.
Susan Daly is currently at VV,-iitney Public School. She was a member of theBenchmark Advisory Committee and has been involved, with school staff inreporting the implementation of Benchmarks information to parents.
3 4
110
(-4-4,1111
14111111BEFONICSIMININ
International Reading Association 111
Association Internationale pour la LectureAsociacion Internacional de Lectura
800 Barksdale Road, PO Box 8139Newark, Delaware 19714-8139, USA
Promoting Literacy Worldwide
January 1994
Dear Program Participant:
We are pleased that you will be able to participate in the 39th
Annual Convention of the International Reading Association
which will be held in Toronto, Ontario, May 8-13, 1994.
A copy of the preliminary program is being sent to all IRA
members directly from the printer. If you are not an IRA
member and would like a copy of the preliminary program, please
return the enclosed postal card.
If you accepted your assignment or sent revisions to yourprogram entry after October 1, your name or the revisions may
not appear in the preliminary program. However, theinformation will be listed in the final program which will be
distributed in Toronto. All information received by December 1
will appear in the final program.
Housing and preregistration forms are included in the pre-
liminary program. Program participants are expected to register
for the convention and pay the regular fees.
Enclosed is an audiovisual order form for your use. IRA will
provide one overhead projector and screen in each meeting
room. If your presentation requires any special equipment, you
will be responsible for ordering and pa:'ing for the equipment.
Also enclosed is an important letter regarding Canada Customs.
Please read the letter and please carry the letter with you to
Toronto.
We sincerely appreciate your interest and consideration and
look forward to seeing you in Toronto.
Sincerely,
Carol DeSantisProgram Coordinator
Enclosures (4)
1997C
135
President
, D. RoettgerHeartland Area Education Agenr.Johnston, Iowa
President-elect
Susan Mandei GlazerRider CollegeLawrenceville, New Jersey
Vice President
Dolores B. MalcolmState and Federal ProgramsSt. Louis Public SchoolsSt. Louis, Missouri
BOARD OF DIRECTORS
Term Expiring Spring 1994
Daniel R. HittlemanQueens College, CONYFlushing, New York
Donna M. OgleNational College of EducationEvanston, Illinois
Pehr-Olof RannholmCygnaeus SchoolTurku. Finland
Term Expiring Spring 1995
T. EdmondsSt. Louis Public SchoolsSt. Louis, Missouri
Linda B. GambrellUniversity of MarylandCollege Park, Maryland
Jerry L JohnsNorthern Illinois UniversityDeKalb, Illinois
Term Expiring Spring 1996
Sandra McCormickOhio State UniversityColumbus, Ohio
maryLnen VogtCaliforn.a State Usurers.:,long Beach, Caiiforn,a
Carmel.ta Kimber"In'folk State 1.1".voiI.
Executv.e Director
Alan E Farstiop
iraAn Incorporated NonprofitProfessional OrganizationTelco -.one: 302-731-1600Cable: Reading Newark. DelawareFax: 302-731-1057
session will focus on preplanning, procedure, and follow-
up.
ROYAL YORK, NOVA SCOTIA
Special Institutes and Seminars Intended for all confer-
ees. Chairing: Mare Jett-Simpson, Chair, Special Institutes
and Seminars Subcommittee, Milwaukee, Wisconsin;Presenter: Judith Irvin, Florida State University, Tallahassee
This session will be an open discussion for those interested
in learning more about special institutes and seminars.
Wednesday, May 11 - 9:00-10:00 a.m.FEATURED AUTHOR
METRO TORONTO CONVENTION CENTRE, 106
Confessions of an Enthusiast: On Reading, Writing, and
Loving Picture Books
Chairing: To Be AnnouncedSpeaker:Joan Blos, Simon & Schu-
ster, New York, New York
Books include A Gathering of Days: ANew England Girl's Journal; A Seed, AFlower, A Minute, An Hour; and OneVery Best Valentine
Joan Blos
Wednesday, May 11 9:00-10:00 a.m.
F E .ITI:RED AUTHORMETRO TORONTO CONVENTION CENTRE, 104 A/B
The Picture Book Journey
Cndiring: To Be AnnouncedSpeaker: Jane Dyer, Little, Brown and
Company, Boston, Massa-chusetts
Books include My Father, The SnowSpeaks, and Talking Like the Roin
Jane Dyer
BEST COPY AVAILABLE
Wednesday, May 11 - 9:00-10:00 a.m.
FEATURED AUTHORMETRO TORONTO CONVENTION CENTRE, 105
Chairing: To Be Announced
Speaker: Megan McDonald, OrchardBooks, New York, New York
Books include Is This a House forHermit Crab?, The Bridge to Nowhere,
, and The Potato Man
Megan McDonald
Wednesday, May 11 - 9:00-10:00 a.m./,ONTARIO SESSION
SESSION 8
METRO TOR -ONTO CONVENTION CENTRE, 201 D/C
TVOntario Chairing: To Be Announced; Speakers: Jennifer
Harvey, Ian Ritchie, Mathica's Mathshop; Bill Nimigon,
North York Board of Education
Wednesday, May 11 - 9:00-10:00 a.m.
SESSIONSSESSION 64A
ROYAL YORK, TUDOR 7/8/9
Guy Bond Strand Second in a series of three sessionsr.,d..'ing tribute to Guy Bond. !"See Sessions 42 and 98A)Assessment: Understanding and Cherishing theDifferences Among Our Students Chairing: To BeA^nounced; Speaker: Leo Fay, Past President, International
Reading Association
SESSION 65METRO TORONTO CONVENTION CENTRE, 201 B/A
Implementing Student Outcomes in Literacy as a Basisfor Setting Standards Intended for classroom teachers,administrators, consultants, researchers, and teacher train-
ers. grades K-12. Chairing: To Be Announced: Speakers:
Anne I. Gibson, Flick Douglas, Roslyn Doctorow, North YorkBoard of Eduation, Ontaric
SESSION 66METRO TORONTO CONVENTION CENTRE, 201 FIE
Creating Families of Readers: Three Programs ThatConnect Children, Parents, and Books Intended for
Chapter 1 personnel, parent skills coordinators, and earlyi)ildhond teachers, grades K-4 Chairing: Elizabeth Segel,iniversity of Pittsburgh, Pennsylvania
136
112
I/
f
APPENDIX J
REVISED EXEMPLAR FORMAT
(sample)
I: ?
COMPOSINGWith simple sentences and vocabulary, this primary student has written a story about her daywith her grandpa. This writing is conversational and is an example of a spontaneous piece ofwork.
Page 1 of 3
114
1 33 PrimaryPage
COMPOSINGThis list of favourite songs is a demonstration of this student's understanding of the listformat. She was able to identify, number, and record in sequence the titles of a number ofher favourite songs.
13,3
.. 1 1 5
PrimaryPage
z0
Primary--Page 6
4. I. 1 `. 1% 4' 116
COMPOSINGThe illustrated list of items demonstrates the student's ability to record, in a list format, anumber of items of importance to her. Each item is listed and illustrated separately.
COMPOSINGThe fairy tale is the model for this short, imaginative story. This primary student has written a
story with a logical story structure, beginning with once upon a time and ending with adramatic conclusion. The plot of the story is a familiar one that many children would relate
to.
TRANSCRIBINGThis primary student is beginning to demonstrate her knowledge of sentence structure bybeginning some sentences with capitals and ending some of them with periods. This isdemonstrated inconsistently througout the story. Conventional spelling is used for most
familiar words and easily decipherable approximated spelling has been used for unknown
words ( "Diary" for "fairy", "tehre" for "there).
111
11.7
. . .
PrimaryPage
01irmys: Honeys/ /let:iv/ES
L a" 5 AohicIty
SAcri. Clothicys
6/5 icti fowl ha/isJ. $,kir1 quell A 0/40175
7}10.54 sjumi- .
Thar4C/4/ 4.64v'?i holidays
Aoppy
Tyfy -5/i)*0 $cicl
11 didAlS 'kJ) .
0 I d o1rd5v.,s
New boigiiey
or)14 C4' rnid huity5Las* of 01//, hash
//ice. °km?, ko 4.
COMPOSLNGBased on a model of a familiar poem, this primary student demonstrates her ability to create a
poem using a known pattern. Her use of adjectives to describe "holidays" adds creativity to
the text and demonstrates the student's understanding of how to paint a picture with words.
The illustration is added to enhance the writer's message
TRANSCRIBINGThe format of the poem follows the conventions of familiar children's poems. Every line
begins with a capital and each complete thought ended with a period. Spelling is generally
correct, although the title contains transposed letters ("holidays"). The writer makes good use
of adjectives to bring meaning to her poem.
118
PrimaryPage
-17re Shqfce P;'tfie
LA 5n4kemet,
tt Sprigke w eArT VIVIt or Ire-
7,'think h6 s gorra Coit ins
#4'hink PICS gam eat me0 of y 1%4 gt/ r
rn sarcfrk 6 woLA(401 50 ThV
t'netcOtti ot a) Yvie
M caiobe. viotAct gb "g01`7, #141- -e3he,,r416 5Q -t-or Hie
inc-.7e Ci Of ejj,111%4 GT)
COMPOSINGThis late primary child demonstrates his ability to follow a familiar poem format and create
his own poetry using repetition of words and ideas to create the images he is developing. The
poem follows a logical sequence and format.
TRANSCRIBINGCapital letters and periods arc used appropriately in most cases in this sample of late primary
poetry writing. The student uses standard spelling for most familiar words and transitional
spelling is used for unknown words ("gona" for "going to", "frant" for "front"). The use of the
apostrophe for contractions is used inconsistently.
BEST COPY AVAILABLE
119
PrimaryPage .
APPENDIX K
HOLISTIC SCORING SCALES
121
GRADE 3 HOLISTIC WRTITNG LEVELS OF PERFORMANCE SCALE
LEVEL 6 GRADE 3 SUPERIOR WRITINGThe writing consistently demonstrates superiority in terms of skill and originality.
Possible Characteristicswilting is revised independently after reflecting on self, peer and teacherassessment to improve writingstories and information are developed around a cohesive storyline;more complex organizational strategies are beginning to be developed (e.g.chapter and "volumes"); a variety of types of sentences and unusual wordsare tried out with enthusiasm and imaginationuses charts and webs to plan writing with teacher assistanceinformation is recorded in a neat, flowing legible cursive scriptan expanding repertoire of vocabulary is used with most words spelledcorrectly in the final copy and with increasing accuracy in the approximations of
less commonly used words
LEVEL 5 GRADE 3 PROFICIENT WRITINGThe writing shows increased clarity in the communication of ideas, feelings andinformation.
Possible Characteristicsall phases of the writing process are engaged in, including basic revision withattempts to edit spelling and punctuationinformational writing is organized around a logical sequence of events; a varietyof sentences, structures and patterns are used; paragraphing in written narrativesis used to indicate changes in setting, time or character; writing contains increasinglyexplicit detailsperforms written tasks with increasing proficiency in cursive scriptcontrol of basic punctuation is demonstrated, experimentation and over-generalization is evidentmost high frequency words are spelled correctly on final copy, approximationsare used for less commonly used words
LEVEL 4 GRADE 3 COMPETENT WRITINGThe writing shows confidence. Involvement and skill in the communication of ideas, feelings, andinformation is demonstrated.
Possible Characteristicsbasic revision and editing is attempted, using available resourceswriting is based on familiar stories, poems and personal events, stories are written in the correctorder of events, using simple sentences and linking wordspictures, lists and storytelling are used to plan writingproduces controlled cursive writing when requiredcapital letters and periods are used accurately; high frequency words are spelledwith increased accuracy; unfamiliar words are spelled using reasonable sound-symbol approximations
I
LEVEL 3 GRADE 3 ADEQUATE WRITINGThe writing is produced in a variety of forms. Personal pride is taken in sharingexperiences and ideas with others.
Possible Characteristicssome revision/editing (mainly conventions) is done based on feedback from teacher and peerswriting is patterned after predictable stories/poems or personal events, writtenin simple sequence or chronological orderuses pictures, lists and storytelling to plan writing with teacher assistanceuses both manuscript and cursive writing when required, but prefers to usemanuscript, cursive writing is becoming more controlleduses capital letters, periods, question marks, exclamation marks with increasingaccuracy, demonstrates beginning control of standard spelling of frequentlyused words
LEVEL 2 GRADE 3 LIMITED WRITINGWriting is produced to recount personal experiences. Narratives are conversational.
Possible Characteristicsmakes few revisions, beginning to proofread/edit work, primarily for capitalsperiods with teacher directionnarratives are conversational, writing shows awareness of beginning, middle,enduses pictures and ideas of others to plan writinguses standard manuscript print, recognies and practices cursive scriptuses capital letters, periods, question marks, exclamation marks with increasingaccuracy, uses initial,. middle and final consosnats to represent words, uses vowels as place holders,sometimes incorrectly, uses easily decipherable approximated spelling
LEVEL 1 GRADE 3 DEPENDENT WRITINGWriting is spontaneous.
Possible Characteristicsthe initial draft is the final versionwriting is telegraphic and representational, with simple vocabulary used to write ideasan awareness of beginning and end is demonstrated; sentences patterns and models are useduses random letters, initial and final consonants to represent words, uses correct letter choicesfor some words, experiments with punctuationan understanding of directionality and basic features of print, including upperand lower case letters of the alphabet are demonstrated
123
GRADE 5 HOLISTIC WRITING LEVELS OF PERFORMANCE SCALE
LEVEL 6 GRADE 5 SUPERIOR WRITINGThe writing demonstrates control of the conventions of writing using a repertoire of narrative forms.
Possible Characteristicsoften rereads to rewrite with assistance, using all available resources and references for revisionand editingwell structured stories, with paragraphing, character development, complex sentences are createdusing a repertoire of narrative forms to express own and other's feelings, experiences and
imaginative ideascharts and webs are used independently to plan storieslegible script is used efficientlyaccurate use of periods, commas, exclamation, question and quotation marks, standard spelling forwords including terms from specialized subject areas, use of conjunction, clauses and phrases
LEVEL 5 GRADE 5 PROFICIENT WRITINGProficiency in writing is used in a variety of narrative forms
Possible Characteristicsbeginning to revise and edit during drafting for accuracystories include some paragraphing a nd character development with the beginning use of complexsentences; a variety of narrative forms (story, drama, poetry) is used to express personalexperiences and imaginative ideascharts and webs are used to plan stories with little assistancestandard cursive or manuscript are used as needed, used script of choicesentences are punctuated accurately; standard spelling is used for a large bank of words; nounspronouns, verbs, adjectives, adverbs are used with skill and understanding
LEVEL 4 GRADE 5 COMPETENT WRITINGThe writing demonstrates a coherent story line aroung a basic plot
Possible Characteristicswriting is revised and edited independently after reflecting on self, peer and teacher assessmentto improve workuses simple narrative forms to express experiences and imaginative ideas; a clear coherent storyline is developed with supporting details, using a variety of sentence structuresdeveloping a personal style of cursive writingconsistently and accurately uses basic punctuation; uses standard spelling with increasing accuracy;regulary uses nouns, pronouns, verbs and ajectives correctly
LEVEL 3 GRADE 5 ADEQUATE WRITINGBasic story and poetry structures are used to express personal feelings and experiences
Possible Characteristicswriting is revised and edited independently after conferencing with teacher and peersa coherent story line is developed around a basic plot using different sentence types; basic story andpoem structures are used to express personal feelings/experiencesperforms written tasks with increasing proficiency in cursive scriptdemonstrates control of capital letters and basic punctuation; uses standard spelling for commonlyused words and close approximations for less familiar words; correctly uses nouns and verbs
1.47
124
LEVEL 2 GRADE 5 LIMITED WRITINGThe writing is based on familiar stories, poems and personal events
Possible Characteristicssome revisions and editing are made based on feedback from conferences with teacher and peers
simple sentences to combine the basic elements of a story, writing is based on familiar stories,ts and personal events
uses pictures/lists storytelling to plan writingprefers to use manuscript, uses cursive script when requestedcapital letters, periods, questions and exclamation marks are used with increasing accuracy;beginning control of standard spelling of frequently used words; uses nouns and verbs correctly
LEVEL 1 GRADE 5 DEPENDENT WRITINGThe work is usually created for the writer who writes patterned stories/poems or personal events.
Possible Characteristicsrevisions/edits are generally for conventions and are completed with teacher assistancewrites events using simple sequence or chronological order using complete thoughts; writing ispatterned after predictable stories/poems or personal eventsuses pictures/lists/storytelling to plan writing with teacher assistancemanuscript print features appropriate upper and lower case lettersexperiments with capital letters, periods, question and exclamation marks; spells simple wordsand uses initial, middle, and final consonants to represent words; demonstrates a limitedawareness of nouns, verbs, adjectives
125
GRADE 7 HOLISTIC WRITING LEVELS OF PERFORMANCE SCALE
LEVEL 6 GRADE 7 SUPERIOR WRITINGThe writing demonstrates a skilful and independent ability to create well-constructed pieces of writing
for a variety of purposes.
Possible Characteristicsrevises and edits for accuracy during drafting, independently proofreads/editswriting using all available resources and referencesnarratives are well-constructed with well-developed characterization and setting, the literaryconventions are used with increased skill to write imaginative storiesrevises plan based on connected research, uses a variety of vocabularies for specific purposesdemonstrates skilful control of punctuation, including colons, semi-colons, apostrophes,abbreviation; demonstrates understanding and control of word spelling (regular and irregular);shows skilful control and understanding of grammatical structures
LEVEL 5 GRADE 7 PROFICIENT WRITINGProficiency in writing for different purposes is demonstrated. Writing is valued for learning and
enjoyment.
Possible Characteristicsoften uses the suggestions of others to add detail and delete unnecessary detail, often rereads to
rewrite with assistancewrites well constructed narratives with crJnsistent characterization, time and place; uses sentencestructure for specific purposes; begins to use literary conventions of mood, suspense and figurative
languageresearches detail in conjunction with planninguses colons, semi-colons, apostrophes, abbreviations accurately; uses standard spelling for wordsused, including terms from specialized areas; recognizes and uses pronouns, conjunctions clauses,
phrases, tense
LEVEL 4 GRADE 7 COMPETENT WRITINGThe work shows clarity and independence in planning and creation.
Possible Characteristicsthe writing is planned, suggestions of others are beginning to be used to add detail and deleteunnecessary detail, beginning to reread to rewrite with assistancestories are well-structured, using paragraphing and character development; uses a variety ofnarrative forms to express own and other's ideas, feelings, experienceslists, charts, and webs are used to independently plan storiesfrequently uses colons, semi-colons, apostrophes, abbreviations with increasing accuracy;standard spelling and grammatical structures are used with increasing accuracy
126
LEVEL 3 GRADE 7 ADEQUATE WRITINGThe work uses a variety of forms of narration including: story, drama, and poetry to expresspersonal ideas/experiences.
Possible Characteristicswriting is independently revised/edited after reflecting on self, peer and teacher assessment toimprove workstories include some paragraphing and character development using complex sentences; uses avariety of narrative forms (story, drama, poetry) to express personal experiences & imaginativeideasuses lists, charts and webs to plan stories with little teacher assistancepunctuates sentences accurately including the use of commas and quotation marks; uses standardspelling for a large bank of words; udemonstrates a beginning use of conjunctions, clauses,phrases, tense
LEVEL 2 GRADE 7 LIMITED WRITINGThe writing uses a clear, coherent story line with supporting details
Possible Characteristicswriting is revised/edited independently after conferencing with teachers and peerswriting contains a variety of sentence structures; simple narrative forms are used to expressexperiences and imaginative ideaslists, charts and webs are used, with some teacher assistance, to plan storiesincreasing control of basic punctuation, experiments with commas and quotation marks;standard spelling is used for commonly used and less familiar words, nouns, pronouns, verbs,adjectives, and adverbs are frequently used correctly
LEVEL 1 GRADE 7 DEPENDENT WRITINGThe basic story structure is used to write imaginative stories
Possible Characteristicssome revisions/editing is done based on feedback from teacher and peersdevelops a coherent story line using different sentence types and the basic story structure to writeimaginative storiesuses lists, charts and webs to plan stories with teacher inputinconsistent use of basic punctuation; demonstrates beginning control of standard spelling offrequently used words, shows a limited understanding and inconsistent use of grammaticalstructures
APPENDIX L
SCORING SCALES
GRAPH
151
128
Transition
Junior
FULL-->
PARTIAL>
BEGINNING>
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING I TRANSCRIBING
Early Years to Specialization Years
On the upper corner of each page is a variation onthe above graphic. A grey bar aligned with "Full","Partial", or "Beginning" on the left of the column
indicate the level of performance demonstrated bythe exemplar for both composing and transcribing.
The terms "Superior" ... "Dependent" on the right
of the column reference Ministry of Education
levels (See Section II).
9
111111111M
APPENDIX M
STUDENT WRITING EXEMPLARS BOOKLET
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This document contains two collections of studentwriting samples.
The writing in Section I, collected mainly fromNorth York classrooms, includes pieces created bystudents from the Early Years through theTransition Years. Each piece has been assessedusing "Analytic Scoring"a process explained onpage 8 and illustrated extensively by the examplesthat follow.
The writing in Section II, provided by the Ministryof Education and Training, includes the anchorpapers used as references in the provincial writingreview for scoring grade 9 and grade 12submissions. These pieces are assessed using"Holistic Scoring". This is explained on page 107and illustrated by the Ministry samples.
In the Fall of 1994, Section II will be expanded toinclude anchor papers from North York studentsin grades 3, 5 and 7. The Holistic Writing Levels ofPerformance Scales for those grades are includedfor your information at this time.
Terms of Reference, on pages 8 and 9, defines andclarifies key ideas needed to use the materials inthis document. As our source of "commonlanguage", consider it essential reading beforeventuring into the pages beyond.
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Pre-release Version: Do Not Photocopy
TERMS OF REFERENCESection 1: Analytic Scoring
Modes of Writing:Personal, Imaginative, Functional
1) Personalwriting tends to be about the writer's ownexperiences, thoughts, feelings and opinionsthe language used is close to the writer's ownspeech patternsthe writing focusses more on the needs of thewriter than on the effects on the audience
2) Imaginative (Expressive, Poetic)this mode is the language of literaturewriting is imaginativethe writer considers words and theirarrangement carefully, always with theintended audience in mind
3) Functional (Informational, Expository)the writing is task-oriented, designed to get ajob doneincludes lists, instructions, reports, recordsthe writer may be required to use specializedvocabulariesaccuracy and clarity are important
N.B. Writing doesn't always fall neatly into one ofthese groups. Often writing overlaps andcrosses over into more than one group.
