the write tools for common core state...

453

The Write Tools for Common Core State Standards

Informative/ExplanatoryForms

Copyright © 2012 The Write Tools, LLC. | The Write Tools for Common Core State Standards | Research, pg. 6 455

Three Writing Text Types

Informative/Explanatory Narrative Opinion/Argumentation

Purposes

Organization

Writing Process

Characteristics

6 ! 1 Traits

Examples

456 Research, pg. 7 | The Write Tools for Common Core State Standards | Copyright © 2012 The Write Tools, LLC.

The Writing Process

Select pic

OR

pt

Pi

Receiv

ex e

ceice

te

Sel t

t

ce

xt ep

Receiv

PUBLI SHI NG

EDI TI N

G

R E V I S I NG

PL ANN I NGDRAFTING

Copyright © 2012 The Write Tools, LLC. | The Write Tools for Common Core State Standards | Research, pg. 8 457

The Writing Process

PUBLI SHI NG

EDI TI N

G

R E V I S I NG

PL ANN I NG

DRAFTING

458 Research, pg. 9 | The Write Tools for Common Core State Standards | Copyright © 2012 The Write Tools, LLC.

The Writing Process

Copyright © 2012 The Write Tools, LLC. | The Write Tools for Common Core State Standards | Paragraph, pg. 109 459

Elements of Proficient Writing: 6+1 Traits of Writing®

Ideas

Organization

Word Choice

Sentence Fluency

Voice

Conventions

Presentation

460 Paragraph, pg. 121 | The Write Tools for Common Core State Standards | Copyright © 2012 The Write Tools, LLC.

T-Chart Planner

Topic !

Big Ideas Supporting Details

Conclusion !


Number Notes Planner

Topic =

1

2

1

2

1

2

Conclusion =


Umbrella Planner


Topic Sentence ! Conclusion !

Topic Sentence #1:

Topic Sentence #3: Topic Sentence #4:

Topic Sentence #2:

Topic !

Core Four Topic Sentences™


Build a Strong Paragraph

Starter Words for Situation, Stance Topic Sentences

after

because

in order to

unless

although

before

once

until

as

even if

since

when*

as long as

even though

so that

whenever*

as soon as

if*

while

though

Common Transitions

also* another because equally important finally* first*

for example furthermore however in addition in contrast

in fact initially next* on the one hand/on the other hand

one second* last* therefore moreover to begin

Words That Signal a Conclusion

actually

definitely

as a result

in fact

certainly

obviously

clearly*

surely

consequently

truly*

*Easy for first practices.


Sen

tenc

e #

Firs

t W

ord

# of

Wor

dsC

apita

l Let

ters

End

Mar

ks


Sen

tenc

e #

Firs

t W

ord

# of

W

ords

Ver

b(s

)W

ord

Cho

ice

Tran

sitio

nsIf

fyS

pel

ling


Sen

tenc

e #


Sen

tenc

e #

Add

ition

al h

eadi

ngs

for

blan

k pa

ragr

aph

anal

ysis

form

:