(from OAIP, Ministry of Education, 1989)
8
Writing Outcomes,Levels of Performance,Suboutcomes, Indicators
1) Writing OuLomesFour writing outcomes have been developedfor students from Junior Kindergarten to theend of the Transition Years in North Yorkschools. The writing outcomes outline studentexpectation in the following areas:
Writes to Express Personal and ImaginativeIdeas (Personal, Imaginative)Writes to Record and Investigate (Functional)Conventions of Writing (Conventions)Revises and Edits Written Work(Revising/Editing)
2) Levels of PerformanceAs students grow and develop their skills andcompetencies in the use of written English,they move to a higher level of performancealong a continuum of growth.For each division (Early Years, Primary,Junior, Transition Years) there are 3 levels ofperformance described (beginningacquisition, partial acquisition and fullacquisition).Most students are expected to be at the fullacquisition level of performance by the end oftheir last year in the division.
3) SuboutcomesEach writing outcome is composed of anumber of elements (suboutcomes) which,when taken together, comprise the entireoutcome.Students may be uneven in their developmentof the skills and competencies contained ineach of the suboutcomes.
4) IndicatorsEach suboutcorne conta:,ns a writtendescription that helps teachers know what tolook for when analyzing a student writingsample.The indicators develop along a growthcontinuum for each of the suboutcomes.
Pre-release Version: Do Not Photocopy
For example:
OUTCOME:
DIVISION: Junior
LEVEL OFPERFORMANCE: Partial Acquisition
SUBOUTCOME: Spelling
Conventions of Writing
INDICATOR:Uses standard spelling for a larger bank ofcommonly used words; shows increasingconfidence and accuracy in spelling unfamiliarwords
Writing Process
1) Composingincludes the student's ability to generate ideas;
organize information; express opinions; conveyemotions; describe people, events, and scenes;use language effectively for different purposes
2) Transcribingincludes the student's ability to communicateideas and information in effective standardEnglish, using conventional forms ofhandwriting, spelling, punctuation andgrammar
3) Revising and Editingrevision to the writing may involve additions
to content, deletion of irrelevant material,reordering of information, rewording ofsentences, selection of more effective wordsediting includes making final decisions aboutlayout and proofreading for spelling andpunctuation errors. The writing can then be re-copied into its final form.
(OAIP, Ministry of Education, 1989)
Analytic Scoring
Using the exemplars, analysis, c nd indicators ofwriting, completed samples of students' writingcan be analyzed to determine their levels ofperformance in each outcome area. Informationabout the student's understanding and control ofwriting skills and processes requires the teacher toboth observe the writer at work and analyze thefinished product.
Specialization
Transition
Junior
FULL
PARTIAL--->
BEGINNING>
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Early Years to Specialization Years
On the upper corner of each page is a variation onthe above graphic. A grey bar aligned with "Full","Partial", or "Beginning" on the left of the columnindicate the level of performance demonstrated bythe exemplar for both composing and transcribing.
The terms "Superior" ... "Dependent" on the rightof the column reference Ministry of Educationlevels (See Section 11).
1 00
9
Pre-release Version: Do Not Photocopy
Early Years Writing Outcomes
11
Vocabulary
Organization /Style
Form /Purpose
Planning
Vocabulary
Organization /Style
Form /Purpose
Planning
Punctuation
Spelling
Early Years Writing Outcomes
Beginning Acquisition Partial Acquisition Full Acquisition
Writes to Express Personal Experiences and Imaginative Ideaswrites mainly scribbles writes many recognizable letters begins to write simple sentences
is not yet aware of print / meaningconnection
shows becoming awareness ofprint/meaning connection
does not chooses to create handwork creates artwork/handwork foror artwork personal pleasure
rarely writes writes stories when suggested by theteacher
Writes to Record and Investigatewrites mainly scribbles
does not yet structure writing
does not yet create writing for aspecific purpose
rarely writes
Conventions of Writinguses punctuation marksspontaneously in writing to imitatewriting models
luses drawings and scribbles torepresent words and ideas
recognizes that own writing conveysa message
creates artwork/handwork forpersonal pleasure and attachesmeaning to work
seeks opportunities to write ownstories
writes many recognizable letters
begins to use one or two writingforms to convey a message
begins to create writing to enhanceplay and classroom activities
writes when suggested by the teacher
begins to write simple sentences
uses a number of different writingforms to convey a message
creates signs, cards, phone andaddress lists to enhance playactivities
seeks opportunities to write
randomly places punctuation marksin writing
uses random letters, scribbles andmarks to represent words and ideas
Revises and Edits Written Work
begins to use periods and capitalletters correctly
uses scribbles, marks, random letters,initial and final consonants torepresent words and ideas; usescorrect letter choices for somesounds
Publishes 'does not yet choose to publish work selects pieces of writing with teacher independently selects pieces ofsupport to be published or displayed writing to be published or displayed
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Early Years Exemplars
163/
Specialization
Transition
Junior
Primary
FULL
PARTIAL
BEGINNING>
COMPOSING TRANSCRIBING
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EARLY YEARSHolistic Assessment
Precomninn.icative Scabh leShamei1 Age: Briars 8 mouths
Commimicative ScrableWadury 5rmurs
2North York Writing Exemplars, Early Years
Wavy lines and squiggles to which a child may notattribute any meaning or message but which he identifiesas "his writing."
Pictures have been embedded into the scribbles.
Wavy lines and squiggles to which the child identifies as"her writing."
"My aunt is going home. Were saying good-bye."
Wavy lines and squiggles to which the child attributesmeaning and which he is ableto "read."(Expressive writing)
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EARLY YEARSHolistic Assessment
Starr SerEbbleVanilla Age: alyiecus 11
months"I am coming to school by myself. Butterfly is on my head.She stays and I like it."
Many horizontal rows of scribbles that represent to thechild a whole story. This story, by a Vietnamese child,includes orthographic accents. Note the first languageinfluence in the written form. She is beginning to expressemotion.(Expressive writing)
Sentence Scr±ble'helm* Age: 4 yesars 10 'moths
VicesiScr0:ible ale 1)Vicki Age 4 rears
Specialization
Transition
Junior
FULL >
PARTIAL>
BEGINNING>
COMPOSING TRANSCRIBING
"This is my brother Lloyd. He is two. He plays in themud. He washes his hands."
Each row of scribble denotes a sentence or a completethought to the child. This child understands the meaningof a sentence and writes in a left to right progression. Thelength of the scribbles matches the length of the sentences.There is a sequence of events expressed in this story.(Expressive writing)
"My Daddy shaves in the morning."
Each scribble is short in length with a space between theboundaries of the scribble. These scribbles representindividual words. There are the same number of scribblesas there are words in the child's reading. This child showsan awareness of the concept of "word."
1_
North York Writing Exemplars, Early Years.
Specialization
Transition
Junior
Primary
FULL
PARTIAL>
BEGINNING-->
COMPOSING 1 TRANSCRIBING
BIA\
T`cNL PALO,Non-Plionetic Letter Strings
Diana Age: 5 years amonth_s
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EARLY YEARSHolistic Assessment
-544.5144rollis2ApazzleS44§;kers
Word Scribble (Etnimple 2)Gordon. Age: 8years 10 mouths
IJo t\AT NConsanauxt SpellingDaniel Age: 4 years 8 mouths
4North York Writing Exemplars, Early Years
"Once upon a time there was a princess."
Each scribble is segmented by a period instead of a space.This child has become aware of punctuation. The childidentifies these scribbles as words. He uses some literatelanguage of fairy tales, ie. "Once upon a time....(Poetic writing)
Mom watch a movie.She like Chinese movie."
This is a transitional stage between the scribble andphonetic stages of writing. Notice how this child'shandwriting has developed. She has learned to formmany letters. There is no letter-sound relationship as yet.The absence of tenses in the first language is transferred tothe second language. (Expressive writing)
"I'm jumping on a trampoline."
This child begins to discover the relationships between thesounds and the letters. This child uses mostly initialconsonants and some final consonants to represent words.(Expressive writing)
Pre-release Version. Do Not Photocopy
EARLY YEARSHolistic Assessment
r\IA /k1--pie TALE.c'E
Approximated Spellin,g'rash's= Age: 4years 2 xnantbs
"My Mommy taking me bath."
This child begins to use vowel symbols in her writing.With the use of spaces between words she shows anawareness of what a word is. She is relating a personal
event.(Expressive writing)
BEN N1\D
Intel"Ael"tedge: 4 yesx 5 zucoath_s
11r e TO VIDC \-\11e-ro WocH
cArtue) 5Transitional SpellingChristoptuei Aigt : 5 years
BEGINNING >
PARTIALa
COMPOSING TRANSCRIBING
FU LL-->
Primary
Junior
Specialization
Transition
"Me and my sister read the Koran."
This child writes so that the reader can easily understandthe intended message. She uses a horizontal scribble afterthe "t" in the word "the" as a place marker. She prints inupper- case letters.(Expressive writing)
I like to watch TV. I like to watch cartoons."
This child uses conventional spelling most often butcontinues to approximate spelling for some words.He is beginning to use punctuation correctly. Notice howthe lower- and upper-case letters are interspersed.(Expressive writing)
16 7North York Writing Exemplars, Early Year
01111MIPMO
Spicialization
wawsillomew
Transition
Pre-release Version: Do Not Phowoopy
EARLY YEARSPersonal Writing
This is an example of the beginning acquisition ofwriting in the Early Years. In this sample, thestudent uses drawings and scribbles to representwords and ideas. The child told the teacher thatthis was "writing".
Junior
.....1Primary
FULL
PARTIAL>
BEGINNING>
COMPOSING TRANSCRIBING
kNorth YorIc Writing Exemplars, Early Years
Pre-release Version: Do Not Photocopy
EARLY YEARSPersonal Writing
This kindergarten student uses random letters andmarks to represent words and ideas. He does notyet have an understanding of the directionality ofwritten text. Drawing is used to enhance hiswriting.
Specialization
Transition
Junior
Primary
FULL
PARTIAL
BEGINNING>
) 0 H
COMPOSING TRANSCRIBING
North York Writing Exemplars, Early Years
Spsciallzation
Transition
Junior
Primary
FULL
PARTIAL>
BEGINNING>
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
EARLY YEARSPersonal Writing
Drawings, scribbles, random letters, and marks areused to represent words and ideas. This four-yearold is imitating adult writing in this Early Yearssample.
.45.±.116.0
8North York Writing Exemplars, Early Years1
Pre-release Version: Do Not Photocopy
EARLY YEARSPersonal Writing
COMPOSINGIn this piece of writing, this kindergarten student isbeginning to develop an awareness of theprint/meaning connection. This writing samplescontains recognizable letters and uses the number 2to represent the word "to".
TRANSCRIBINGRandom letters, initial and final consonants areused in this sample to represent words and ideasas is the number 2 to represent the word to.Correct letter choices are used for some sounds andthe word "we" is correctly spelled.
Specialization
Transition
Junior
Primary
FULL>
PART1AL--).ow.mot
BEGINNING>
COMPOSING TRANSCRIBING
LS N7" vvE wNT X .DEL.-F0
171 North York Writing Exemplars, Early Year:
Specialization
Transition
Junior
Primary
FULL >
PARTIAL>
BEGINNING >
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
EARLY YEARSPersonal Writing
"My mom has a dress.My mom has a head.My mom has hair."
COMPOSINGA beginning awareness of the print meaningconnection in this sample of early years writing.The sample contains many recogizable letters andthe child's drawing enhances the story andillustrates the young author's message.
TRANSCRIBINGThis kindergarten student is beginning to userandom letters, scribbles, and marks to representwords and ideas. She is beginning to use correctletter choices for some sounds (mo mom) and usesscribbles and marks to represent words and ideas.
NA N\ vAcc tr,
N%
1 r 210North York Writing Exemplars. Early Years
Pre-release Version: Do Not Photocopy
EARLY YEARSPersonal Writing
Specialization
"I eat breakfast" Transition
COMPOSINGThis 5 year old has created a story to describe hisillustration. His story contains recognizable lettersdemonstrating the student's understanding thatmeaning is conveyed through print.
TRANSCRIBING
Junior
Primary
FULL.-->
PARTIAL>
BEGINNING>
COMPOSING I TRANSCRIBING
0 North York Writing Exemplars, Early Years-
Specialization
Tranattion
Junior
Primary
FULL
PARTIAL>
BEGINNING >
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
EARLY YEARSPersonal Writing
"My Cat. Me see a stop."
Initial consonants and several correct letterchoices have been used by this student torepresent words and ideas. The words "cat" and"stop" are spelled correctly. The student usesperiods to separate the different ideas representedin his illustration.
D
P\T_ SroP
17412North York Writing Exemplars, Early Years
Pre-release Version: Do Not Photocopy
EARLY YEARSPersonal Writing
Specialization
"I like pizza!" Transition
This 5 year old uses many recognizable letters toexpress her thoughts, but still uses a scribble to"sign"his name. This sample illustrates thestudent's understanding that he can convey his ideasthrough print.
Junior
Primary
FULL-->
PARTIAL>
BEGINNING>
lK p= P
l5
COMPOSING TRANSCRIBING
North York Writing Exemplars, Early Years-
Specialization
Transition
Junior
Primary
FULL
PARTIAL>
BEGINNING>
COMPOSING I TRANSCRIBING
Pre-release Version: Do Not Photocopy
EARLY YEARSPersonal Writing
COMPOSINGThis example of Early Years writing demonstratesthe ability of the student to compose a simplesentence to convey a message. The use of artworkenhances the writing and provides additionalinformation about the message.
TRANSCRIBINGRandom letters, initial and final consonants areused in this sample to represent words and ideas.The words "go to" are correctly spelled and thisstudent is beginning to use periods placedrandomly throughout the message.
14North York Writing Exemplars, Early Years
Pre-release Version: Do Not Photocopy
EARLY YEARSPersonal Writing
This Early Years writing sample is an example of astudent who recognizes that her own writingconveys a message. She combines text with artworkand does not yet attend to the conventions ofwritten work, breaking the word Jessica into twoparts. She has created artwork to accompany herwriting to add meaning to the
Specialization
Transition
Junior
Primary
FULL>
PARTIAL>
BEGINNING>
COMPOSING TRANSCRIBING
North York Writing Exemplars, Early Years-
111MINIIMMININI
Specialization
Transition
Junior
Primary
FULL
PART1AL>
BEGINNING>
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
EARLY YEARSFunctional Writing
This grocery list was written by Susan toenhance her play in the "store" that was setup in the dress-up area in the classroom.Each line of scribble represents an item onthe shopping list.
16North York Writing Exemplars, Early Years 173
Specialization
Transttion
Junior
Primary
FULL
PARTIAL>
BEGINNING>
COMPOSING I TRANSCRIBING
Pre-release Version: Do Not Photocopy
EARLY YEARSFunctional Writing
This kindergarten student has used animal stencilsto create a number of different animal pictures thatshe then labeled. she is aware that writing is usedto convey a message and demonstrates her abilityto create meaningful text to match her illustrations.She used a picture dictionary to locate the correctspelling of each label and has labelled her page"SOME ANIMALS THAT IS ALL", demonstratingher understanding that such a page of text requiresa title.
17S18North York Writing Exemplars, Early Years
Pre-release Version: Do Not Photocopy
EARLY YEARSFunctional Writing
The student demonstrates herunderstanding that text conveys a message.She has written an important message andillustrated it to emphasize her meaning.
Specialization
Transition
Junior
..F4=11=11.
Primary
FULL).pre.T+.
PARTIAL >
BEGINNING>
DIA
luO
COMPOSING TRANSCRIBING
North York Writing Exemplars. Early Years-
Pre-release Version: Do Not Photocopy
EARLY YEARSFunctional Writing
This number book is a sEidor kindergartenstudent's way of demonstrating his understandingof the relationship between numbers and objects.He has created a book that shows one-to-onecorrespondence of numbers and objects from 1 to
22 and at the end of the bookcomplete his work with "THATALL' to let his audience know thathe has finished. This bookreinforces the mathematics being
\-\learned in the class and can be
\ used by the child to enhance hisOC ° learning.
Spocialization
Transition
Junior
Primary
FULL-->
PARTIAL>
BEGINNING>
COMPOSING TRANSCRIBING
15'1North York Writing Exemplars, Early Years-
Pre-release Version: Do Not Photocopy
Primary Division Writing Outcomes
33
Vocabulary
Organization /Style
Form /Purpose
Planning
Vocabulary
Organization /Style
Form /Purpose
Planning
Punctuation
Spelling
Grammar
Primary Writing Outcomes
Beginning Acquisition
Writes to Express Persuses simple vocabulary to expressideas
shows some awareness of beginningand end
writes using telegraphic andrepresentational form
writes spontaneously
Partial Acquisition
onal Experiences and Imadds action verbs and commonlinking works (and, so, but)
writes events in simple sequence orchronological order
writes using predictable stories,poems, o: personal events as apattern
uses pictures, lists and storytelling toplan writing with teacher assistance
Writes to Record and Investigateuses simple vocabulary to write and adds action verbs and commonaccount linking words (and, so, but)
writes accounts showing awarenessof beginning and end
writes using telegraphic andprepresentational forms
writes spontaneously
Conventions of Writinguses capital letters, periods, questionmarks, exclamation marks withlimited accuracy
uses random letters and initial andfinal consonants to represent words;uses correct letter choices for somewords
does not differentiate parts of speech
Handwriting demonstrates an understanding of'directionality and basic features ofprint including upper and lower caseletters
Revises
Edits
Publishes
Full Acquisition
aginative Ideasuses adverbs and adjectives andoften uses linking words
writes stories in the correct order ofevents
writes stories based on familiarstories, poems or personal events
uses pictures, lists and storytelling toplan writing
attempts to combine the elements ofthe modelled form in sequence
Engages in simple types ofinformational writing to record andinform, using a modelled format
uses pictures, lists and oral retellingto plan writing with teacherassistance
experiments with functionalvocabulary
writes a sequenced account (or letter)coherently recording a series ofevents or learning activities
uses familiar forms of functionalwriting for many purposes (notes,letters, memos, lists)
uses pictures, lists and oral retellingto plan writing
uses capital letters, periods, questionmarks, exclamation marks withincreasing accuracy
uses initial, middle and finalconsonants to represent words; usesvowels as place holders, sometimesincorrectly; uses easily decipherableapproximated spellingis beginning to recognize andcorrectly use some parts of speechincluding nouns and verbs
uses standard manuscript print;recognizes and practices cursivescript
Revises and Edits Written Workinitial draft is the final version makes few revisions with teacher
and peer assistance
does not yet edit writing
publishes work with little attentionto audience and/or selection criteria
uses capital letters, periods, questionmarks, exclamation marks correctlyin more than one sentence
uses standard spelling for commonlyused words and approximatedspelling and transitional spelling forless commonly used words
recognizes and correctly uses someparts of speech (nouns and verbs);:mains to use adjectives and adverbs
produces controlled cursive writingwhen required
begins to proofread/edit work forcapitals, periods, and spelling (withdirection)
publishes work with some attentionto selection criteria and audience(with support)
uses peer and teacher assistance toadd detail and revise writing
frequently proofreads/edits forcapitals, periods and spelling (withsupport)
prepares selected pieces of writing forpublication with greater attention toselection criteria (with support)
Pre-release Version. Do Not Photocopy
Primary Division Exemplars
Specialization
Transition
Junior
FULL >
PARTIAL>
BEGINNING>
EarlyYears
,i111MINIM
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYPersonal Writing
COMPOSINGWith simple sentences and vocabulary,this primary student has written a storyabout her day with grandpa. This writingis conversational and is an example of aspontaneous piece of work.
TRANSCRIBINGThe student uses standard spelling toconvey this simple message. Periods areover-used, almost as place holdersbetween words. Upper case letters are usedthroughout the text, with some wordscontaining a mixture of upper and lowercase.
2North York Writing Exemplars, Primary Division 5
Pre-release Version: Do Not Photocopy
PRIMARYPersonal Writing
COMPOSINGThis journal entry recounts recent eventsin the student's life. He has attended tothe sequence in which the eventsoccurred, using the word "and" to connectthe events.
TRANSCRIBINGThis student uses standard spelling forfamiliar words and easily decipherable,approximated spelling for unknownwords ("cot" for "caught", "nrvs" for"nervous", "almos" for "almost").sentence stucture is still developing.
Spoclallzatlon
Transition
memlimmg.
Junior
FULL-->Superior
Proficient
PARTIAL >^^ Competent
BEGINNING --> Adequate
Limited
Dependent
EarlyYears
COMPOSING TRANSCRIBING
I v/071- fisil;noand L co+
f;sp and v/-e 4in os cofano4A-,tr, fsk. i+ 50-kaway. I brafry9 a rc4bbi4.4,0 sschoo( cold 1- isirvs.
11 le Y,d
ij4G North York Writing Exemplars, Primary Division
Specialization
Transition
Junior
FULL>
PARTIAL>
BEGINNING>
amt
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYPersonal Writing
COMPOSINGThis grade 2 student has created a poem(song) appropriately using rhyming wordsand other features such as repetition ofthe word "love" to create the poem. Sheoften uses the word "and" to link ideas.
TRANSCRIBINGUpper case letters have been usedappropriately for proper names and forsentence beginnings and standard spellinghas been used consistently for commonwords. Transitional spelling can be seen inthe use of "frends" for "friends". Correctuse has been made for upper and lowercase letters. Full stops (periods) have beenused correctly in more than one sentence.
Sot)3
We, love to playw and 51n3 and k aay
Wt +0 have no fruld,sLO v e ti77 frends A-i rson
a.nd Erssa god Cyni-hl aGnd Ey5-e.
1 . Sh..e, has -\-0 90.
4North York Writing Exemplars, Primary Division
a
Pre-release Version: Do Not Photocopy
PRIMARYPersonal Writing
COMPOSINGAlthough the structure of this familiar pattern ismaintained by the student, she does not yetconsistently demonstrate an understanding ofthe task. Verb agreement is inconsistent.
TRANSCRIBINGThe student demostrates her understanding ofmany of the conventions of writing in thispatterned piece. She begins each sentence with acapital and ends with a period, maintaining thebeginning structure of each line of the text.However she does not maintain this parallelstructure at the end of each line (predicate,. usingeither nouns or verbs to end her thoughts.Although conventional spelling is used, verbagreement is inconsistent.
SpoclallzatIon
Transition
Junior
FULL
PARTIAL
BEGINNING>
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING I TRANSCRIBING
Jenny CF?( 6 e55 i5 look.
hipCIPPii)eSs).Setii/et:7 afio'.he5 515 C
0001955 IS s vh.H rhess isr(oatek
tI1@SSihoeie
5hess (sActsc
.9.Ar delis.iro pp/ h e Ss I3 foeCre
p to.11 v7e. s s is h
tIPP(ness I's 18-
tiapptih e55 /.5 1-0
1.88 North York Writing Exemplars, Primary Diyisiot.
Specialization
Transition
Junior
FULL>
PARTIAL>
BEGINNING>
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYPersonal Writing
COMPOSINGThis sample illustrates the student's ability towrite a personal version of a familiar storypattern. His sentences are complex, creativeresponses to the task. The student clearlydemonstrates his understanding of the pattern heis using to model his own writing.
TRANSCRIBINGThis patterned piece of writing illustrates thestudent's ability to use the basic conventions ofwriting. Capitals and periods are used to beginand end most thoughts, and standard spelling isused throughout the piece. The studentmaintains subject and verb agreement in eachsentence and maintains the parallel structure ofeach thought.
tfapp,;ne-c,,se Iro Ok- irle tine
c9PRIMe6S ,115
Trte. dp9ineS5e Lne circiA5,
ric4pfinef,s +5 4o r9
.4604..1-1opile,ss isIlif+1nq a In me ((An.
ospFpr)55 l5 k, Coqe ash
Pe,rsoK
in k- ke c/inekS5
Ho()pineS5 Q trienb.
;-Oppine5S is (/ pitidoppoe. is it.45f. rne
by rThista
6North York Writing Exemplars, Primary Division
Pre-release Version: Do Not Photocopy
PRIMARYPersonal Writing
COMPOSINGThe issue of racism is dealt with in this student'spersonal narrative writing. She demonstrates herability to write a persuasive piece dealing with acontroversial topic following a logical format.Sentence structure is varied throughout the piece.The student defines the term, states why she thinksracism is a problem, and poses a solution to theproblem with the "Things you can do" section of hernarrative.
TRANSCRIBINGThe student has good control of the basicconventions of written English. Capitals andperiods are used appropriately and the student isbeginning to use quotation marks and exclamationmarks correctly. Standard spelling is usedthroughout, although a few errors are still evident("peoples" for "people's", "goverment" for"government").
Specialization
Transition
Junioi
FULL>
PARTIAL>
BEGINNING>
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
R)tc.;,Sn'N
73 Mt i.4ter. entroNS
"It ()Aso NoraNn5.e.!%50 r
,1 5 t-v3 .4.19
tvch Ucr-431-, '6.sir* -Ekorf you
Cwt. CA)ou,} y 0 ,Ar Future 0+ IN GI
veo#S cteAr3s s 5 C- R- (A -6
t or, do
\ito lit Ow, k`rst. Boger melvk
co,r sk e rk Din anti -rthc. svoclo S4 s roc. ss ,^)
3 La buk. rok t3.c Dc4-11t
dok
should
r."1"'I FAATI{ /\'-o- I (
op
North York Writing Exemplars, Primary Division
Specialization
Transition
Junior
FULL>
PARTIAL-->
BEGINNING>
EarlyYears M.
COMPOSING
Superior
Proficient
Competent
Adequate
Limited
Dependent
TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYImaginative Writing
COMPOSINGThis sample demonstrates the student'sability to write a creative story in a clearand logical sequence. The story followsthe familiar fairy tale pattern, beginning asit does with "Once upon a time". Thestudent writes using simple sentences andconnects ideas using "and" to link histhoughts.
TRANSCRIBINGThe writer inconsistently uses capitals tobegin sentences and periods to end acomplete thought. Many familiar wordsare spelled correctly, and approximatedspelling is used for unknown words("hunted" for "haunted", "gost" for"ghost").
hCe. 1P0 h
+ rC, \IVO.% avrie I-lost 3 vt Heti
111 Tt Was 0. Sup ty 0 he,
\g/th ever coyoo waft-
14ere. t f wo)ed Scoxe
ou+
Orw do,y a 1 Mfr`!
day Wel+ IhSi4k
ahri YteV ct coo, e
o' +. 4 iScks Nitt, Ed She
(-ma the(3e.\os.
8North York Writing Exemplars, Primary Division 1"1
Pre-release Version: Do Not Photocopy
PRIMARYImaginative Writing
COMPOSINGThe fairy tale is the model for thiS short,imaginative story. This primary student haswritten a story with a logical story structure,beginning with once upon a time and endingwith a dramatic conclusion. The plot of the storyis a familiar one that many children would relate
FULL>Superiorto.Proficient
PARTIAL --> 77 -,:,-1"- Competent
BEGINNING> Adequate
, Limited
Dependent
Specialization
Transition
Junior
TRANSCRIBINGThis primary student is beginning todemonstrate her knowledge of sentence structureby beginning some sentences with capitals andending some of them with periods. This isdemonstrated inconsistently througout the story.Conventional spelling used for most familiarwords and easily decipherable approximatedspelling has been used for unknown words( "fiary" for "fairy", "tehre" for "there).
EarlyYears
COMPOSING TRANSCRIBING
\v., rt,c,41c
0 hce (..440r) c irna
Woks knoll c airy
sAcVne wag 1 k J. he 4.1oS
j3s+ one i
1111 otke .cior,ys Picbsd
oh ktr she '16'4.ciono.
lye North York Writing Exemplars, Primary Division
Specialization
T7ansItIon
mirolSm
Junior
FULL>
PARTIAL
BEGINNING>
Superior
Proficient
Competent
Adequate
Limited
Dependent
EarlyYears
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYImaginative Writing
COMPOSINGThis imaginative story follows a logical sequence demonstrating thestudent's awareness of the need for a beginning, middle and end to astory. His awareness of story structure is also evident through his use ofthe beginning "Once there lived..." Although he uses linking words toconnect ideas, a number of his sentences are run-on sentences, requiringfurther editing.
TRANSCRIBINGThe student uses capitals and periods with increasing accuracythroughout his story. Standard spelling is used for many words,although a number of errors are still evident in the edited piece ("new"for "knew"; "midle" for "middle"; "couldn't of" for "couldn't have").
This primary student, after conferencing with peers and the teacher, wasable to edit his work with increased accuracy. The student would berequired to reread his story aild edit it once more to ensure that all theconventions of writing have been corrected in order to display his workpublicly. The student does not yet revise work to add details or makeother revisions to the content of the story.
Tine .rfeepr tn 3 r0 [Anc,-)o,5
0r7ce -71 A ere 0. rofkocf wood 0-i- set op hewood sleep for mill ions o
yers. f,e 1-16,4 a Clrfnct 1-Now-viedso i-,ec:, kegt-toy.
,Qk (Yip g r 0 /Id o
ho 1vR 6tAt ke woo f waR (-(/0
but s-0,-)6,7,1);-19 hapend onejay jraukiJk.03 was Jon
of-1-e c hewcooder1-f- of co ei away.s a inec- fo -rand (-)k*rn
)e he FoiAnd crn rn+1-n-G Mid le fouies-1/101 ,ro sofriec1;:) ac..k olnai now 1-ve vasno 71- s 1 eca agct hewas q vvaA
so
10North York Writing Exemplars, Primary Division
THE SLEEPING GROUNDHOG
Once there lived a groundhog thatwould not get up. He would sleep formillions of years. He had a friendnamed Sonec the hedgehog. He triedto wake up groundhog but no luckbut he won't wake up but somethinghappened. One day groundhog wasgone. Sonec new that he couldn't ofrun away. So sonec went to find him.Finally he found him in the midle ofthe sewer hole so Sonnec-broughthim back and now he was notsleeping again. He was awake.
1"3
Pre-release Version: Do Not Photocopy
PEST COPY AVAILABLE
PRIMARYimaginative Writing
COMPOSINGThe illustration serves as a plan for the student'screative writing below. The story explains thedetails in the illustration in simple sentenceformat. The story follows a logical sequence,outlining each event evident in the illustration
TRANSCRIBINGSentences in this sample are complete thoughtswhich generally begin with capitals and end withperiods. Subject and verb agreement is evidentthroughout and standard spelling is usedconsistently. The student correctly uses theapostrophe to demonstrate possession.
Specialization
Transition
Junior
Superior
;;ge Proficient
PARTIAL> Competent
BEGINNING> ''"1""" Adequate
Limitedm1111111111111Mm
i DependentEarly -
Years
COMPOSING TRANSCRIBING
1j North York Writing Exemplars, Primary Division-
Specialization
Transition
Junior
FULL
PARTIAL>
BEGINNING >
10
Superior
Proficient
Competent
Adequate
Limited
Dependent
EarlyYears
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYImaginative Writing
COMPOSINGBased on a model of a familiar poem, thisprimary student demonstrates her ability tocreate a poem using a known pattern. Her use ofadjectives to describe "holidays" adds creativity tothe text and demonstrates the student'sunderstanding of how to paint a picture withwords. The illustration is added to enhance thewriter's message
TRANSCRIBINGThe format of the poem follows the conventionsof familiar children's poems. Every line beginswith a capital and each complete thought isended with a period. Spelling is generally correct,although the title contains transposed letters("hoildays"). The writer makes good use ofadjectives to bring meaning to her poem.
ho;11."-P,liolkicys
Aohiors
'G.! ;days .
a8iffcito isAdcrs
LiVie aim", tote Ao(iilys'Mess ore jtaIf A -1.1Notmilml .4.64.7s
a.e.Y h'1 6141Gr tuspray kolkiy.7
TA* Jrn4/1 wail,Cryirl Adecicys ice.Old 1-4415vs
Alew 17.447;DD "1 crY,C4 L,alidayS
Las*I,
bas # editZ11k olvmk14 .
12North York Writing Exemplars, Primary Division
Pre-release Version: Do Not Photocopy
PRIMARYImaginative Writing
COMPOSINGThis late primary child demonstrates his abilityto follow a familiar poem format and create hisown poetry using repetition of words and ideas tocreate the images he is developing. The poemfollows a logical sequence and format.
TRANSCRIBINGCapital letters and periods are used appropriatelyin most cases in this sample of late primarypoetry writing. The stude it uses standardspelling for most familiar words and transitionalspelling is used for unknown words ("gona" for"going to", "frant" for "front"). The use of theapostrophe for contractions is usedinconsistently.
Specialization
Transition
Junior
FULL>
PARTIAL -->
BEGINNING>
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Tile S f(e. ire
A 5rr4ke Verri' ("=',LYiatk
ik Si (Ake, weit4 in 1rot at rex41:14 rus ,s sorra e.it ow+1
' hinkr he S "HA ed moaniy 1 isa1 go, fly
m ..o ii4is wouid 30 TO' .IV-1 r( r larval or m wie yot..Markle- he wo4.4ct Cy +or. fnr- -e38
Anil maybe. he. itypta 50 ..for Kis
it,P1 CA a C.: 0f til e. ell-(...L isust rnroc, lk ur.3
North York Writing Exemplars, Primary Division-
Specialization
Transition
Junior
FULL-->
PARTIAL>
BEGINNING>
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYImaginative Writing
COMPOSINGThe writer demonstrates her awareness of story structurethrough her use of "Once upon a time" to begin her story. Herstory maintains the narrative structure with a clear beginning,a middle section where a problem is described and an endingwhere the problem is resolved. Linking words are used tocreate complex sentences, and adjectives have been added inthe revised/edited version to create a more descriptive story.
TRANSCRIBINGThe edited version c...` the story demonstrates the writer's abilityto use the basic conv,ntions of written English. Capital letters,periods, commas are used accurately throughout the piece andstandard spelling is evident in the final version of the story.
The writer has rewritten a draft with little description or detailand has tried to create a more imaginative, descriptive piece ofwriting through revision.The revised/edited piecedemonstrates the author's ability to use adjectives to create a
more descriptive story.
once upon q timedSome Lioris 0.)cre 60,%," io a Oxk
They Cuel-6 pay- rr, -the tckks So ihe.xSfopec) (1-3- a iscirr,Ners Ao use. do scoci
-tAty could sia.7 i f 1+)tycay-Gt\ b or) /cr. 9-, 0,4
hey cc h f 7(6 e Lkrj
On ce Upo r a. -W\e,
Sorrie, v icc, I.-icsr\S were 3 ot9LFtk-e.. 7fvey W ere- few frame- the blvt
so 'hey 571ofptc./ + q rtArrn kousc.
71,-6 c -Fcv-me,t^ to.fh a 1'9/tie_ SLfirT s kit
4.kci 141,2,x 0 via' .540.y /4* they Cays9 h
!``he o /eve. v bove3/er Th04
cateliii Vie c/eve-r Bdr3ler elhci
76*e. Fat -C-1 riner \A/
the hbe Shirt ?`-htnked Arm avid her-.
couldnigh
14North York Writing Exemplars, Primary DivisionCk
BEST COPY AVAILABLE
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSINGThe illustrated list of items demonstrates thestudent's ability to record, in a list format, anumber of items of importance to her. Each itemis listed and illustrated separately.
TRANSCRIBINGThis itemized list demonstrates the student'sawareness of the conventional listing format andher ability to use standard spelling for the wordsin her list. Upper case printing is combined withlower case in several words.
Specialization
Transition
Junior
FULL >'
PARTIAL>
BEGINNING>
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
193North York Writing Exemplars, Primary Division
Specialization
Transition
Junior
FULL>
PARTIAL>
BEGINNING>
EarlyYears
111,11
m,
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSING - BEGINNINGThis primary student's list is an illustration of a
student experimenting with informationalwriting. The list format is one way to recordideas when planning or reporting information.
TRANSCRIBINGThis sample of rhyming words, and words withdouble letters ("oo", "pp") illustrates thestudent's beginning awareness of phonics. It is asimple listing of words familiar to the student.
S
16North York Writing Exemplars, Primary DivisionI 9 3
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSINGThis list of favourite songs is a demonstration ofthis student's understanding of the list format.She was able to identify, number, and record insequence the titles of a number of her favouritesongs.
TRANSCRIBINGThe student demonstrates her ability to use thebasic conventions of written English in this listof her favourite songs. Most commonly usedwords are spelled correctly, although the use ofthe number "2" for the word "to", and "A.LIFE."for "alive" illustrate the use of easilydecipherable approximated spelling in this list.Periods are used as place holders throughout thepiece, and upper and lower case letters are usedinconsistenly in the words in the list.
Specialization
Transition
Junior
FULL
PARTIAL>
BEGINNING>
I
Superior
Proficient
Competent
Adequate
Limited
Dependent
EarlyYears
COMPOSING I TRANSCRIBING
North York Writing Exemplars, Primary Division
Specialization
Transition
Junior
FULL>
PARTIAL >
BEGINNING>
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSINGThis report on octopuses is an example of aprimary research report where the studentrelates a number of different facts that he haslearned about the octopus. The facts are stated insimple sentences, with a drawing of the octopusto enhance the writer's thoughts.
TRANSCRIBINGThis student uses capital letters to begin eachsentence and periods to end complete thoughts.His ability to use standard spelling is for familiarwords is evident, and he uses approximatedspelling for unfamiliar words ("eeg" for "egg","plasis" for "places").
OCtopusers I Dci-opuseS coo
Gckey r'ek. ley cGth 500, oatof #i e pLIS1'5, Can /oy
0
18North York Writing Exemplars, Primary Division
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSINGThis questionnaire is an example of a primarychild's version of a survey. Several differentfruits have been identified and listed to elicit aresponse from the classroom teacher and otherchildren in the class.
TRANSCRIBINGThe student demonstrates his understanding ofthe survey format in this questionnaire.Although the fruits in the survey are spelledusing approximated spelling, the words are easilydecipherable, showing his awareness of initial,middle and final consonant sounds. His use ofthe question mark is appropriate for the task,although it is incorrectly placed in the survey.
SpaclallzatIon
Transition
Junior
FULL>
PARTIAL>
BEGINNING
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Acrd Y ow
8 Aip,t6
is
vvo Ma- LIN
C
_ver
C7- RAPS
St fi'oi3APe 5
RA-S8MtS
CR1Am 63,14in5
North York Writing Exemplars, Primary Division-
Specialization
Transition
Junior
FULL>
PARTIAL>
BEG INNING>
Superior
Proficient
Competent
Adequate
Limited
Dependent
EarlyYears
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSINGThis menu has been written for Zak's restaurant.It includes food items and prices and has beenwritten to convey a message for the readers of themenu.
TRANSCRIBINGA primary student's awareness of the menuformat is clearly demonstrated in this piece offunctional writing. Many words are spelledcorrectly, and approximated spelling is used forunfamiliar words. The final "e" missing fromthe word "choclat" and "larg" illustrate thestudent's need to have this spelling rule taught tohim during a mini lesson when conferencingwith the teacher.
COMPOSING TRANSCRIBING
from Literacy through Whole Language
5"-Hql! oho cbt$ )1* 1:4 Lorrj -25ScocigAs" c, h iottr .110
5rv1 t'Attl4 35 4 LQ r9 rags
ne, SO c 'e419 hArl 1-4115:f.
Stars C o FP, Jvice.71 '9,9.9 1ct4p*
20North York Writing Exemplars, Primary Division 2.13
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSINGto be added
TRANSCRIBINGThis grade 2 student has rewritte her CakeTime story to make it neater, more organized andeasier for her audience to read. She has editedher writing so that upper and lower case lettersare used appropriately and has modified thepunctuation to fit her new format.
Specialization
Transition
Junior
FULL-->
PARTIAL >
BEGINNING >
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
on- TIME
kwe ( 11/X y uRIN
We, lioNte,OIL
We Have wilrEp wc)rvt,it.ht<
Rif if in The BOWL.
SIR iT \NI 1TH rt roRK
IF:iuTT41, P/IN THE OVPV
EAT- IT yot^!
204 North York Writing Exemplars, Primary Division
Specialization
Transition
Junior
FULL>
PARTIAL>
BEGINNING>
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSINGto be added
TRANSCRIBINGThis edited version of the previous descriptionillustrates the young writer's attention to thesurface features of her work. She has, withdirection, rewritten her story in final formattending to spelling and punctuation. Theformat has been revised to provide the readerwith a piece of writing that is better organizedand easier to read.
Vacs co K:I/A\-N
w(;-te eon d Vzci. P\Yir31uc r S f k\c SKry.ilow iS ifr?c, Sw-Nre s o v\o r±aran-e vs a 0 vo-, ojeo reer, 1S )c\ie°S. lfie N11/ co ioLArg
22North York Writing Exemplars, Primary Division 2
Pre-release Version: Do Not Phoo7ipy
PRIMARYFunctional Writing
COMPOSINGThis primary student has written an explanationof his experiment in order to display it with hiswork. He lists the steps of his experiment inchronological order, recording for the reader thesequence of the task. The illustration - like thediagrams displayed in sophisticated scienceexperiments, adds meaning to the text.
TRANSCRIBINGThe student uses standard spelling for manywords in this science experiment with easilydecipherable approximated spelling for unknownwords. Capital letters and periods are used tobegin and end sentences, and upper and lowercase letters are used appropriately throughout thepiece.
Specialization
Transition
Junior
FULL>
PARTIAL>
BEGINNING>
4mlim,Em.
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
roCicle C4 )(Sco
-1-c4( -1-14@ -toothpicks
cvaa b -f 4-am i 7 o ov5 0 rvli
0 k n 11-00h pic i*VcD
pad rnGkie a c+ar.
2r)6 North York Writing Exemplars, Primary Division--
Specialization
Transition
Junior
FULL-->
PARTIAL>
BEGINNING>
Superior
Proficient
Competent
Adequate
Limited
Dependent
EarlyYears
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSINGThis sample illustrates a creative writing formatto convey information about the topic of pencils.It is an example of visual writing where thereader has to determine how to read the samplebefore being able to decode the message that hasbeen written.
TRANSCRIBINGThe student demonstrates his ability to useseveral of the basic conventions of writing in thiscreative piece of visual writing. Most words arespelled correctly. Punctuation, including thecomma and period, and a capital letter to beginthe piece are evidence of his beginning control ofwriting conventions.
from Literacy through Whole Language
AReir-LS-21517c!P (5 11,,.
0-70/0.g/i c/1q4 P`'"o(ww3
24North York Writing Exemplars, Primary Division
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSINGThis primary student uses her reading skills tofind and then copy some technical informationand adds her own information and illustrationsto her report about Raccoons.
TRANSCRIBINGCapital letters and periods are usedinconsistently in this writing sample. Thisprimary student uses standard spelling for manywords and easily decipherable, approximatedspelling for unknown words ("fer" for "fur","paly" for "play").
from "The Learner's Way"
Specialization
Transition
Junior
FULL>
PARTIAL >
BEGINNING >
EarlyYears
Superior
Proficient
Competent
Adequas?
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COMPOSING TRANSCRIBING
fkoccoofn
Procyohinge 'Acre OreSiX 9cherd o, coirratS
ciassecti.1-114 mayA Raccoon Nis Priaskof idgck hale- cwounci i4s
ta9
eYes this furry inawyncildatS, +1.3h clhd 404 4CCITckleS Ylveres.cfr-4h.ecio.*Is
the feci-cfor tiscfccoDns.
14; olocpc,.pq ccoohS i`rocks
)1Tc 4. fro fr.+ fo6b,
The i3.ctia's Raz-m*4S Pcdj and
'The Ranocc45 have b,zow
Ft, and. loictksirips
203 North York Writing Exemplars, Primary Division-
Specialization
Transition
Junior
FULL--
PARTIAL>
BEGINNING>
Superior
Proficient
Competent
Adequate
Limited
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EarlyYears
'DOSING TRANSCRIBING
from "The Learner's Way"
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSINGThis student demonstrates his ability to researchinformation about fish and summarize it in hisown words. The sample follows a logicalsequence. The writer uses a variety of sentencetypes to make the report interesting for thereader.
TRANSCRIBINGIn this sample, capital letters and periods areused correctly to begin and end sentences.Standard spelling is used throughout the piece.Subject and predicate agreement are stilldeveloping, as is the student's ability to use theapostrophe (fishes worst).
'bout F;sh-
7-1-texe is stt I e k s
of fish. The gk i nds of fish
0 re ccAlecispring and coil()ha socka eye ctnd
ocLArti p i rqc
ngi *hat is aftF he fishes.
wo rs± enemy isrnoir. Men I keto giatch f is,
.
+he ishave come up
streamt hty spawn.pawnin§ is hard
w o rk.
Fish die afterthey spawn. 'They
nki GeersPar'At to woich
*hen) spawn.WhekN the f.'s'',
/love h oftch anc(WIlevl they haveintio frythey 50 to :rileoc an cino in theocecin i s lots ofc(cc nser for.
I il7k fry.ferrate okeye
nocUrioin ca n/drno3, oo eggs
26North York Writing Exemplars, Primary Division2 ;1 3
Pre-release Version: Do Not Photocopy
PRIMARYFunctional Writing
COMPOSINGThis grade 3 student has written a researchproject to record the attributes of various horses.In this example, one chapter of the projectdescribing the attributes of the work horse isreproduced. The student, after collectinginformation about variou.> Kinds of horses, liststhe characteristics of the work horse in simplesentences.
TRANSCRIBINGThe student consistently uses capital letters tobegin each sentence and periods at the end ofeach complete sentence. The contraction"they're" is correctly used to replace "they are".She uses standard spelling throughout thereport.
Specialization
Transition
Junior
RiLL
PARTIAL--->
BEGINNING
EarlyYears
Superior
Proficient
Competent
Adequate
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COMPOSING TRANSCRIBING
Work Horsits
Tti ei work 6.4164- for pvcrie.TiLeye. kw, and sfronj And bitTA nectaS gra.. black .
TAey pLAI) -co%i
They ca n kno-f- nm A a reo 1 I of-.
TA ex -e-f- q /3 re4-47/.rkey gria: Nor-l-t)trh horstS.
n4 a
North York Writing Exemplars, Primary Division
Specialization
Transition
Junior
FULL>
PARTIAL>
BEGINNING>
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
PRIMARYFunctionalFunctional Writing
COMPOSINGThis student has chosen to write a thank-younote to her teacher correctly using somecommon elements of a letter (salutation,signature). The letter is a sequenced descriptic nof an activity participated in by the student. Thelinking word "and" has been frequently used toconnect the student's thoughts.
TRANSCRIBINGStandard spelling is used for common words andtransitional spelling for less commonly usedword ("scrached" for "scratched"). Capital lettershave been used correctly for proper names andsentence beginnings.
Dtar Mn. .S Rein 6rt,
tar you for icncling itur Liack Cr-Tn.
I needed your ()lack because of Ho &weer,.
.ile had a piece of paper and Then we colour
brijhi colours and ten we used our Mack ova,-
fop very hard and +her, we 1-0.4; our rulerand scrcrithr.d if and made prchircs if yovi
know vikai I orean.from ka4-rin
9 I28North York Writing Exemplars, Primary Division
Pre-release Version: Do Not Photocopy
Junior Division Writing Outcomes
63
Vocabulary
Organization /Style
Form /Purpose
Planning
Vocabulary
Organization /Style
Form /Purpose
Planning
Punctuation
Spelling
Grammar
Junior Writing Outcomes
Beginning Acquisition Partial Acquisition
Writes to Express Personal Experiences andFull Acquisition
Imaginative Ideasbegins to experiment with literary uses. and expanded repertoire ofvocabulary vocabulary
attempts to combine the basic develops a coherent story-lineelements of story around a basic plot
writes stories based on familiarstories, poems, and personal events
with teacher assistance, uses listing,storytelling to plan stories
Writes to Record and
uses basic story and poem structuresto express personal feelings andexperiences
with teacher input, uses charts andwebs to plan stories
Investigate
uses an expanded repertoire ofvocabulary to communicate dearlyand accurately
writes stories that include somecharacter development; writescomplex sentences and begins todevelop paragraphs
uses a variety of narrative forms;story, drama, poetry to expresspersonal experiences andimaginative ideasuses charts and webs to plan storiesindependently
experiments with functionalvocabulary
functional writing is coherent
writes to inform and explain; recordsinformation using various formats
uses pictures, lists, and oral retellingto plan writing
Conventions of Writing
uses an expanded repertoire offunctional words
functional writing is coherentcontaining supporting details
uses basic functional structures toreport information in a clear,well-organized format
uses diagrams, charts, webs, to planwriting (with teacher assistance)
uses an expanded repertoire offunctional vocabulary tocommunicate clearly and accurately
writing includes some paragraphingand shows critical thinking
writes to explain ideas, to makenotes on topics
uses diagrams, charts, webs to planwriting (with little assistance)
begins to use commas and quotationmarks (often inaccurately); usesother punctuation forms accurately
uses standard spelling for commonlyused words; begins to spellunfamiliar words accurately
recognizes and correctly uses thefollowing parts of speech: nouns,
!verbs, adjectives, adverbs
Handwriting !performs written tasks with'increasing proficiency in writtenscript
Revises and Edits Written WorkRevises
Edits
Publishes
uses commas and quotation markswith increased accuracy; uses otherforms of punctuation accurately
uses standard spelling for a largerbank of commonly used words;shows increasing confidence andaccuracy in spelling unfamiliarwords
writes subject-verb agreement; usesadjectives correctly to modify nouns
developing a personal style ofcursive script
punctuates sentences accurately,including the use of commas andquotation marks
uses standard spelling for a largerbank of commonly used words andfor words encountered lessfrequently
recognizes, understands andcorrectly uses the following: nouns,verbs, adjectives, adverbs
uses legible script efficiently
begins to use suggestions of others toI add detail and delete unnecessarydetail; begins to re-read and re-writewith teacher support
proofreads and edits with teacherand peer assistance; does not yetrevise or edit during drafting
prepares selected pieces of writing forpublication independently, givenselection criteria
uses suggestions of others to adddetail and delete unnecessary detail;often re-reads to re-write withassistance
proofreads and edits with someassistance; begins to revise and editduring drafting
prepares selected pieces of writing forpublishing based on establishedcriteria with support; beginning toarticulate reasons for selection
c) ))
adds detail, deletes unnecessarydetails after conferencing; re-reads tore-write with attention to ideas andexpression
proofreads and edits using a varietyof references (e.g., dictionary,thesaurus, word lists, peers, etc.)with little assistance; revises andedits some text during drafting
prepares selected pieces of writing forpublishing based on selection criteriaindependently; developing ownreasons for selechon
Pre-release Version: Do Not Photocopy
Junior Division Exemplars
0
2 1
Specialization
Transition
FULL-->
PARTIAL>
BEGINNING>
Primary
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
JUNIORPersonal Writing
COMPOSINGThe writer introduces her topic through the leadsentence of her story. She uses repetition for emphasisand incorporates phrases encountered in reading in herwriting ("So at this point"). Many sentences in thispersonal piece of writing begin with common linkingwords and linking words are found in a number of thecomplex sentences use(' in the sample.
TRANSCRIBINGThe writer uses capitalization and periods appropriatelyto begin and end her sentences. She demonstrates herability to use an apostrophe when using a cor traction.Standard spelling is used for most words, withapproximated spelling being used for unknown words("ressece" for "recess"). Quotation marks for directspeech have not been used when direct speech has beenwritten.
orribarrattn3 ciiox v-p-y Ii.t
Was LA.Aen 1144 to 8e he ba-h room c14
5chDc! kAte.cka,e,r tid +
.fo 4he wc,skroori. And%
c'eosily bc44(y bc,-+ she. Soli ck°1011ti-1- ft.+.
v-ne. 51,Q. sc...?d IA" (-Joss resse.e.so realty rcAliv body
and i;;.t 6,3 ar-Ar -till 1essece. 4,4 sood- 4111 s po NIL I u,icks react fo qee-
And inad siox-tect toAOC,. el cod, ro.r. c),Act One. -recko her W qs
o.d so s e sq;'J me swo,sr,rco he)) Bc44 b be b4c.k .0)
mo-o. So 2 rat; cis cl5 ulok
rind _1 so+ 44)ere ark Lokcn uhas
f"\n;siNeo I 3c bqc c ssand t -to "hAia ^11,1(0 CS bLA
(1.ki7.41 A ?1. -Ajl c qrc.
2North York Writing Exemplars, Junior Division
Pre-release Version: Do Not Photocopy
JUNIORPersonal Writing
COMPOSINGThis writing sample was written to convey a message tothe reader. In this piece of expressive writing the writeris able to reflect his feelings and emotions. Heincorporates phrases a patterns observed in reading andlistening ("Like I said") and uses a conversational stylethat reflects his purpose and audience. He selectsappropriate words and phrases in order to convey hismood. He is beginning to use linking words and phrasesand a variety of sentence types, including compound andcomplex.
TRANSCRIBINGThe writer usually uses capitals and periods to beginand end his sentences. He is beginning to use commaswith occasional accuracy and uses the apostrophecorrectly. Standard spelling is used for commonly usedwords, with approximated spelling used for unknownwords ("find" for "friend"). Subject and verbagreement is evident in this writing sample.
Specialization
Transition
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PARTIAL>
BEGINNING>
Primary
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
20-ry) W../really miss PAryt) U/0.s my/` r-r hi4 0,.()
rl c)-"ario (9 wouic)
-1- in a -1-740. in to l.-ond 0 n vsi--K) se -e Dowcy 1. 1; g-e, Z sandh ,-tav be, st cr,;)d. Lye., c,c. I wqsys
e/cAy&() 3forts .1-o9 ,z,141e, 6v
5/%2C, 41e, P O veri fie-Ver.30109 +0 5 e. 0./0,0/1 .cx tic) 1,1 t-fierd- jirt
5c4c.v1ce- (...enter cA)/7417n, 11 e-->7 were,
s or eV 6r.9 IL rip
2 North York Writing Exemplars, Junior Division-
Specialization
Transition
FULL>
PARTIAL>
BEGINNING>
Primary
Superior
Proficient
Competent
Adequate
Limited
Dependent
Pre-release Version: Do Not Photocopy
JUNIORPersonal Writing
COMPOSINGThis chant is an example of grade 4 writing. A poem hasbeen written using a predictable pattern selected from apoem encountered in reading and listening.
TRANSCRIBINGStandard spelling, punctuation and capital letters areused consistently throughout this patterned poem.Good control of cursive script is evident, althoughmanuscript printing is used for most capital letters.
This student arrived from Sri Lanka in one year ago with someformer English. This chant was written following anintroduction and experimenting with the chant: JUNK FOOD,
Early from Sonja Dunns book Butterscotch Dreams.Years
COMPOSING TRANSCRIBING
Rezt /7,9027
8ezt, ,thop2X4.14.4
Zug,/145,2,
-
4Norin York Writing Exemplars, Junior Division0 1
Specialization
Transition
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PARTIAL>
BEGINNING>
Primary
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
JUNIORImaginative Writing
COMPOSINGThis imaginative piece of writing is a descriptive pieceof work by a grade 4 student. It demonstrates thestudent's ability to write expressively, using a variety ofsentence types and descriptive words to create a pictureof the setting in the reader's mind.
TRANSCRIBINGThe student uses standard spelling for most words,although some words are still spelled incorrectly ("trial"for "trail", "bottem" for "bottom"). The student usescommas correctly to separate her thoughts and correctlyuses capitals and periods to begin and end her sentences.She uses the apostrophe in "head's", but it is anincorrect use of the apostrophe. The story is an excellentexample of the student's ability to use adjectives toenhance her writing.
When 1 walked down to trial h9')up On \tie mounia\nj saw biawhile -P1u.V-\1 clouds; pre* purple-CWICA red flowers and -fe.S\r-N creen
orofs. The season was sprin cknc\
ever +i-\.in smelled clean sand
syveel-. Bees were kA)z-z.i everywhere, and ?ohiow k-he- bkadk
ht.w!!s in the Sweet smelto-13Nben \ reached .Vr)e., ::.o.kke.xy-\ 4 )c\--)e.,
saw QA \`+e- \)°D1 4 6eace-r) So \ rhy Shoes cnd
weA- jack.tr\ in The, 0+1e. pool , occierA\-1\- Pc was a\mosk. \Inc-
cAct,\ ") LO" C\ hurt on myVc,rie,$ Ito
tettoto
6North York Writing Exemplars, Junior Division 218BEST COPY AVAILABLE
Pre-release Version: Do Not Photocopy
JUNIORPersonal Writing
COMPOSINGThis narrative piece of personal writing demonstratesthe student's ability to record his thoughts in a logical,sequenced chronology of events. Although a recentarrival to Canada, the student has created a story thatdefines a problem he is having and a resolution to theproblem. He has also used this writing to express hisfeelings about wearing glasses.
TRANSCRIBINGThis piece of writing is an example of a Junior E.S.L.student who is beginning to overgeneralize the rules ofwritten English prior to refining his writing skills. Hissyntax, grammar, and sentence structure are sometimesawkward, reflecting his stage of skill development in hissecond language. Standard spelling is used forcommonly used words, approximated spelling is usedfor less familiar words ("laph", for "laugh").Punctuation and capitalization is inconsistent, althoughthe question mark has been used correctly.
Specialization
Transition
FULL>
PARTIAL-->
BEGINNING>
r\ly2.:10,S.S.eS.
E 14,-8074 7<.c, (rienciPAouse c4,frec( 0)1%.+1`endo besideeivz fru vtrrY . 711c t)e-X* eay
0,11112 fo SCAoo/ It Iva.; bard -/-0 .-ree hd4orr'fm 9 oirly io 11-A4 fi,cac4zr 9/i..CdKol-e fo n i x log ron6. fig rtn fs so id tog ° -to ttit doc-tor fl,cn x vvGnt to 7'A
cto r crno' C 5 414/ thot+ I need 3 /a.rses.vicv so ew,boirrarreci tlimf Z need lo
7<aka rhy 9 /assay to .roo A',y h1orry foldhl P.- to /,4 When cq WasScqr-ect 74at- Soh-vabodJ. 4./11 /a4p6 q& Mebq-1. e,i/ery"-Aihj was fe?-1E, fhtnti+oo.5111- Why. St rri,ckc- Jo Acted Le s Q. 2 ?
fciloof n7orn
it J fo ACI117/ to see thedl Prry 1770
)(0/ d rh-db 4-114,71 X /01giy -&c./ hinfiehdo$1.74 c 6,57--- v 14.4, X
14 oectside,
9 1 r:'-V .
Primary
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
North York Writing Exemplars, Junior Division-
Pre-release Version: Do Not Photocopy
JUNIORImaginative Writing
COMPOSINGThe writer shows her emotions and feelings in thispiece of personal writing. She uses a variety of sentencetypes including complex and compound and also useslinking words such as "and", and "but" to connect herideas. The story is written in a logical sequence with aclear beginning, middle and end
TRANSCRIBINGCapitals and periods are appropriately used to begin andend each sentence. Standard spelling is used for mostwords, with easily understandable approximatedspelling used for unknown words ("safisticated" for"sophisticated"). The writer uses the apostrophe forcontractions, but incorrectly ("diden't") and does not usequotation marks when correct speech is indicated in thestory.
Specialization
Transition
FULL
PARTIAL>
BEGINNING>
Superior
Proficient
Competent
Adequate
Limited
Dependent
Primary
EarlyYears
COMPOSING
An err\ckr rassns 001Ors CKNI -Aryl was 9oin9 -to school. She_
\loss 0.1\ pc.ud oc- how s4,t, \ookel btzokxseShe sjms-4 9ok new 31 ossse s She \cNov.ki-\-
looked so SA-C'isiiced-rok. BuA-
skt comt ;h4-0 tler dAss tvtrione,laviah;r1. T +41.o.c1,er
e.,Nyry one seifit clown. Theldid. 1im)f .Fcli so ernbarressta 414N-Ir S h
almost- s'tark tck cr):1). 4\4 -the, /Al cy
cisty sY\e, strk 0,0 TA Co OA i0 \a 1,er
father her ga-Pnex said aoz s e k-
ryo+ker \ow you look or the 0 1/4.0s0oz. oniio i nsick. Tht, rte. dal she40 0, all the kids And 4htydja.er+ 1ck+,4911. 4Ctcr She Carrie
borne and 4 kerk. fafher,
220
TRANSCRIBING
North York Writing Exemplars, Junior Division-
Specialization
Transition
FULL
PARTIAL
BEGINNING
Primary
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
JUNIORImaginative Writing
COMPOSINGThis grade 5 student uses the fairy tale genre in anoriginal form. She supports her main character'smission by introducing a mystery (the missing ruby).The outcome of her story is a result of her character'suriousity with is introduced in her opening paragraph.Her purpose, which she fulfilled, was to write a "journeyplot". The story shows logical sequence and resolution.Simple sentences are the main sentence format. Whilesometimes incorrectly, she is beginning to organize herthoughts into paragraphs.
TRANSCRIBINGCapitalization, punctuation, and quotation marks areused correctly. Nouns/verbs agree, and tenses are usedcorrectly, as are pronouns. Although spelling isgenerally accurate, some errors are made ("villiage" for"village", "slidding" for sliding")
5co,rdnin9 for -the Ruby _
i+le fagebiz *here. lived agirl narnerl rlionicve. Ploniclue. loved
Foster becowse the Mel nearchiri3 foreggs o,nol other 'things One day The
Queb& a red ruby rim mis-sing The. Vrnic9e. peolDit were -l-op5ir.,9
Mou* missing rca ruby. Manictuewas e*cii-ed -ititajr e red ruby was
Monicve krcA silo would cinci +he-
rnissins rcd ruby. Moniolue, was seat-chinscol, tile, red ruby all Ili 9ht-. Day aCi-crday Moniotpe viaz looking for the redruby. Vlonictue give up she kepton trying to iinci red
Moniclue Spo÷ed a strekrIe man }hat`NOAS SuSpte.iouS. Monictut, 4ollowed himevery t- went. The man weht to 0.
Strong place, the man said "Red Ruby':
Then the doer Opened. There was aclue for t-Acrocty4e to find The red
ruby.or i °Luc fhoi..9h+ th c red ruby was
in the strange place because the.Se.cret code, J red ruby. t`Aorki,Ue. said
"MC code!" The door opened. Monietle,went in. Monique followed him. The. rnar-vickllIed -Nkr. -The man stopped. Moniquesaw him 9© in another dour. There. WQSno secret code. He pushed a buttonthen itie door. opened. Hebecause, he 1-houicpi- somebody Kitas
following him. gut- he didn't eee nobody-He wcni- Cattier. Mon;ctt,te_ saw him -fqKe.otAf a red ruby. A snake. Came. slicidincou+. The srio,Ko Ut. him because he.stoic i-he red ruby. The_ villiage c3avethe, red ruby to Monique because. she.-found ;f. Monique and +he. vii1ia3e ?cop+lived happily ever after.
8North York Writing Exemplars, Junior Division 9 ')
Pre-release Version: Do Not Photocopy
JUNIORImaginative Writing
COMPOSINGThis grade 6 student uses writing to express feelings andemotions. This short story illustrates her growingawareness of the issue of racism and how it affectschildren. She uses a variety of sentence structuresincluding complex sentences and incorporates directspeech into her writing to develop the story-line.
TRANSCRIBINGThis story demonstrates that the student has a goodcommand of standard spelling. She uses commas andquotation marks accurately in complex and compoundsentences. Some grammatical errors are evident("camed" for "came", "racism" for "racist"), that reflectthe student's E.S.L. background.
EF1 con' PVAILABLE
Specialization
Transition
FULL>
PARTIAL>
BEGINNING>
Primary
Superior
Proficient
Competent
Adequate
Limited
Dependent
EarlyYears
COMPOSING
044, cay a iiteA gig fronted 71ILLAcc, c44-nael-
ecnt Ar..krot and )(DT- mweGe ,N4-441
..to "71Liteba. Ah,esk we ara
Orat:f ,tc*- /rplo-tre Icratcof.wca:' ince-64o.
A..)ckb mad hAa clid.tAZ
rtn4-1,-C to- a.,
ttg, ClAii .44' irrw
inlearcriveovC crAC, .gm, Q, rgrt-Ixec.
..wertg.
A.tvittat eleik"
limb 44.A0p-e,
Akskt.ev ant. n. Art. ta,4,,,c, jj.diz..
414.441. co?,.yLuz "ria. ictitn.14., Iraa4, 0544it 13111a44.4...
eldue-
aftyt, co /yrnottlud, 71116444.:, clod, 4:66).4
rrnervi-0- A a,,4 7//t.
2:'2
TRANSCRIBING
North York Writing Exemplars, Junior Division-
Specialization
Transition
FULL
PARTIAL>
BEGINNING-->
Primary
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING I TRANSCRIBING
Pre-release Version: Do Not Photocopy
JUNIORPersonal Writing
COMPOSINGThis sample of personal writing demonstrates thewriter's ability to express her thoughts clearly in logicalsequence. She uses descriptive language andillustrations to enhance her ideas.
TRANSCRIBINGThe student uses simple sentences that begin with acapital and end with a period to express her thoughts.Standard spelling is used throughout the piece. A fewerrors are evident in her use of conventions includingthe spelling of the word "neeling" for "kneeling" and arun-on sentence.
I have 0, rly D.\ L.oAvio.
irler Nriarnt. 's Si3m. She.
,tto.es 016 I love0,(ItN) \c.leke-rs -kforn \ler.
Hcr letter 0.\\40,1As corne,5
Y1 an Qtvf..197>e 1.641 Ct
o-f 1-1c -(=ron.\- 2 ,,t kW".12X
pIC.,1/C.f., 15 Us1.1ent. oi"
LoA v'tain A oar'oos 1.9,\ 410,0
\ t,oe46y1 v \am im iforralcosAvev,e. 1-he ,-.1r\ is tvoltno) under e,
r) -1
10North York Writing Exemplars, Junior Division
Pre-release Version: Do Not Photocopy
JUNIORFunctional Writing
COMPOSINGThis grade 4 student has written a report to describe hishouse. The account is correctly organized intoparagraphs, although the writer still writes usingmainly simple sentences. The report is written in alogical sequence based on the student's observations ofhis own home
TRANSCRIBINGThe student is able to spell all words in the storycorrectly and uses capital letters to begin sentences andfor abbreviations (V.C.R.) appropriately. Periods areconsistently used to complete sentences. There isgenerally agreement between subject and predicateexcept for the last sentence where "is" is used instead of"are".
Specialization
Transition
FULL-->
PARTIAL>
BEGINNING>
Primary
Superior
Proficient
Competent
AdequatePPP/RTFP
Limited
Dependent
EarlyYears
COMPOSING TRANSCRIBING
aft 1,NAs
t-4-1
dtv LtA.Lt, b4nc, Arui ArtE4, ,LAKL'7"d16
4 ALC1,,,,A4p, )2,14 La AL,
4 Otai714. iktrur 44/ ^1, IlikuTrrn, rINct
fiN/Lta, fUrtryr4.- . ENSL
Ins4tUr.
elk*, L.P. -uo
134, Ril,4 duct.
.,Ltuu- icr
txg, Lc",Amh.. Mu"; -.4,,A.umvAt
,4ga 41.A. ,^.tv- rwv ,az,
kia littAittIV .4,,v ARJ, .P.rt44..,Nwt
North York Writing Exemplars, Junior Division
Specialization
Transition
FULL >
PARTIAL >
BEGINNING >
Primary
EarlyYears
s 1.1
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
JUNIORFunctional Writing
COMPOSINGThis research report is an example of a Junior E.S.L.student who has collected and synthesized informationabout a topic in order to write a report. The student isbeginning to use complex, compound sentence and hasseparated his topic into a number of different categoriesin order to structure his writing. The report has a clear,logical format and structure.
TRANSCRIBINGThis student uses punctuation and capital lettersaccurately in his report. Word order and syntax aresometimes awkward - a common feature of the writingof an E. S. L. student. Standard spelling is used for mostwords, with approximated spelling substituted for theword "vessels". The homonym "where" has beensubstituted for "were".
C Oc-PENkow Wo,.c coc.Nine
Coc.otnt, is 0, noiur-Al otku,ek ck Cocoa,
v..\-11c1-)
Ame.rtco.r rt,cl'icoNs kv.00,,oxyks
found in South krn-tr:icct.
'CZ \piVere, ctoewiy,,
to So. \S J-41
The, co C, D4t. (;) 0 Vid(er lintA4,-, s-frot,5o..r.
%-t5e.1. '400e 1.Ani+eci
5ktes coccki y)e. nG.0 441e.
9 90'.5.
cocoa. 0.-,es
'"`-'5" `N'nct l'ireiness
a_. h.W ao..
c.o&A;"
rrv,,,kts.
rost her
i t Ovcc/a ksio4
is a very r owe rra i drug. C...cou'v,e
Y°kAr bkDoci v, Ss I IS ockfrow . Ityelnr bi.ocA presz,Are.
r12North York Writing Exemplars. Junior Division
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JUNIORFunctional Writing
COMPOSINGThis book report is an example of a grade 4 student'swriting. She demonstrates the ability to synthesize andreport the main idea of the story, and summarize theplot. The student uses a variety of sentence formats andhas organized her ideas into paragraphs. She states heropinion of the book, but does not go into detail tosupport her opinion.
TRANSCRIBINGThis writing sample illustrates the consistent use ofstandard spelling. Subject/verb agreement and thecorrect use of punctuation are also demonstrated.Although the student uses the apostrophe correctly insome places (Mary Kate's), she does not yet consistentlyuse it appropriately (Best Friends Club).
Specialization
Transition
FULL>
PARTIAL>
BEGINNING>
Primary
EarlyYears
Superior
Proficient
Competent A
Adequate
Limited
Dependent
COMPOSING
A"ot
.
Illiustr 22-..etc,
1~11 thrt "At,PALCi.
°fon.-
Jafte6.d- 1,4ca>,,- 72-14v1.,
)5G;4-, -tea- 6471, Aral,,C4-v-Let 73141,
4-cto- C44,, Ce,e, .
, itv,tt 7/1 *At )c..a+,
64-t. ...,tASIA-0-0 t :rah . .tArould, ru.."2/1-
43te. 10' itt.-tL, tkA .61,A ALA, f-We.
ArCIL * * * * -tAt44t
TRANSCRIBING
North York Writing Exemplars, Junior Division---'
Specialization
=1.1111M
Transition
FULL >
PARTIAL>
BEGINNING>
,..111.=1
Primary
EarlyYears
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JUNIORFunctional Writing
COMPOSINGThis persuasive piece of functional writing illustrates
Superior the writer's ability to construct an argument againstProficient driftnet fishing. He reports the facts in the case in
Competentdescriptive, complex sentences. The writer uses linkingwords such as "because" and "and". He is able to
Adequate construct paragraphs to separate his thoughtsLimited
Dependent TRANSCRIBINGThe writer uses commas, apostrophes, capitals andperiods accurately. He uses the exclamation mark foreffect at the end of the letter. Standard spelling isgenerally used throughout the piece, although thewriter seems to have overgeneraralized about when todouble consonants e.g. "wastefull", "verry". Someapproximated spelling is still evident ("mammels","curtins"). Agreement of subject and verb, adjectivesand nouns is accurate throughout.
COMPOSING TRANSCRIBING
1)4..r Re oscAtr,
Or, Pink* fishing 5 4 I/e-re& "14k51-e4u1/
(+144h001 of Asi-1;r1c3 901r),9 o' 011.- ceeniet-
o 4\ Oceopl Onftne-i-fl'o 15
kiftel3 tilovsonds oc Sec; births And mcirrini/e.s
people cal/ 4he, ne-fs cur4-ir\s
o+. de,c1,111, heca<Ase fhCJ are, skr,fclizoi 6,311+'
across fkie, gray (..vhc le :5 thi5rA-1-10 rotAt
so -ghat tF makes if canlost t.rlipossibfe
for i-kern -to hit',3ra4e, (..447ouf 3e1--Kr).9
ca,u91-1+
Many oc anu-,,ods 9 e+ co.uli-it in +he,
ritis and tIlen they are 4hrown back in 4-btwaiLt when i-bey Art hed4 dead!
14North York Writing Exemplars, Junior Division
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UNIORFunctional Writing
COMPOSINGThe writer establishes and maintains a clear purpose inher writing. She has a good sense of audience and isable to express her ideas in detail. She uses a variety ofsentence types, including compound and complexsentences. Her writing is descriptive and logicallyorganized. Linking words like "because", and "and" areused to connect the writer's ideas.
TRANSCRIBINGPeriods, capitals, commas and exclamation marks areused accurately throughout the story. The author usesthe apostrophe correctly in the contraction "can't", butdoes not use it to demonstrate possession ("babiesmesses"). Subject/verb agreement is evident.
Specialization
Transition
FULL>
PARTIAL>
BEGINNING>
Primary
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING I TRANSCRIBING
Bazirl a fai,s,71/4.
,7.c-C1- 41. i Cagan ccvf,
' .1 J ar.k u,p. Ow,
-'Ci`erA-Q- J/I\L
44,4 Gko-nq
f,,J-Ltua afyynA"_-Lo
ri2n,z1-i4urvj ,youA )1Q-.ck. ick.L2A
kki, 0, 1A,,,,,14
Paiwydia.ctc.thug "AA.
_PAA,4) .6cr"16 , -ifxr\-6k ./YVLIT"Lt. C3'
ryt\x,u jj exAtA,_
tivtd _.k44,,z 4 3.6 dkcY-LLA )..gicxzAA-4A
: -ertd) c12'4t /t-ttAi riwsinl.,..e,A. 04_
223 North York Writing Exemplars, Junior Division
Specialization
Transition
FULL
PARTIAL
BEGINNING>
Primary
EarlyYears
COMPOSING
Superior
Proficient
Competent
Adequate
Limited
Dependent
TRANSCRIBING
Pre-release Version: Do Not P -,opy
JUNIORFunctional Writing
COMPOSINGThis report, written in a clear and logical format, wascreated by the writer to report on the informationlearned while completing a mathematics task. Thereport is the author's written interpretation of theinformation he compiled while creating a graph.
TRANSCRIBINGThis junior student demonstrates the growing controlhe is developing over the conventions of writtenEnglish. Spelling and punctuation are used correctlyand handwriting illustrates a developing personal styleof cursive script.
16North York Writing Exemplars, Junior Division
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JUNIORFunctional Writing
Specialization
COMPOSING Transition
This student has written a letter as a personal account of aschool experience. Iri the letter she descrioes the experienceand provides the reader with her own opinion of that FULL--->
experience. She has structured her letter to include All of the PARTIAL-->major components of a letter: the return address, date,salutation and signature. She has appropriately structured BEGINNING>her writing into paragraphs and uses compound andcomplex sentences. The computer was used as a tool to createa neat, finished version of the letter.
Primary
TRANSCRIBINGThe student has incorporated the appropriate structure forpersonal letter writing (salutation, date). Vocabulary isindicative of a personal letter. Punctuates sentencesaccurately including the use of brackets, commas, colons.Sentence structure includes phrases, compound andcomplex sentences. Uses paragraphs to structure writing.Composed and revised on the computer. Correctly usesparts of speech.
EarlyYears ,
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING TRANSCRIBING
Monday November 30.1992
Der Mom and Dad
Hi. this year we we learning V I P this procram is about beining.crestin
tinpresiecnt decimal mating (drugs). and per proses* Ws have ekeedy done
beldam.; We learned about people and they feeling*. we have also Mimed about
put-downs
Creating impressions wee my favointe one We had to create other people
with putt looking at them We had to pick person from each croup and vette
person I was one of the people who was pscked. I was Ms Know It &III I had to Miss
up and peso* had to look at me and by my impreemon they had to guess *4101w-es
We have sun finished decision makng We had many people come to our
data to tek to us like a police officer. an ex-siug ackici and Where had corn* We
leaned about Dix values and our lives and about going on chant directions
Decision making reedy helps me by doing the nght thing
We ere storing per proems' and it Is nett' The school nurse cam* to car
classroom and showed us videos about peer prees.re There really rani a lot to tel
because we Na started but even Mouse, t11 try to keep you up to clot.
Thenk-tou,
BEST COPY AVAILABLE230 North York Writing Exemplars, Junior Division
Specialization
Transition
FULL>
PARTIAL>
BEGINNING>
Primary
EarlyYears
Superior
Proficient
Competent
Adequate
Limited
Dependent
COMPOSING I TRANSCRIBIOG
Pre-release Version: Do Not Photocopy
JUNIORFunctional Writing
COMPOSINGThis report on dinosaurs illustrates how the writer hasused writing to review the learning that took placeduring ar extended classroom project on dinosaurs. Herreport is clearly written with key events in her learninghighlighted. The writer outlines the process she used tocomplete her research in a logical, organized format. Thewriter uses compound and complex sentences and anumber of adjectives to express her thoughts in thisreport.
TRANSCRIBINGThe student demonstrates a good command of theconventions of writing. She uses punctuation accuratelyand uses standard spelling almost consistentlythroughout the piece.Adjectives are used to enhance the meaning of the textand to create a more expressive piece of work.
We. Staetict `e- w.' »ih 4 about our f-p
di h c;SqtAr3, roCtS Qnd rn irieruts, / c anti es;
cossiis qr,ot tahrfkl.c.iote3 Wheln vve h/cn/-
NilAS e u
vi-st-f. fo
11v-s . olfson
Nitro. ob b or
VV-so
4r.
Ho 617cr.//r1
had Told LAS 14101$
Was ...in arr...bae.o/o,psf
n, uny h feres fins, /terns
s s or es . ,4 r.,+;
/6 ok- °wows-Id o,-/- bon
Pkr% d
nIrcr
Vt)e r 0
h d
we
Pothera 181 i C vve..re. Very viY1nst,4 cif
rnfintATLG5, Mrs. }i°bberliyto. ind -11-1e.y
klcoeolo.151e.! E vcrx. nos interest wHo beri +0Iktd ow)cl
ew
celled %AS
were
otpi, vatted
showed 445rock.5 Her
S M rs.
vo.tures
ttael.in9 rne-i-noa
atS rs.
y lots orrl
Sore, C
of vc1 can. and
othd I hitt/Jed 4'u.)kri-
k.s 5 ,r% (2, 41,., infccrc.i-Pn. .1 40 o
.., of. cs on ,,,teres+,.,,u Po 4,
ke, v1/410.4s fe,111 A c+cr c, ter,,/ vi5;+s, we
o 1- ever yi ;417 there wasrocks, minerals, ccanoeS,
We, moved intoPI C. 0%.5 n I
c 1-ferri5 which
Icelc/ons X even
hot g
were,
h my
riOle, 9 75/P01/P106 q NriS
) ho LberWh's .11V14-o-n ,
sior es, Sfo rres p p
ow, t r cpi 11 es,
was very inferestect
was why
r\d
y 61(ivviolt101) t'tSEatrcil\tic Were, doing tte,
ihroiry, -Nod kooks oh
rtrS, <4 o, v.., 1$
c) And ear th k e$ were,
o 9c+ our for r'rhoff 0 n
did Siep oh vv"..s
1.4Dro w5'ir.9. We
18North York Writing Exemplars, Junior Division
looked over books andO
.1-0 I ew Yr)
tun CIT Loi5
ros"pn-c kie 3
r.,n;r1s+e rrniono
4 op( ydsited
tsdni
011 fc 51-ep 3,'victed the, words
341, jF vvot S
or ein cif fd1DhC
WeIS d one, tlaf,1Z tA+ dir,o0 ors1itoloeri,'n ull
doing Lar- *Ches% I
wn Of".. i and0,15 o work-J*3
-iher"re.
an dre Pun. hk.e cArt
S4o
ttwf dtootaurr.5cal::) us".
Pre-release Version: Do Not Photocopy
JUNIORFunctional Writing
COMPOSINGto be added
TRANSCRIBINGto be added
The B Gin
lad LA,74,-i-tatti." ,coad. pAotikce. Arrunkcj4,-
-e-rulArt frn.L.tt .t.A.o/vN,
tcpthis. Anct! Aunifr 440. ,00,rt.44r. ...tx 41000 agribedfr .
11,47u, -Let A4,-ft AL4.ov.wt 44f. tf5D cidrma. t.Je, -et -44"mi e)0 frrk4(40." .r, .4oevide ec irtidvrk&oi ,gip
lokru. .cat.ex.z GL Altatik. 0/1,a.
4tAfn Aftettrtra gruatili A;hter Aertimay.
glikt Men d 13,00ocifyi
gnarl &in thast.otAi.rt cetkit
darit Jana. at day, LecoAat
artila 4:34. Irk441. Biz, 41<oz and
.titity. an too- Oan awe," if/t<rni. FARA.
Specialization
Transition
FULL
PARTIAL>
BEGINNING>
Superior
Proficient
Competent
Adequate
Limited
Dependent
EarlyYears
COMPOSING TRANSCRIBING
.40,t /nigh' Aut-A;41- .L.J..kt --tlecr.&nr .ALL
..ser .2%. , wn. tat
d^
dryan /v)uhyv-L Ci4o eq^%,,C,"
A541171. .447 irsrapeteavt-ve ..kotthose 4zudn. 61.4g.t Asitim* "pc, a/ra
ag:we At,
Vot., Avavt."dab ;fit cam.
.c.111 Att 0.01.1
maw ..C4n Ate XArkil, 44k,t,
21. 2 North York Writing Exemplars, Junior Division
Specialization
Transition
FULL >
PARTIAL>
BEGINNING>
Primary
EarlyYears
COMPOSING
Superior
Proficient
Competent
Adequate
Limited
Dependent
TRANSCRIBING
Pre-release Version: Do Not Photocopy
JUNIOR.Functional Writing
COMPOSINGThis grade 4 student began his research by reading booksabout the topic of the telephone to gather data andinformation. He made jot notes about his research topicand then used these notes to write a rough draft of hisreport.
TRANSCRIBINGParagraph form is beginning to be used, althoughsentence format is still simple. In the rough draft of thereport several spelling errors are evident. After editing,the final copy demonstrates that the writer attended tothe conventions of writing by proofreading andcorrecting spelling and punctuation.
-relephone5 nrie Very lAs-cfull.
day ib iy 1874- A-
6"Akrn Bell 07 Ver2fecl the 1 eiC phone.
6e cot(ASe. e for, ielephores j-/ere
were telc9(aph,S) They were heird-I-0 Intidersi ondl. Now everybodyU)ld e,Y151-CikloiS 11 o neS. BuFf they.)
one cx Alex/90d 5 t 1 OE I
died. He died on clutyusl1d1 a. B 4- h er'e were.Cie phone i.ef-f 6ehihol b 14i-
Soon SO meonC, f t2 Giild 0(44 bow fo!Mahe 00 C.
e cave --/-oilse. c7 -1 tiocGtlpvlS/h the WOr 1 d ,you c phone.
+0. is fowl fcr' hey ild(95-looci coo picIces, Tr) +-he old
Yu Would be Very i LACY to havtteiCphore BLA no ,.v almosf
420North York Writing Exemplars, Junior Division
every 7C):) hus et pbohe. -the 5/ lesi-Com pa q fInovir -Pew -ieiephonS ifBel/ C a nodal, In 1-he 20th Ceni-LAr5oneone colOef LA oder the(Sew so pec,p1 e CO IA fotik overthe Sea .
Al' o '
arf. rephonesN(7) YribintC
teipkooc6r1(3 SohCkCk,t0itn eSoi9eCJJ -11,) fi
toee,c4,f C'""' I tVic-5 est eAceLc)"
Lori
p41 iLasto",
I3
fbef
rlcle,ri,a ' s Srs
IA 2
pL,ne VACk I A
"f7eaCi; Ct'rle rtalkNq
Ma
the)7 n
Vept-cilveis e
.9rci 'rAirr4t7cIerfr11 eeii
BEST COPY AVAII AR1 r
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Transition Years Writing Outcomes
234 85
Vocabulary
Organization /Style
Form /Purpose
Planning
Vocabulary
Organization /Style
Form /Purpose
Planning
Punctuation
Spelling
Grammar
Revises
Edits
Publishes
Transition Years Writing Outcomes
Beginning Acquisition
Writes to Expressexperiments with differentvocabularies
I writes stories that includeIwell-structured paragraph, development and characterdevelopment; uses complexsentences appropriatelyuses a variety of narrative formsto express own and other's ideas,feelings, experiences
Partial Acquisition Full Acquisition
Personal Experiences and Imaginative Ideasuses a variety of vocabularies uses a variety of vocabularies for
specific purposes
uses lists, charts and webs toindependently plan stories
writes well-constructed narrativeswith consistent characterization,time and place; uses sentencestructures for specific purposes
begins to use literary conventions:mood, suspense and figurativelanguage in narratives
researches details in conjunctionwith the plan
Writes to Record and Investigate
writes well-constructed narrativeswith welldevelopedcharacterization and setting; usesrepertoire of sentence structures toenhance writinguses the literary conventions withincreased skill to write imaginativestories
revises the based on theconnected research
uses a variety of functionalvocabularies
writes using paragraphs, criticalthinking and easily accessibleorganizational style
writes functional pieces that areconcise and well informei usingappropriate formats skillfully
uses diagrams, charts, webs to planwriting independently
demonstrates some awareness of theappropriate use of registers
demonstrates some awareness ofhow content and style are adaptedfor the audience
independently selects and usesappropriate formats to presentinformation (letters, logs, reports,summaries, news)plans using material from morethan one source of information
Conventions of Writing
uses appropriate registers forcommunicating
adapts the style and content to theneeds of the audience
demonstrates a repertoire ofexplanatory and expository forms toconvey information
routinely researches information aspart of the planning process
begins to use colons, semi-colons,apostrophes and abbreviationswith some accuracy
uses standard spelling for mostwords used
recognizes and demonstrates abeginning use of pronouns,conjunctions, dauses, phrases andtense
frequently uses colons, semi-colons,apostrophes and abbreviations, withincreasing accuracy
uses standard spelling for wordsused; spelling of terms fromspecialized subject ae s becomingmore accurate
shows an increasing understandingand use of pronouns, conjunctions,clauses, phrases and tense
Revises and Edits Written Work
ust. s colons, semi-colons,apostrophes, abbreviations accurately
uses standard spelling for wordsused, including terms fromspecialized areas
recognizes and uses pronouns,conjunctions, clauses, phrases andtense
rereads to rewrite with attentionto ideas, structure, style,vocabulary, and expression, withsupport; begins to analyze writtenwork independently
proofreads and edits using avariety of references; begins torevise and edit words, ideas andexpression during draft writing
prepares selected pieces of writingbased on self-selected criteria;articulates reasons for criteria andselection with support
rereads to rewrite with increasingskill with attention to ideas,structure, style, vocabulary andexpression, with support; analyzeswritten work independently usingsuggestions of others
proofreads and edits using anincreased bank of references; revisesand edits words, ideas, andexpression during draft writing withincreasing skill
prepares, with increasedindependence, selected pieces ofwriting for publication; articulatesreasons for selection
.k )
independently rereads to rewrite,analyzes written work incorporatingideas of others
proofreads and edits independentlyusing a variety of references;independently revises and editswords, ideas and expression duringdrafting
independently prepares selectedpieces of writing for publication;dearly articulates reasons iorselection criteria
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Transition Years Exemplars
236
Specialization
Superior
Proficient
PARTIAL> Competent
BEGINNING> Adequate
Limited611w7"Dependent
Junior
Primary
EarlyYears
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
TRANSITIONPersonal Writing
COMPOSINGThis expressive piece of writing, created to describe thepersonal experiences of the writer, demonstrates hisbeginning use of descriptive phrases, figurative language,adjectives and adverbs. The story has been organized intoparagraphs where the writer deals with a number ofevents utilizing limited transitions between events.
TRANSCRIBINGThe writer uses standard spelling and incorporates anumber of clauses and phrases accurately in his writing.Although he uses a variety of punctuation forms in thestory, he frequently inserts commas to set apart phrasesand clauses when they are not needed.
Skating and a Salad Bar
As I stepped out onto the ice, I felt the way that a babymust feel as they prepare to take their first steps.. I couldn'ttrust my feet alone, so I grabbed the arm of my skatingcompanion, Anna. This wasn't my first time skating, but ithad been three years since my last opportunity. I did a fewlaps wound the arena, slowly but cautiously, and managed toprevent myself from falling. By the aid of the morning, Iwas racing around in circles as if my skates were on fire.
Next, we were off to the bowling alley. When we arrivedat Thorncliffe Bowlerama, the other half of the group wasn'tthere yet, so we decided to cat lunch. Somehow, I ended upin the small restaurant beside the Bowler= a, with Mr.Henry and Anna. After I ordered what Mr. Henry called a`typical teenage meal' of onion rings and a coke, be spenttwenty minutes ranting and raving about how excellent thesalad bar was. During all of this, all that I could think aboutwas that I must look like a total nerd in the tacky, red andgreen bowling shoes with my shoe size that I was wearingon the back .
After lunch, I went on to play five pin bowling. In myfirst game, I bowled a 98. Not too impressive. In the secondgame, I got a strike and I started to jump up and down. Ittook two people to make me calm. Unfortunately, this gamewas stopped halfway through because it was time to (caw.
Mr. Henry was still talking about the salad bar thenext day.
2North York Writing Exemplars, Transition Years J
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TRANSITIONPersonal Writing
specialization
FULL
PARTIAL>COMPOSINGIn this personal account of a school ski trip the writers BEGINNING>share with the reader their emotions and experiences in anexpressive, conversational format. The writers have useda variety of sentence structures which they haveorganized into paragraphs. They have enhanced theirwriting by incorporating descriptive phrases, figures of Juniorspeech, adjectives and adverbs.
Superior
Proficient
Competent
Adequate
Limited
Dependent
TRANSCRIBINGThe writers use a variety of punctuation includingcontractions and direct speech with increasing accuracy.Standard spelling is used for most words. The writersdemonstrate their understanding of and ability to usepronouns, conjunctions, correct tense and phrasesthroughout the story.
COMPOSING TRANSCRIBING
OUR TRIP TO ST. DONAT
Humans weren't made to get up before the sun. But wedid anyway. The bus was full of tired, teenage travellers. Sadfaces (and some wry happy faces!) waved goodbye to theirparents as the bus pulled out of the lot. The bus ride seemedto take forever to get there. Images and pictures of St. Dooatflashed through our minds. The excitement began as soon aswe entered Quebec. Our welcome was a huge snowfall] Atthe first sign of ski hills, we peed our pants(just kidding).
When we arrived, exhausted and hungry, the instructorswere ready to duvet us to our rooms. The next morning, wehit the slopes! Then came the moment of truth, could weactually SKI? (That's for us to know and you to figtue out)
During our free time off the ski hill, Simi and I venturedout into the little town of St. Donal to mix and mingle. Yaright. In the post Office we had ooe of our mostembarrassing moments. Our goal was to buy some stamps.Seems simple, doesn't is? Not in Quebec."Tunb--ers see( voo play?"The woman looked at us as if we were crazy. Sarah and Itried to hide behind each other."Would you like some stamps?" the woman said trying tohide a smile.Bingo.
We'll never forget that moment. But apart from that, wehad a ball. St. Donat was really fun and we all would gladlygo back These memories will be with us forever.
4a r 0 0 North York Writing Exemplars, Transition Years-
Specialization
FULL
PARTIAL
BEGINNING>
Superior
Proficient
Competent
Adequate
Limited
Dependent
Junior
Primary
EarlyYears
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
TRANSITIONPersonal Writing
COMPOSINGThis writing sample is an illustration of the writer's abilityto use the letter format to provide the reader withpersonal, anecdotal information about her life. The writer'sability to organize her thoughts into sentences andparagraphs, and her use of expressive language areevident in this letter. A variety of sentence structuresincorporating a number of literary conventions have beenused in this example.
TRANSCRIBINGThe writer demonstrates her ability to use a number offorms of punctuation and grammar throughout thissample. She uses the apostrophe, quotation marks andparentheses in her letter as well as pronouns,conjunctions, and phrases with increasing understandingand accuracy. The writer uses standard spelling withincreasing competence although errors are still evident( "athelete" for "athlete").
September 15, 1992.
Dear Mrs. Taguchi,
lain now in the eighth wade of Milne Valley Middle School, soon goingirto a Catholic scoot dose to me named O'Connor Secondary scdooL I'malready worrying about high school when I'm just starting pride E. I am a bitof a worrier. Last year my grades had gone a lot lower then I thought theywould. This year I hope to be working much harder, but these is one thingthat I really hoe my heart set on sirre wade six. That is female athlete of theyear. Even if I don't pet it (since i probably have a lot of competition) it doesnot matter because I love to play sports and I will have fun doing it.
One elm, fondle sports is hockey, I have been playing for six years,and on a boy's team. The boys don't snake fun of me now. They treat me likeone of the guys (except a few that grunt and say "uh! Ifs a girt"). It's beenkind of hard to stet this reputation but since I've lived with two brothers Iknow pretty much about guys. (and that they like to walk around with onlytheir boxers on!)
Since I have been t dicing about brother I should tell you about the restof my family. All of my family is older. Robert who is 20 finally left to collegein Ottawa. I wets I miu him since I mostly lookup to him he is very good-natured and fumy but he is also very irresponsible. The text one up is mysister, Ana, who is 24 is a great cook and who I can not standr. She is gettingnicer but she still bothers me but that's sisters for you!!! Last but not kart Isthe married ones Frank, who is 26 and just got married this August. Mysister in-law is very nice and I am glad that my brother met and married her,her name is Sara. They have a wonderful condo up in Richmond Hill and Ialso miss him a lot. My mother is soft-spoken, smart and is from England.My father is Columbian (South america) is a good tennis player (I love towin!), and it a doctor. I love my parents both very much (and they can let mestay for another ten ran). This has been a good year so far, and I hope itwill be the best year in Milne Valley.
Sincerely,
4---North York Writing Exemplars. Transition Years
Pre-release Version: Do Not Photocopy
TRANSITIONPersonal Writing
COMPOSINGThe writer has chosen to express his beliefs aboutconserving the rain forest in a well-crafted poem. Hedemonstrates his ability to use rhyming couplets alongwith free prose to create the mood and setting of histheme. The vocabulary in the poem is sophisticated withadjectives used effectively to describe the setting.
TRANSCRIBINGThe writer has good control of the conventions of writtenlanguage. He makes good use of conjunctions, pronouns,and clauses to create the poem. Punctuation in the form ofcommas and periods is accurate. Correct spelling isevident for most words, although there is a need to focuson the use of the apostropheincorrectly used in the word"it's" and not used, but needed, in the last line of the poemin the word "loggers".
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EarlyYears
COMPOSING TRANSCRIBING
BEAUTYLong ago,The earth was green,The grass was lush,The air was clean,Rnd the pinnacle of the earth was the rainforest.
It's beauty was breath taking,Rnd the sights were dream making.Blithe animals filled with joy,With all the native girls and boys.
But then one day the loggers came,Rnd they became the ones to blame,For the cutting of those awesome trees,That carried so many luscious leaves.
We now must join and try to stop,The mighty loggers deadly plot.
240 North York Writing Exemplars, Transition Years
SpecWIludlon
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COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
TRANSITIONPersonal Writing
COMPOSINGThis personal narrative is a thoughtful analysis of themission statement of the North York Board of Education.The writer demonstrates her ability to interpret an abstractidea in her own terms, using her own set of beliefs andvalues. The writer skillfully uses a variety of sentencestructures in this well-planned, logically organized essayformat.
TRANSCRIBINGThe student demonstrate good control of the conventionsof written English. Phrases and clauses are used to enableher to create complex sentences. Punctuation, includingperiods, commas, quotation marks and apostrophes areaccurately used. Correct spelling is evident for mostwords, although there is some confusion about the use of"their" for "they're" and "except" for "accept".
The Importance of theNorth York Board ofEducation MissionThe mission of the North York Board of
Education is to empower every student tolearn, to achieve success, and toparticipate responsibly in a pluralistic,global society.
To me this mission is a very importantone, to all the students in the Board andto their future. It means that the Boardwants to give the power of learning toevery student in North York and make surethat they're learning what their supposedto. This goal might be hard for some toachieve, but if they do, it will change thestudents future entirely.
The Board also wants us to achievesuccess. This is also a very important partof our lives, achieving success. If wenever know what success is like, we will beused to failing. Failing is good forlearning lessons, but if we have alreadylearned that lesson we shouldn't make thesame mistake again. I think that the Boardis trying to teach us that, to learn fromour mistakes and to achieve our goals the
next time around.
6North York Writing Exemplars, Transition Years )
I think the statement "participateresponsibly" means that whatever you aredoing, you do in a responsible manner andtake responsibility i what you do. Onething that is very important to teachersand the school, is the safety of thestudents. If we are to participateresponsibly in activities we can'tphysically or emotionally hurt anyone,ever! We also have to take responsibilityin what we do, for example get homeworkdone when we are asked, and do therecommended amount of homework we are toldto do.
The most important statement in thismission is responsibility in a pluralistic,global society. To me this is the mostimportant because if there is one importantlesson we have to learn in school, it would_be to except people the way they are andnot to judge people by their colour orrace, but by the way they are inside. Ifyou grow up learning that prejudice is
right, then you will never survive in thereal world.
I think the Board could polish theseskills up, but over all I think they aredoing a good job. Things like racism arehard to teach, people have to build thosekinds of skills by themselves. Good jobBoard!!
Pre-release Version: Do t'lt Photocopy
TRANSITIONPersonal Writing
Specialization
FULL >
PARTIAL>COMPOSINGThis personal narrative exhibits the author's skill at using BEGINNING>descriptive language. Many literary conventions includingadjective and adverb phrases have been used to create the moodthe writer is trying to convey. The author skillfully creates avariety of sentence structures to enhance his writing, and engagethe reader. The story is well organized with logical transitions Juniorevident between paragraphs.
Superior
Proficient
Competent
Adequate
Limited
Dependent
TRANSCRIBINGConventions of writing are well under control in this personalnarrative piece. The student uses periods, capitals, quotationmarks and commas accurately and most words are spelledcorrectly. Although there are some spelling errors, they do notinterfere with the meaning of the text. Adjectives and adverbsare used to add interest to the text. The writer makes good use ofpronouns, conjunctions, clauses and phrases throughout thepiece.
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BEST COPY AVAILABLE
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EarlyYears
COMPOSING TRANSCRIBING
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2 1 2North York Writing Exemplars, Transition Years-
Specialization
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PARTIAL>
BEGINNING>
Junior
Primary
Superior
Proficient
Competent
Adequate
Limited
Dependent
EarlyYears
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
TRANSITIONPersonal Writing
COMPOSINGThe writer demonstrates her ability to plan and create athoughtful piece of personal writing in a first personnarrative format. The essay is logically organized and thewriter skillfully uses a variety of sentence structures andvocabularies to illustrate her points. The writer has agood command of written language and competentlydisplays her knowledge in this writing sample.
TRANSCRIBINGThis personal essay demonstrates the writer's ability to usethe conventions of language to enhance her writing.Spelling, punctuation, paragraphing are all usedskillfully. The writer incorporates pronouns, conjunctions,clauses and phrases into her writing to create a clear,logically organized piece of writing.
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8North York Writing Exemplars, Transition Years J4 J. BEST COPY AVAILABLE
Pre-release Version: Do Not Photocopy
TRANSITIONPersonal Writing
COMPOSINGThis book report, in the form of a personal letter to theauthor, is a Grade 8 student's sophisticated reponse to anovel. the student espresses his opinions in detailed,descriptive language, highlighting sections of the novelfor elaboration in this report. The student demonstrateshis control of both the letter format and written languagein his analysis of the novel.
TRANSCRIBINGThis Grade 8 student's book report, in the form of a letter,idemonstrates his ability to use punctuation, spelling andgrammatical forms accurately. He espresses his opinion incoherent piece of descriptive writing, using clauses,phrases, adjectives and adverbs to enhance his report.
Specialization
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PARTIAL >
BEGINNING>
Superior
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Primary
EarlyYears
COMPOSING TRANSCRIBING
October 1, 1993Charles L GrantBantam Books666 Fifth AvenueNew York, New Yorklet 03U S A
Dear Mr Grant,
I am an eighth grade student at Elsa Middle School in Toronto. OntarioI Is ti a recen tiv finish ed reading you r novel entitled, "Fire Mask"
I found the book to be powerfully exciting oecifically, it isastonishing how you combine the mystery an horror of a sorceressgolden fire mask with the comedy of a wacky talking parrot and theromance o f a seventeen year-old falling in love . all into oneexh slarting book Fire Mask has been the most gripping novel I haveread to date.
Tne part of the book I found most fascinating is who, Cliff and hisfriends quietly snoop through Kelvin Nunn's mansion and quickly escapedown a dark and dirty secret passage to avoid detection However,they unexpectedly walk into a deadly trap
Cliff is my favou rite CIIIISCCII I find him to be intelligent, b raveand curious
As I was reading your novel, many of my class mates persistently askedto borrow the book They were anxious for me to finch it so thatthey could read st for themselves
I an soy reading a lot because it open s up a whole n ow world ofadventure and excitement for me
I look forward to reading many more oF you r cap tivatutg novels I hopeto read "For Fear of the Night' and "In a Dark Dream" in the near future
A faithful reader,
24 4 North York Writing Exemplars, Transition Years-
Specialization
FULL
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BEGINNING>
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Adequate
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COMPOSING TRANSCRIBING
TRANSITIONImaginative Writing
COMPOSINGto be added
TRANSCRIBINGto be added
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10North York Writing Exemplars, Transition Years
Pre-release Version: Do Not Photocopy
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TRANSITIONImaginative Writing
COMPOSINGto be added
TRANSCRIBINGto be added
(Y)y Swamp
7liere IS *'ii swamp in my back yortiOno/ one day Vit'ssy,rrin,my, sis4er Ykiissq
°a/ r hod nolhing to 06, We scll moreand soio', 'We cook/ ploy baseball, a IzoodTrne Or (33 swirrxr> but u.eckckY'Lkaltfo do all -Me same boring things we doeveryday.
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Specialization
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COMPOSING TRANSCRIBING
246
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North York Writing Exemplars, Transition Years
Specialization
FULL
PARTIAL>
BEGINNING>
JuniorNs,
Superior
Proficient
Competent
Adequate
Limited
Dependent
Primary
EarlyYears
COMPOSING
Pre-release Version: Do Not Photocopy
TRANSITIONImaginative Writing
COMPOSINGThis grade seven student successfully demonstrates his ability to develop theopening paragraphs of this short mystery story using many conventions of thisgenre. Adjectives and adverbs are used to create the mood of suspense and tobuild that mood as the story unfolds, enticing the reader read on the find outwhat happens next.
TRANSCRIBINGThe writer demonstrates his understanding of the ability to use pronouns, -
conjunctions, correct tense and complex phrases and clauses through the story.Spelling, grammar, and punctuation are used accurately in the revised versionof the writing.
This imaginative piece of writing by a grade 7 student demonstrates thestudent's ability to use descriptive language and sentence structure to buildsuspense and create a mood, enticing the reader to read onand find out whathappens next. His revision demonstrates his ability to proofread and analyze hiswork. He has corrected punctuation, edited keyboarding errors, and attendedto paragraph structure after proofreading his draft. An analysis of t1 2 original
TRANSCRIBINGdraft resulted in the student's reworking of the original sentences to Lreate anedited, more coherent version of the story.
Daft Version of the opening version of st short cory.
THE FORBIDDENZONE
The dust and cobwebs clung to hu face and hands as he pushed his waythrough the dark hall of the crumbling mansion. Soft, skittering sounds a
multitude of rats echoed throughout the house. Cautiously he approached thedoor. the wood, he could see was splintering from the inside out, by whatappeared to be long dauw marks. slowly, carefully, he opened the door thedoor. One step into darkness and he plunged into nothingness. The news hadspread fast about the gold. A normal person would h ay. warted u.sa morning.but Greg wasn't normal, in fact he might be nuts to go into the oldest home inSpring Field alone. but then again, Greg always said that if he go. anopportunity like this he would never pass it up.
THE FORBIDDENZONE
The dust an docbweb, dung to he face and hands as he pushed his waythrough the dark hall of the <tumbling mangton. soft, tittering sounds - a
multitude of rats echoed throughout the house. A normal parson would havewarted until morning, but Greg waink normal, in fact he might be nuts to gointo the oldest house in Sprang Field alone. But then again, greg always saidthat if I.e got an opportunity lakeths he would never pass it up.
Cautiously, he approached the door. The wood, he could see, was spi intact
front epnside cut, bv what appeared Lobe long claw marks. slowly, carefully, heopened the door. One step Into darkness and he plunged into ncehingnets.
12Nolh York Writing Exemplars, Transition YearsBEST COPY AVAILABLE
Specialization
FULL
PARTIAL>
BEGINNING-->
Superior
Proficient
Competent
Adequate
Limited
Dependent
Junior
Primary
EarlyYears
COMPOSING TRANSCRIBING
Pre-release Version: Do Not Photocopy
TRANSITIONFunctional Writing
COMPOSINGThis piece of functional writing is a response to anassignment on the play Macbeth. The studentdemonstrates her understanding of Lady Macbeth'scharacter through her interpretation of Lady Macbeth'sactions. The student's analysis of Lady Macbeth'ssoliloquy, her ability to use direct quotations from theplay, and her ability to paraphrase and analyze the textindicates a mature level of understanding of the play,Macbeth.
TRANSCRIBINGThis student has good control of the conventions of writtenEnglish. She uses phrases and clauses to enhance herwriting and to enable her to create complex sentences.The student use apostrophes accurately in most cases, butincorrectly writes about the "witches prophecies".Adjectives and adverbs are used to create a moredescriptive piece of writing.
MACBETH
Lady Macbeth, a strong wiled and highly determined woman definitely
has a great hold on her husband. Her descriptive soliloquy displays much of her
fierce character. Lady Macbeth's views about Macbeth and his weak character
a;e quite accurate since he reveals these qualities in his own soliloquy.
Lady Macbeth's soliloquy "Glarms thou art..." takes piace after she has
read Macbeth's letter co it is clear that she knows about the witches prophecies
and is already contemp4 at mg Duncan's death. Shea very anxious to talk to her
husband. S Met her dream is to see Macbeth crowned king, she is willing to
use any force necessary to make this come true. There is only one thing that
Lady Macbeth fears and that is her husband's weak side. She is aware that
Macbeth is very loyal to Duncan and has much respect for him Lady Macbeth
is afraid that her husband's kindness wit get in the way of him being crowned.
She knows that Macbeth is ambitious yet he would be so much stronger if he
was more determined and in some ways deceitful. All this is eyiders when
Lady Macbeth says:
"Thou wouldst be great;Art nct without and mon, tvt withoutThe dines, should attend it
She also states that honesty and goodness are not always the best policy since
these do not always help a person succeed It seems as if lady Macbeth does nor
14North York Writing Exemplars, Transition Years 218 BEST COPY AVAILABLE
Pre-release Version: Do Not Photocopy
TRANSITIONFunctional Writing
COMPOSINGIn this book report the writer demonstrates her ability tosummarize the key events in the book, describe the maincharacter, and provide details about the book's setting.The writer develops her own criteria for judging the bookand states her personal opinion regarding the book'smerit.
TRANSCRIBINGThe writer uses standard spelling and incorporates anumber of clauses and phrases to develop her thoughtsand ideas. Although she demonstrates her ability to usemany of the conventions of writing, she incorrectly usesquotation marks to identify the title and the author of thenovel. The writer frequently adds commaswhen they arenot needed to set apart phrases.
Specialization
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BEST COPY AVAILABLE 213North York Writing Exemplars, Transition Years'
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TRANSITIONFunctional Writing
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16North York Writing Exemplars, Transition Years
Pre-release Version: Do Not Photocopy
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North York Writing Exemplars, Transition Years
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Section IIHolistic Scoring
0 fTh
4. ti 0 105
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TERMS OF REFERENCESection II: Holistic Scoring
Holistic Scoring
Holistic scoring is a way to give rapid impressionscores to a number of pieces of student writing. Itcan show where students stand in relation to theirpeers at a given grade level.
It can be used to assess all the students in one class,or all the students at the same grade level across aschool or across the board. It can be used with anymode of writing. All pieces scored in one groupshould represent the same mode, though notnecessarily the same topic. (OAIP, Ministry ofEducation, 1989)
Included in this section of the booklet are 6-pointwriting scales to be used to assess samples ofstudent writing in grades 3, 5, and 7. These scaleswere developed using both the North York WritingOutcomes and the Ministry of Education WritingStandards. Included as well are the 6-point writingscales used by the Ministry of Education to assessstudent writing on a provincial basis in grades 9and 12.
Anchor Papers
The anchor papers included in this section provideteachers with samples of writing at each of thelevels for the six-point scale. Anchor papers areaccompanied by the rat'rs' reasons for scoring thestudent's writing at a particular level of the scaleusing a holistic description to describe the maincharacteristics of the writing. Each anchor piece ofwriting is rated according to the overall impressionit made.
2 54
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GRADE 3 HOLISTIC WRITING LEVELS OF PERFORMANCE SCALE
LEVEL 6 GRADE 3 SUPERIOR WRITINGThe writing consistently demonstrates superiority in terms of skill and originality.Possible Characteristics
writing is revised independently after reflecting on self, peer and teacher assessment to improve writingstories and information are developed around a cohesive storyline; more complex organizational strategies are beginning to bedeveloped (e.g. chapter and "volumes"); a variety of types of sentences and unusual words are tried out with enthusiasm andimaginationuses charts and webs to plan writing with teacher assistanceinformation is recorded in a neat, flowing legible cursive scriptan expanding repertoire of vocabulary is used with most words spelled correctly in the final copy and with increasing accuracy inthe approximations of less commonly used words
LEVEL 5 GRADE 3 PROFICIENT WRITINGThe writing shows increased clarity in the communication of ideas, feelings and information.Possible Characteristics
all phases of the writing process are engaged in, including basic revision with attempts to edit spelling and punctuationinformational writing is organized around a logical sequence of events; a variety of sentences, structures and patterns are used;paragraphing in written narratives is used to indicate changes in setting, time or character; writing contains increasingly explicitdetailsperforms written tasks with increasing proficiency in cursive scriptcontrol of basic punctuation is demonstrated, experimentation and over- generalization is evidentmost high frequency words are spelled correctly on final copy, approximations are used for less commonly used words
LEVEL 4 GRADE 3 COMPETENT WRITINGThe writing shows confidence. Involvement and skill in the communication of ideas, feelings, and information is demonstrated.Possible Characteristics
basic revision and editing is attempted, using available resourceswriting is based on familiar stories, poems and personal events, stories are written in the correct order of events, usin, simplesentences and linking wordspictures, lists and storytelling are used to plan writingproduces controlled cursive writing when requiredcapital letters and periods are used accurately; high frequency words are spelled with increased accuracy; unfamiliar words arespelled using reasonable sound- symbol approximations
LEVEL 3 GRADE 3 ADEQUATE WRITINGThe writing is produced in a variety of forms. Personal pride is taken in. sharing experiences and ideas with others.Possible Characteristics
some revision/editing (mainly conventions) is done based on feedback from teacher and peerswriting is patterned after predictable stories/poems or personal events, written in simple sequence or chronological orderuses pictures, lists and storytelling to plan writing with teacher assistanceuses both manuscript and cursive writing when required, but prefers to use manuscript, cursive writing is becoming morecontrolleduses capital letters, periods, question marks, exclamation marks with increasing accuracy, demonstrates beginning control ofstandard spelling of frequently used words
LEVEL 2 GRADE 3 LIMITED WRITINGWriting is produced to recount personal experiences. Narratives are conversational.Possible Characteristics
makes few revisions, beginning to proofread /edit work, primarily for capitals periods with teacher directionnarratives are conversational, writing shows awareness of beginning, middle, enduses pictures and ideas of others to plan writinguses standard manuscript print, recognises and practices cursive scriptuses capital letters, periods, question marks, exclamation marks with increasing accuracy, uses initial, middle and final consonantsto represent words, uses vowels as place holders, sometimes incorrectly, uses easily decipherable approximated spelling
LEVEL 1 GRADE 3 DEPENDENT WRITINGWriting is spontaneousPossible Characteristics
the initial draft is the final versionwriting is telegraphic and representational, with simple vocabulary used to wnte ideasan awareness of beginning and end is demonstrated; sentence; patterns and models are useduses random letters, initial and final consonants to represent words, uses correct letter choices for some words, experiments withpunctuationan understanding of directionality and basic features of print, including upper and lower case letters of the alphabet aredemonstrated 2 t
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GRADE 5 HOLISTIC WRITING LEVELS OF PERFORMANCE SCALE
LEVEL 6 GRADE 5 SUPERIOR WRITINGThe writing demonstrates control of the conventions of writing using a repertoire of narrative forms.Possible Characteristics
often rereads to rewrite with assistance, using all available resources and references for revision anti editingwell structured stories, with paragraphing, character development, complex sentences are created using a repertoire of narrativeforms to express own and other's feelings, experiences and imaginative ideascharts and webs are used independently to plan storieslegible script is used efficientlyaccurate use of periods, commas, exclamation, question and quotation marks, standard spelling for words including terms fromspecialized subject areas, use of conjunction, clauses and phrases
LEVEL 5 GRADE 5 PROFICIENT WRITINGProficiency in writing is used in a variety of narrative formsPossible Characteristics
beginning to revise and edit during drafting for accuracystories include some paragraphing a nd character development with the beginning use of complex sentences; a variety of narrativeforms (story, drama, poetry) is used to express personal experiences and imaginative ideascharts and webs are used to plan stories with little assistancestandard cursive or manuscript are used as needed, used script of choicesentences are punctuated accurately; standard spelling is used for a large bank of words; nouns pronouns, verbs, adjectives,adverbs are used with skill and understanding
LEVEL 4 GRADE 5 COMPETENT WRITINGThe writing demonstrates a coherent story line around a basic plotPossible Characteristics
writing is revised and edited independently after reflectirg on self, peer and teacher assessment to improve workuses simple narrative forms to express experiences and imaginative ideas; a clear coherent story line is developed with supportingdetails, using a variety of sentence structuresdeveloping a personal style of cursive writingconsistently and accurately uses basic punctuation; uses standar9 spelling with increasing accuracy; regularly uses nouns,pronouns, verbs and adjectives correctly
LEVEL 3 GRADE 5 ADEQUATE WRITINGBasic story and poetry structures are used to express personal feelings and experiencesPossible Characteristics
writing is revised and edited independently after conferencing with teacher and peersa coherent story line is developed around a basic plot using different sentence types; basic story and poem structures are used toexpress personal feelings/experiencesperforms written tasks with increasing proficiency in cursive scriptderrstrates control of capital letters and basic punctuation; uses standard spelling for commonly used words and closeapproximations for less familiar words; correctly uses nouns and verbs
LEVEL 2 GRADE 5 LIMITED WRITINGThe writing is based on familiar stories, poems and personal eventsPossible Characteristics
some revisions and editing arc made based on feedback from conferences with teacher and peersuses simple sentences to combine the basic elements of a story, writing is based on familiar stories poems and personal eventsuses pictures/lists storytelling to plan writingprefers to use manuscript, uses cursive script when requestedcapital letters, periods, questions and exclamation marks are used with increasing accuracy; beginning control of standard spellingof frequently used words; uses nouns and verbs correctly
LEVEL 1 GRADE 5 DEPENDENT WRITINGThe work is usually created for the writer who writes patterned stories/poems or personal events.Possible Charade? istics
revisicns/cdits are generally for conventions and are completed with teacher assistancewrites events using simple sequence or chronological order using complete thoughts; writing is patterned after predictablestories/poems or personal eventsuses pictures/lists/storytelling to plan writing with teacher assistancemanuscript print features appropriate upper and lower case lettersexperiments with capital letters, periods, question and exclamation marks; spells simple words and uses initial, middle, and finalconsonants to represent words; demonstrates a limited awareness of nouns, verbs, adrctives
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GRADE 7 HOLISTIC WRITING LEVELS OF PERFORMANCE SCALE
LEVEL 6 GRADE 7 SUPERIOR WRITINGThe writing demonstrates a skilful and independent ability to create well-constructed pieces of writing for a variety of purposes.Possible Characteristics
revises and edits for accuracy during drafting, independently proofreads/edits writing using all available resources and referencesnarratives are well-constructed with well-developed characterization and setting, the literary conventions arc used with increasedskill to write imaginative storiesrevises plan based on connected research, uses a variety of vocabularies for specific purposesdemonstrates skilful control of punctuation, including colons, semi-colons, apostrophes, abbreviation; demonstratesunderstanding and control of word spelling (regular and irregular); shows skilful control and understanding of grammaticalstructures
LEVEL 5 GRADE 7 PROFICIENT WRITINGProficiency in writing for different purposes is demonstrated. Writing is valued for learning and enjoyment.Possible Characteristics
often uses the suggestions of others to add detail and delete unnecessary detail, often rereads to rewrite with assistancewrites well constructed narratives with consistent characterization, time and place; uses sentence structure for specific purposes;begins to use literary conventions of mood, suspense and figurative languageresearches detail in conjunction with planninguses colons, semi-colons, apostrophes, abbreviations accurately; uses standard spelling for words used, including terms fromspecialized areas; recognizes and uses pronouns, conjunctions clauses, phrases, tense
LEVEL 4 GRADE 7 COMPETENT WRITINGThe work shows clarity and independence in planning and creation.Possible Characteristics
the writing is planned, suggestions of others are beginning to be used to add detail and delete unnecessary detail, beginning toreread to rewrite with assistancestories are well-structured, using paragraphing and character development; uses a variety of narrative forms to express own andother's ideas, feelings, experienceslists, charts, and webs are used to independently plan storiesfrequently uses colons, semi-colons, apostrophes, abbreviations with increasing accuracy; standard spelling and grammaticalstructures are used with increasing accuracy
LEVEL 3 GRADE 7 ADEQUATE WRITINGThe work uses a variety of forms of narration including: story, drama, and poetry to expresspersonal ideas/experiences.Possible Characteristics
writing is independently revised/edited after reflecting on self, peer and teacher assessment to improve workstories include some paragraphing and character development using complex sentences; uses a variety of narrative forms (story,drama, poetry) to express personal experiences & imaginative ideasuses lists, charts and webs to plan stories with little teacher assistancepunctuates sentences accurately including the use of commas and quotation marks; uses standard spelling for a large bank ofwords; demonstrates a beginning use of conjunctions, clauses, phrases, tense
LEVEL 2 GRADE 7 LIMITED WRITINGThe wnting uses a clear, coherent story line with supporting detailsPossible Characteristics
writing is revised/edited independently after conferencing with teachers and peerswriting contains a variety of sentence structures; simple narrative forms are used to express experiences and imaginative ideaslists, charts and webs are used, with some teacher assistance, to plan storiesincreasing control of basic punctuation, experiments with commas and quotation marks; standard spelling is used for commonlyused and less familiar words, nouns, pronouns, verbs, adjectives, and adverbs are frequently used correctly
LEVEL I GRADE 7 DEPENDENT WRITINGThe basic story structure is used to write imaginative storiesPossible Characteristics
some revisions/editing is done based on feedback from teacher and peersdevelops a coherent story line using different sentence types and the basic story structure to write imaginative storiesuses lists, charts and webs to plan stories with teacher inputinconsistent use of basic punctuation; demonstrates beginning control of standard spelling of frequently used words, shows alimited understanding and inconsistent use of grammatical structures
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GRADE 9 HOLISTIC WRITING LEVELS OF PERFORMANCE SCALE
LEVEL 6 GRADE 9 SUPERIOR WRITINGThe work demonstrates a confident command and integration of all the elements of writing. The content is often strikingly creative andimaginative.Possible Characteristics
performance is equally strong on all wnting tasksthe controlling idea and its development are insightful and originalthe organization is subtle; the control is secure; the style reinforces the purposethe voice is confident; there is a sense of engagement with the topic and an effective relationship with the audiencethe control of written conventions of language is skillful; rare errors in spelling and minor errors in grammar and punctuationmay exist but do not affect the overall impact; they may be the result of the difficulty of the writing task and/or risks taken by thestudent
LEVEL 5 GRADE 9 PROFICIENT WRITINGThe work shows an effective control and integration of all the elements of writing. The content is thoughtful and thorough.Possible Characteristics
performance is strong on all writing tasksthe controlling idea and its development are thoughtful and imaginativethe organization is effective; the style is appropriate to the purposethe voice is clear; there is a strong sense of audiencethe control of the written conventions is sound; the few errors in spelling, grammar, an punctuation do not detract from theoverall impact
LEVEL 4 GRADE 9 COMPETENT WRITINGThe work shows control of the elements of writing. It is generally integrated. The content is clear and complete.Possible Characteristics
performance is generally effective on all writing tasksthe controlling idea and its development are clear but may be conventional or derivativeorganization is capable; there is a clear attempt to connect style and purposethe voice is apparent but may fluctuate; there is an awareness of audiencethe control of the written convention is capable; infrequent errors may detract from the overall impact of the work but do notaffect meaning
LEVEL 3 GRADE 9 ADEQUATE WRITINGThe work shows control of most of the elements of writing. Some integration is apparent. The content may be simple or unoriginal.Possible Characteristics
performance is effective on some writing tasksthe controlling idea and its development are apparent and show some balance or consistency; ideas convey surface meaningorganization is apparent; there is some attempt to connect style and purposethere is a sense of voice with some control; there is an occasional awareness of audiencecontrol of the written conventions of language is evident, errors occasionally detract from the impact and the meaning
LEVEL 2 GRADE 9 LIMITED WRITINGThe work shows grasp of some of the basic elements of writing; the writing conveys simple ideas.Possible Characteristics
performance shows elements of strength in some of the writing tasksthe controlling idea and its development arc limited but discernible; ideas arc superficialorganization is attempted; style is simple and unconnected to the purposevoice may be often limited to a personal, vernacular register, awareness of audience is limited or absentgrasp of the written conventions of language is tentative; errors are distracting and often interfere with the reader's understandingof the ideas
LEVEL 1 GRADE 9 DEPENDENT WRITINGThe work shows a minimal grasp of some of the basic elements of writing. The content conveys unconnected or fragmented ideas.Possible Characteristics
performance demonstrates awareness of the basic requirements of some of the writing tasksthe writing expresses a simple ideathe writing displays a %,ery limiteL sense of voice or audiencegrasp of the written conventions of language is minimal; errors limited expression and comprehension
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GRADE 12 HOLISTIC WRITING LEVELS OF PERFORMANCE SCALE
LEVEL 6 GRADE 12 SUPERIOR WRITINGThe overall impression of writing at this level is that it demonstrates a sophisticated command of the elements of writing. All elements ofwriting work together to convey a distinctive perspective and impression.Possible Characteristics
the controlling idea and its development demonstrate insight and maturity, and a creative command of the modeorganization is clear and forcefulthe writer's voice is distinctive and the sense of audience securethe syntax, use of rhetorical devices, and the conventions of language all reinforce the meaningthe overall style adds an element of artistry to the effect
LEVEL 5 GRADE 12 PROFICIENT WRITINGThe overall impression of writing at this level is that it demonstrates a secure command of the elements of writing. Generally the writingis integrated and the elements reinforce each other to create a meaningful whole.Possible Characteristics
the controlling idea and its development demonstrate maturity and forcefulnessthe writer has a clear sense of the conventions of the mode and of audience and anticipates the reader's need for sufficient detailand a clear and focused organizationthe writer's voice is sincere, but the writer may not be fully engaged in the topica firm grasp of the conventions of written language is evidentany occasional slips in control or form are not enough to distract the reader
LEVEL 4 GRADE 12 COMPETENT WRITINGThe overall impression of writing at this level is that it demonstrates a command of the elements of writing but they are not fullyintegrated. Generally the writing exhibits solid communication but does not come together as a secure whole.Possible Characteristics
a controlling idea is clearly evident and the writer demonstrates a sense of commitmentthe writer has a general grasp of the conventions of the mode as well as organization and structurethe writer is aware of audience and provides some direction for the readerexpression, though reasonably clear, may be mundaneoccasional problems with the elements of writing, particularly the conventions of language, may occur but they do not undulyinterfere with meaning or distract the reader
LEVEL 3 GRADE 12 ADEQUATE WRITINGThe overall impression of writing at this level is that it demonstrates both strengths and weaknesses in the fundamental elements ofwriting. However, the strengths outweigh the weaknesses and the writer's meaning is generally clear.Possible Characteristics
a controlling idea is evident and the piece has some sense of direction and developmentthe writing displays the fundamental principle of organization; that is, the reader is able to discern a beginning, middle, and endthe writer's sense of audience may be weak or lackingthe application of the conventions of the mode and/or the conventions of written language may at times interfere with the reader'sunderstanding of the ideas
LEVEL 2 GRADE 12 LIMITED WRITINGThe overall impression of the writing at this level is that it demonstrates an elementary grasp of the essential elements of writing.Generally, communication occurs, but lack of command of one or more of these elements seriously affects the reader's response.Possible Characteristics
there is a controlling idea which either conveys simple meaning, or a more complex meaning not clearly expressed, but the piecemay not continually be governed or shaped by itadherence to the conventions of mode is not secure and organization is flawedthe writer's voice may not be apparent or may be inconsistent, resulting in writing that is uneven or unclearconsistent and frequent misapplications of the conventions of language persistently interfere with the reader's understanding of theideas, but do not prevent it
LEVEL 1 GRADE 12 DEPENDENT WRITINGThe overall impression of writing at this level is that it demonstrates an awareness of some of the essential elements of writing. However,communication is either fragment : or prevented.Possible Characteristics
the piece lacks a controlling idea or purpose; this results in writing that has little or no meaningthere is scant evidence of organization; instead the writer makes a series of random points that may or may not be relatedthe writer is indifferent to the mode of writing and to the needs of the readerthe writing shows minimal control of the conventions of language, making the text quite difficult to read
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1
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Grade 9 Anchor Papers
Specialization
FULL--
PARTIAL>
BEGINNING>
SuperiorProficientCompetentAdequateLimitedDependent
Junior
Primary
EarlyYears
COMPOSING TRANSCRIBING
LEVEL 3 ADEQUATE WRITINGThe work shows control of most ofthe elements of writing. Someintegration is apparent. The contentmay be simple or unoriginal.
Possible Characteristicsperformance is effective on somewriting tasksthe controlling idea and itsdevelopment are apparent andshow some balance orconsistency; ideas convey surfacemeaningorganization is apparent; there issome attempt to connect styleand purposethere is a sense of voice withsome control; there is anoccasional awareness of audiencecontrol of the writtenconventions of language isevident; errors occasionallydetract from the impact and themeaning
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GRADE 9Level 3 Anchor Paper
I Remember
I think that this poem is about an adultremembering the past. Maybe when he lived in hisvillage he must of been having some sort of acelebration.
I think the whole pint of this poem is toremember the good times, times when a childcould run freely at night without wondering orworrying of kidnappers. A time when you did'ntneed alarms or locks on your windows, and doors.A time when your biggest worry would be the
weather unlike now we wonder which mercedes totake or which car matches your outfit. It was atime long ago.When you did'nt have the slightest worry.When everything seemed perfect, when you couldrun around the streets.I think that this story took place long agobecause of the way the author described some ofthe details. He talked about the parties, hisfather, who was a hunter, people gathering tofeast on a goose.It seems sad but interesting. As though you
are the one remembering.
Summer Story
This summer I went to Wonderland with myfriends. The rides are very scary! I also wentto Chicago. Chicago is a neat place. I stayed ina hotel that was downtown. I also visited theSears Tower, it was huge! From the top you couldsee miles and miles of Chicago!
Chicago also has much better movies, all themovies that are Just coming out here, are all onpay t.v. there! They also have some movies thathaven't even come out yet!
One of my most favorite things was theshopping! It was really good. This summer Ibought a chain, a cross and clothes.
During the day I would sleep in and talk onthe phone, oh and I got to watch all the goodtalkshows.
Other than that my summer was pretty ordinary. I
went swimming and went to the beach. Most normalthings but overall my summer was great!
2Ministry of Education and Training Anchor Papers, Grade 9
(),. I1. 1
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GRADE 9Level 3 Anchor Paper
Babysitting
It was six o'clock and Ernie and Bert hadto have their dinner. "Hmmm, what shouldwe eat?" I wondered aloud. "Ernie, Bert,come down for dinner!" They were upstairsplaying cops and robbers.I heard the pitter patter of small feetrunning towards me.I then saw the two round faces both
identical come into sight. They both hadhad identical blue eyes, as blue as asummer sky. Two tiny round noses, blondeshaggy hair and dimples in each of theircheeks.They looked so CUTE!"So guys what do we eat?" I asked."Ice cream!" Bert yelled."Cookies!!" Ernie chimmed in after him.No, I mean what should we eat fordinner?" I asked once again."We want junk food, we want junk food"They both chanted over and over. I wasstarting to get worried."I'm hungry!" Ernie exclaimed"me too." Bert said."Well then let's have some real food!" I
said hopeful they might agree. But nosuch luck."no, no, no, no, NO, NO, NO!!" Theyscreamed both yelling at the same time.What do I do now? I wondered. "Hey howabout some leftovers?" I asked"NO" They said. Again at the same time. I
was getting mad."Well that's too bad ok? Because that'sall that's left, so you can eat it or youcan just STARVE!" I yelld. I had tocontroll myself especially my temper orthey might start to"WAAAAAAAAAAAAA" They both began to walland cry.I seemed to of spoke to soon. I feltreally bad. I mean they are Dust kids."Oh I'm sorry" I said feeling as though :may start to cry. "Don't cry I didn'tmean to yell at you, I, I just lost mytemper that's all." "Aw come on and showme that you're big and strong!"They simmered down and to my surpriseagreed "Yeah," Ernie said "we should'ntcry we're men!"I tried not to laugh!"No problem" I said This was gettingfunny"So what do we eat?" I asked once again.We were all silent for awhile, when allof a sudden we all said at the same time"PIZZA!"At least we all ate! ": hope your parentsdon't get mad" I said."Oh Well" They exclaimed.
22
Ministry of Education and Training Anchor Papers, Grade 9-
Specialization
FULL
PARTIAL>
SuperiorProficientCompetentAdequateLimitedDependent
Junior
Primary
EarlyYears
COMPOSING TRANSCRIBING
LEVEL 4 COMPETENT WRITINGThe work shows control of theelements of writing. It is generallyintegrated. The content is clear andcomplete.
Possible Characteristicsperformance is generallyeffective on all writing tasksthe controlling idea and itsdevelopment are clear but maybe conventional or derivativeorganization is capable; there is aclear attempt to connect styleand purposethe voice is apparent but mayfluctuate; there is an awarenessof audiencethe control of the writtenconvention is capable; infrequenterrors may detract from theoverall impact of the work butdo not affect meaning
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GRADE 9Level 4 Anchor Paper
Response to Poem "I Remember"
The poem "I Remember" refers to a person whoremembers his childhood days. He compares hislife no as to how it was in the past. The personmakes his childhood sound alot happier andsimpler. He remembers the long unending carefreedays when the family would stick togethertelling stories and adventures to each other.Somehow the person is trying to express how hefeels about what is happening now, by comparingthe present with the past. For example, he saysthat there were "doors wLthout locks." What Ithink he's trying to say is that there was notas much crime as now. "I Remember" is a verytouching poem, which makes the reader rememberabout his or her own past.
I remember when I was a little girl who wentto kindergarten. there was not a worry in theworld for me. All I did was paint, learn how toread, and play with my friends. As I went fromkindergarden into elementary school, which atthat time was very exciting, I realized howeverything was starting to be more complicated.I was introduced with one important thing andthat was "responsability". When I used to comehome after school, I ate my dinner and straightoff I went to do my homework. At first I wantedto go back to kindergarden where I didn't havethat much responsability. However I wasbeginning to get used to this at a slow rate.The elementary years went by very quickly beforeI could turn around graduation was a couple ofdays ahead of me. I couldn't believe it!It was going to be exciting going to
highschool and starting a new environment,however I would remember the happy years ofelementary school!
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4Ministry of Education and Training Anchor Papers, Grade 9
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GRADE 9Level 4 Anchor Paper
Supported Opinion
Dear Editor:
I totally disagree on closing down therestaurant which we designed. First ofall this restaurant was designed for theteens. Getting teen -agers off the streetsis important these days when they knowthat there is some restaurant opened andit's filled with excitment and fun, I
think they would come. This restaurantalso has healthy food, we don't agreewith junk food these days. There is manyteens that complaint about .he service insome restaurants. Why not have arestaurant that makes sure a customer issatisfied with what they get or request.The restaurant is also maintained in aclean way so that the customers are fullysatisfied.
What about the fun? That is another pointof opening such a restaurant. Theteenagers would come more often if therewas some fun involved. There are Saturdaydances, and Kareoke nights organizedespecially for them. What this restauranttries to do is not fill the customer withsatisfaction by giving them great foodonly, but organizing new and fun things,so that the teens feel welcome and meetnew friends. Do we want teenagers to siton the streets doing drugs, smokingcigarettes, ang getting into trouble? Idon't think we do, and I feel therestaurant is a great place to get thathabit away, so that everyone has funwithout getting in trouble.
This is the whole point of why :'mwriting this letter tc you. Why takesomething away from the teens? If youcould ask them they would support myletter. Why don't we do this for theteens sake.
Sincerely yours,
Adjusting to Highschool
In this essay I'm going to talk abouthighschool and adjusting to it as a grade9 student. On the first day I was nervousand scared. Now I was entering a newenviroment and something I wasn'tfamiliar with. However as soon as thefirst class started I was pretty surethat this wasn't as bad as I imagined.The classes are longer than in elementaryschool but you learn a lot more during 70minutes. There are also many activitiesorganized to make highschool a betterplace to come to. I personally like theniner week. Students that are in grade 9get to be involved in many funactivities. This also gets grade 9students to meet many new friends and atthe same time have a lot of fun. Ninerweek also gives an example to grade 9students about the school spirit FatherJohn Redmont has. The friendly faces andfun activities make students want to cometo highschool at hard times. Highschoolisn't all that bad because it givespeople the experience in society. Alsostudents get the taste of aduthood in thehighschool enviroment (such asresponsability) so once a student findtheir place in highschool he or she willfeel like they're a part of it!
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Ministry of Education and Training Anchor Papers, Grade 9-
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LEVEL 5 PROFICIENT WRITINGThe work shows an effective controland integration of all the elements ofwriting. The content is thoughtfuland thorough.
Possible Characteristicsperformance is strong on allwriting tasksthe controlling idea and itsdevelopment are thoughtful andimaginativethe organization is effective; thestyle is appropriate to thepurposethe voice is clear; there is astrong sense of audiencethe control of the writtenconventions is sound; the fewerrors in spelling, grammar, andpunctuation do not detract fromthe overall impact
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GRADE 9Level 5 Anchor Paper
Oranges
The poem oranges is about a girl named Katewho can peel oranges better than her bestfriendEmily. Kate likes the praise she gets from Emilyin being able to do it so much better. Katehopes her bestfriend never learns how to peeloranges. I think Kate likes to be better thanEmily at something.My bestfriend can't do everything that I do
and I can't do everything she does. It gives mea sense of accomplishment everytime she asks meto do something for her. If we could doeverything exactly the same life wouldn't be asfun. You wouldn't have any initiative to pushfor something you really want.
6Ministry of Education and Training Anchor Papers, Grade 9
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GRADE 9Level 5 Anchor Paper
Supported Opinion
Dear Editor,I am writing this letter as a response
to something that was published yournewspaper. It had to do with closing therestaurant that I co-own, called "TheJoint."I totally disagree with closing it.
That restaurant is the *1 spot that localteens hang-out at. It's gotten them offthe streets. It's a place for them to goand have fun. They're in an atmospherethat gives them a great outlook on life.Since "The Joint" opened more than half
the kids who use to abuse drugs andalcohol are now clean. Apart fromsupplying them a place to eat and havefun, we also have drug rehabilitationworkers that come in and supply kids withthe help they need to get a fresh startin life.If you close down that restaurant
you're taking away a means in which wecan reach alot of kids.In conclusion I would ask you to
consider everything I've said. Rememberin taking the restaurant away youwouldn't only be taking a building away,but you'd also be taking away a secondchance for alot of kids. I ask you againto consider all of these points and withme and'my restaurant. My partners and Iwould really appreciate it and so wouldalot of teens.
Sincerely yours,
The Light In The Storm
Crash! Boom! Bang! That was all I hadbeen hearing since the storm came. Theradio said it would be one of the worstwe'd ever get. For once they were right.Of course this had to be the night thatmy family was out of town, so I was homealone. On top of that, the neighborhoodwhere I live isn't the greatest. therehas been robberies, drug busts, and evenan attempted murder. Being home alone,specially at night, isn't something youdo often.In order to distract myself from all
the terrifying thoughts that were runningthrough my mind I decided to read a book.I went upstairs and picked out one of myfavourites.Just as I was at the most interesting
part of the book, one of the worst thingsthat could have happened, happened. Thelights went out. That was the last straw.I was totally freaked out! My imaginationstarted to run wild. I could hear voicesand footsteps in the house and I was evenseeing shadows outside. The only thingthat I could think of was lights, I hadto get some lights on. I rushed into thelivingroom to get the matches I had seenearlier. It was then that I noticed somesort of light outside. I went to thewindow to see what it was. As I lookedout the window. I could see a hazy lightthat seemed to encircle the whole house.I couldn't see the light around anyoneelse's house, which made the light seemeven weirder. I suddenly felt a verycalm, peaceful feeling come over me. I
felt like someone or something waswatching or me. I then knew thateverything was going to be alright I
headed to the livingroom couch and fellinto an exhausted sleep.
`u)
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LEVEL 6 SUPERIOR WRITINGThe work demonstrates a confidentcommand and integration of all theelements of writing. The content is oftenstrikingly creative and imaginative.
Possible Characteristicsperformance is equally strong on allwriting tasksthe controlling idea and itsdevelopment are insightful andoriginalthe organization is subtle; thecontrol is secure; the style reinforcesthe purposethe voice is confident; there is asense of engagement with the topicand an effective relationship withthe audiencethe control of written conventions oflanguage is skillful; rare errors inspelling and minor errors ingrammar and punctuation may existbut do not affect the overall impact;they may be the result of thedifficulty of the writing task and/orrisks taken by the student
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GRADE 9Level 6 Anchor Paper
Book ReportTitle: Brain ChildAuthor: John SaulClassification: horrorPages: 342
Brain Child, written, by John Saul, is about ahorrible vengeance that had long, long ago beganin the tiny town of La Paloma. Once a proudSpanish heritage, La Paloma has now become athriving modern community high in the Californiahills.Alex Lonsdale, a sixteen year old boy from La
Paloma, faced death in a terrible car accident,however, the intelligence, or should we say theevil of a doctor's mind had brought him back tolife...or had it brought the evil that stilllingers on in the town back? Now Alex has becomethe instrument of this vengeance. He seems thesame, but in his eyes there is a horrifyingblankness and in his heart there is a coldness.The main character of this story was Alex
Lonsdale. He was a sweet, well mannered boy, whowas one of the most popular kids in La PalomaHigh, however, after the accident, his charactertotally changed. He was no longer the Alex thateveryone knew and loved. He had become a personwith no soul, feelings or love. He was selfishand did not care about anyone or anything norhis parents who he once cherished and adored.Alex was also involved with a caring,intelligent and very pretty girl named LisaStandfield. She tried to help Alex and supporthim through everything.The conflict in this story was man versus man.
The sadness of the Mexicans, that had once beenthe past, had again returned to destroy theCalifornias.The main idea in which the author tried to
convey was the fact that there were people inthe past and still are people who use theirwonderful gift of intelligence to destroy othersand God's creations.In my opinion, this book was exciting,
thrilling and filled with suspense. I find thatthe author used a series of intertwining eventswhich captured by interest, however, at times herambled at great lengths about insignificantdetails which I feel distracted from the plot.Like most 'john Saul' novels, it was wellwritten and I enjoyed the author's style cfwriting. I plan to read many more of his booksand I also recommend this novel to otherinterested readers.
8Ministry of Education and Training Anchor Papers. Grade 9
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GRADE 9Level 6 Anchor Paper
Narrative
"n November 19, 1993, "The Rock"restaurant and dance club hired a knewworker Tina, a sixteen year old girl fromDelmount High was on her first day ofwork when the hard work already began.So far the day had been run and
exciting. "The Rocks" decor and designwas fabulous which made the theme of thisrestaurant even more extravagent. Sheenjoyed the activities and style in therestaurant. The customers who were alsoexcited about eating at "The Rock" madethe work for Tina pleasant.By noon she decided that the hours she
was going to have to put into her knewjob would be worth it."Tina. We have a slight problem. One of
our waitresses have cancelled for tonightat six o'clock and we have a birthdayparty scheduled with twenty kids. Theparty will only last one and a half totwo hours. So, I need you to cover.Okay?" the petite twenty-six year oldmanager, Elena, asked."Sure!" Tina repixed, not realizing
what she was getting herself in to.By five thirty she had the dance floor
and the upstairs dining are set up forthe party. As six o'clock approached afew six year olds had arrived. Tina, asthe host of the part, seated them andintroduced herself.By six thirty all the kids arrived.
Unfortunately all but one of theirparents left.Tina prepared some music from the
"Flinstone" sountrack for the kids andalso projected a rerun of the"Flinstones" on the giant screen usedonly on the top floor of the restaurant.Tina received the orders, which only
consisted of ten kiddytaurus burgers, tenkiddytaurus hot dogs and six baskets offries.She then made the mistake of leaving
the children alone while she placed theorders in the kitchen. When she returnedto the top floor not one cf the littlemonsters were sitting where she leftthem. Now she found them jumping up anddown screaming everywhere. Unbelievably,she even saw one child hanging from on ofthe model dinosaurs in one cf the mazesof caves.As she stared at the trouble going on
around her she realized that the motherof the birthday girl was watching thechildren play or you could say causingnoise pollution!The first thing Tina did was turn off
the music. However, by doing this, theyall began to cry!
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"Alright! Quiet!" she screamed,surprised that her scream was at allpossibly louder than the children's crys.Luckily all the children stopped and
they stared with blank and confusedexpressions at Tina."Okay, how about if everyone goes back
to their seats and while we wait for thefood, you can all watch the Flinstonesand take turns riding on dino." She spokesoftly to them."Alright then. On the count of five you
all have to rush back to your seats.1...2...3..." as she called out the numbers,all of them, surprisingly, hurried backto their seats without making a sound.Finally, once they were all under
control, Tina changed her mind. However,this time she decided to only work at"The Rock" part time!
In My Backard
"In My Backyard" was a poem written bya boy ashamed of his father. This Italianfamily used to do everything by hand, andwhen they came to their new land, hisfather had still made his own wine andslaughtered the Easter Lamb. His fatherwas illiterate and this is probably themain reason why the boy's youth was spentin shame.I feel that this story can relate to
many people coming to Canada fromdifferent countries.From a child's point of view, I know
how important it must have been for theboy to want to live like everyone else inthe vacinity around him. However, in myopinion, the father of this boy must havealso had a rough time adjusting to hisnew life. He was used to doing everythinghimself and by hand, and then suddenlyhis son became ashamed of him."I wrote the numbers on a sheet, so he
could write his checks, pay the bills..."This quote states that in Italy, most
cf his time was spent working, so therewas no time for him to learn how to reador write.My grandparents, also from the Italian
heritage, have similar stories about theway things were done, when they weregrowing up in Italy.When my grandmother was only nine years
old, her mother died. She was the oldestof her three sisters so she had to beginto take care of the family. Now that sheis living in Canada, there are still afew things that she does differently.However, I don't feel ashamed of this andI disagree that the selfish feelings ofthe boy were necessary.
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Grade 12 Anchor Papers
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LEVEL 1 DEPENDENT WRITINGThe overall impression of writing at thislevel is that it demonstrates anawareness of some of the essentialelements of writing. However,communicationis either fragmented orprevented.
Possible Characteristicsthe piece lacks a controlling idea orpurpose; this results in writing thathas little or no meaningthere is scant evidence oforganization; instead the writermakes a series of random pointsthat may or may not be relatedthe writer is indifferent to the modeof writing and to the needs of thereaderthe writing shows minimal controlof the conventions of language,making the text quite difficult toread
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GRADE 12Level 1 Anchor Paper
Dear Sir,I'm writing to you because I'm sick of theenvorement falling apart right under our noses.The garbage is getting out of hand, we must do
something or the world is going to destroyed byus. I don't know what to do, but I know thatsomthing must be done. The great lakes are introuble if you swim in the lake you get thingsthat stick on you or get sick because the wateris so bad. I like to swim, but I hate to swim inpolluted water. I'm probably speaking foreveryone. Well I hope somthing gets done. I mustgo know.
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2Ministry of Education and Training Anchor Papers, Grade 12
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GRADE 12Level 1 Anchor Paper
Ozone Layer
In addition to carbon dioxide, thereare other greenhouse gases, consisting ofchlorine, fluorine, and carbon atoms.Because these chlorofluorocarbons, whichare responsible for the reduction of theozone layer. Chlorofluorocarbonsvapourize at low temperature they havebecome the essentials ingredients inrefridgerators and air conditionercoolants, and as the propellant gases foraerosal spray cans. Chlorofluorocarbonsdeffinately make good insulate, becauseof the light weight, closed-cell bubblesthey form. Styrofoam are poor conductorsof both heat and cold, even the computerrevolution is affected bychlorofluorocarbons, they are used toremove the smallest contaminants onmicrochips and other components ofelectronic equiptment.
When chlorofluorocarbons escape intothe atmosphere, they trap heat, in factchlorofluorocarbons and halons, whichrelease ozone depleating bromine areestimated to account for fifteen totwenty percent of global warning, becausethey are synthetic chemicals for whichsubstitutes can be developed. They arethe easiest greenhouse gases to control.
The ozone layer is a pure form ofoxygen found in the stratosphere ten tothirty miles above the earths surface,the ozone layer is more or less anumberella acting to protect the earthfrom the dangerous ultraviolet rays ofthe sun. It is the only gas in theatmosphere that limits the amount ofharmful solar ultraviolet radiationreachingthe earth.
Because the ozone concentrations couldhave dramatic effects on life and on theearth. Algae are particularly sensitiveto ultraviolet radiation, raising fearsthat damage to the ozone layer, couldupset marine ecology and lower fishpopulation. For people ultraviolet rayscause sun burn and havebeen linked toskin cancer, cataracts, and weekendimmune systems. The EPA predicts thatover the next eight years more than onehundred fifty million more people willget skin cancer in the United States ofAmerica alone if nothing is done to savethe ozone layer. More yet reduced cropyeilds could lead to losses, consistingof billions of dollars, and the climatecould be altered.
In the 1970's, scientists have warnedthat emissions of chlorofluorocarbons,and other chemicals that convert
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protective ozone molecules into lessuseful oxygen molecules may ultimatelydeplete this essential ozone layer. 1978,the EPA banned the use of aerosal sprays,however refridgerators, air conditioners,and various solvents, have continued toincrease.
In 1985, a hole was found eating awayacross the sky above antarctica. It isnow believed that this hole is as deep asMount Everest is tall and as wide as theUnited States of America once you stopthinking abou the enrgy yourrefridgerator uses, think about it'scompact on the ozone layer.Chlorofluorocarbon, the compounds thateat away the earth's protective ozoneshield make up the refridgerant thatcools both your refridgerator andfreezer. Chlorofluorocarbons are alsoused to manufacture the foam insulationin the refriderator. Unfortunately allrefidgerators on the market today containChlorofluorocarbons, so for the moment,the best you can do to control theirrelease into the atmosphere is to keepyour unit in top working order untilchlorofluorocarbon free models becomeavailable. If your refridgerator doeswear out, try to find a salvager who canboth cart the appliance out of yourhouse, recover, and recycle thechlorofluorocarbons prior to dismantlingthe refridgerator.
You can help proect the ozone layerfrom damaging chlorofluorocarbons foundelsewhere in your home by taking thefollowing steps: 1- Avoid buildinginsulation made with chlorofluorocarbons,use fiberglass, cellulose, or othermaterials that do not containchlorofluorocarbons. Though they may haveto be thicker to achieve the same levelof insulation, if you have the space, youcan use them without losing energyefficiency. 2- Do not buy halon fireextinguishers, halons also depletes theozone layer. Even if you never have afire, halons can leak out of theextinguishers and into the air. Atraditional fire extinguisher using drychemicals will do the the job. 3- Avoidaerosals that containchlorofluorocarbons, such productsincludes cans that spray strings ofplastic cofetti, aerosal dust removersused by photographers, boat horns, andcleaning sprays for sewing machines,VCR's and electrical equ-pment. 4-Support legislation that will makechlorofluorocarbon labeling, mandatory soyou will know what items not to buy.
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Ministry of Education and Training Anchor Papers, Grade 12-
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LEVEL 2 LIMITED WRITINGThe overall impression of the writing atthis level is that it demonstrates anelementary grasp of the essential elementsof writing. Generally, communicationoccurs, but lack of command of one ormore of these elements seriously affectsthe reader's response.
Possible Characteristicsthere is a controlling idea which eitherconveys simple meaning, or a morecomplex meaning not clearlyexpressed, but the piece may notcontinually be governed or shaped byitadherence to the conventions of modeis not secure and organization isflawedthe writer's voice may not be apparentor may be inconsistent, resulting inwriting that is uneven or unclear.consistent and frequentmisapplications of the conventions oflanguage persistently interfere withthe reader's understanding of theideas, but do not prevent it
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GRADE 12Level 2 Anchor Paper
Dear Kayla,
How are things going? I bet things are prettyhectic now that the baby is born. She's probablya real hand for you, day in and day out. But,that isn't the reason why I'm writing you thisletter.
As you might already know, I have started an"anti-pollutant" group that is trying to savethe mammels that live in the St. LawrenceSeaway. Such as the Beluga whale, who is beingkilled off drastically by many differentchemicals in the river. For we have studied andresearched the causes of these whales to haveblood poisoning. The conclusion we have come to,is, all the toxic waste the industries aredumping into the river, which is ccntaminatingthe water with harmful chemicals. Thesechemicals are ones such as PCBs, DDT, mercuryand cadmuim. These chemicals are not justcontaminating the water, but the animals andmammels that are in the waterways also.
Please help us in our attempt to clean up instop the death of these beautiful mammels. To dothis we have to stop the industries from dumpingtheir toxic waste into the atmosphere.
Yours truly,
4Ministry of Education and Training Anchor Papers, Grade 12
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GRADE 12Levet 2 Anchor Paper
The Environment,What are We Doing About It?
Factories in Canada, and all over theworld are a major cause of environmentalproblems, the average Canadian does notrealize the problems we as Canadians andevery other nation have to face.
Pollution is one of the major issues inour society. Factories such as papermills, or anything that makes any kind ofproduct. Dispersion of smoke from thefactories causes factors such as acidrain, causing the pollution of lakes,rivers, swamps, and streams.
Plastic is also another environmentalissue. What is the point of plastic bags?They clutter the cupboards and rip holeswhen you put anything in them, thatweighs over 5 pounds. Plastic is as weknow not bio-degradable. People shouldrealize that recycled paper bags workDust as well, maybe even better.
There are many statistics that can showDust what we as Canadians are doing, towhat use to be a beautiful world. Forexample, garbage; In one year the averageCanadian discards 620 kilograms ofgarbage. An average Canadian uses 95 000litres of water, 2000 litres of gasoline,193 kilograms of paper. In one year theaverage Canadian, takes home nearly threebillion plastic bags from grocery stores.Does this Ray something? We are going tohave to find some way of reducing wastedisposal.
Many companies are now Dust realizingthe problems of waste disposal, and aredoing a little to change it for example,the new enviro-paks, those limit theamount of garbage we dispose, by simplypouring the refill into the old bottleand throwing the package into thegarbage. You simply re-use the oldbottle.
Automobiles are anothr major source ofpollution. The automobile is responsiblefor about one-quarter of the pollutantsthat cause smog. Smog is a factor that ishazardous to your health. It causes eyeirritation and respiratory problems. Smogis created in the atmosphere when autoexhaust emissions react with thesunlight. Cars that disperse gasoline letout carbon monoxide which is poisonousand is part of the smog. Anothersubstance cars disperse are hydrocarbons,a known factor that causes acid rain.
However, we are trying to do somethingabout this environmental issue. Thegovernment is telling car manufacturersto clean up tailpipe exhausts bydictating standards governing how muchpollution each automobile can emit. Tocope with continually changinglegislation, automakers have developedemission controlled devices and systemsto prevent pollution caused by carpollutants.
We as Canadians must realize what weare doing to our world. These factorsshow Dust exactly we are doing to changethis. Maybe someday we will reach anotherleap for mankind.
/Ministry of Education and Training Anchor Papers, Grade 12-
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LEVEL 3 ADEQUATE WRITINGThe overall impression of writing at thislevel is that it demonstrates bothstrengths and weaknesses in thefundamental elements of writing.However, the strenths outweigh theweaknesses and the writer's meaning isgenerally clear.
Possible Characteristicsa controlling idea is evident and thepiece has some sense of directionand developmentthe writing displays thefundamental principle oforganization; that is, the reader isable to discern a beginning, middle,and endthe writer's sense of audience maybe weak or lackingthe application of the conventions ofthe mode and/or the conventions ofwritten language may at timesinterfere with the reader'sunderstanding of the ideas
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GRADE 12Level 3 Anchor Paper
Are Plastics Really So Bad
Yesterday I was standing at a checkout counterin a grocery store when the cashier asked "Paperor Plastic." I had done some looking into it, soI said plastic.
You might ask me why did you not take paper?Plastic is bad for the environment. It doesn'tbiodegrade, is not recyclable, and takes up awhole lot of space in our dumps.
Well if you haven't looked into it you wouldbelieve that.
If we eliminate plastics and go back to paperit would mean wiping out whole forests to keepup to the demand for paper. Paper doesn'tbiodegrade as well as it should. When it isburried under tons of dirt it gets little oxygenwhich is required for the biodegrading process.
4'
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GRADE 12Level 3 Anchor Paper
Time for Change
"Nature is the art of God." Dantesstatement summarizes the whole esence ofthe world. The world is a piece of artdeveloped by God, a beautiful piece ofart of which destruction would not bejustifiable, and a beautiful piece of artthat is fragile, and is deteriating as aresult of human selfishness.
Firstly, the main problem in oursociety is the production of garbage.MacLaren engineers concluded that eachaverage Canadian discards 620 kilogramsof garbage each year, and our residentialgarbage adds up to thirty-three percentof our total waste as a country. Canadaas a nation disposes of almost seventeenbillion kilograms of garbage last year. Amajor step towards cutting thisoutrageous number would be to recycle allof our paper. Five billion kilograms ofpaper is disposed of each year alone, sothis would really cut one third of ourwaste production if we were to recycle.After three years of recycling, a yearsamount of garbage would be saved, andthis number would constantly increase onthe positive side, because everythingwould be re-used. These statistics areall very realistic, as well as the goalof recycling is equally realistic.
Although wastes such as garbage aregreatly affecting the environment, thehazardous wastes produced each year areequally abundant, but their ecologicaldownfalls arrive at a greater velocity,and are much more dangerous to our healthand the health of the environment.Environment Canada stated that Ontario isthe leading contributor of toxic waste ata whopping fifty-nine percent, withQuebec taking second at twenty-onepercent. Some will argue that this is dueto their position relative to the GreatLakes, or their sheer size, but these areboth unacceptable, and the average wasteof six and a half million tonnes must bedrastically cut. Many diseases can belinked to these chemicals. T.s it going totake massive deformities of newbornsbefore people start to open their eyesand regain their senses?
Another major downfall that goes alongwith toxic wastes is global warmingcaused by the greenhouse effect. Thisgreenhouse has been blamed on thedischarge of aerosols, and other gases,but no greater of a burden falls in caremissions. Carbon monoxide, Hydrocarbons,Nitrogen oxide, and Carbon dioxide areall wastes that enter the atmosphere outof the exhausts of vehicles. All four ofthese chemicals react with the ozone toform smog, produce a higher acidic levelin our precipitation, and finally causesglobal warming, because the gases are notallowed to escape into the upperatmosphere. These chemicals not onlyaffect the environment, but they affectus directly. Carbon Monoxide is veryharmful, and sometimes lethal when it issubmitted to the human transport system.Carbon Monoxide attacks the hemoglobin inthe blood stream, and because it absorbsinto the red blood cells much easier thanoxygen, oxygen is not permitted in. Whenoxygen is not permitted into the bloodstream all of your body parts suffer. Theamount of Carbon Monoxide in theatmosphere on the ratio with the oxygenis not lethal, but neither is a dilutedglass of whisky.
As a result of the above information,it would be safe to say that the world isin global termoul, and that a drasticchange must occur before the negativeeffects are insurmountable. We, the newgeneration must take the initiative andmake the change ourselves, because theenvironment is calling us to do so.
r,
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/Ministry of Education and Training Anchor Papers, Grade 12-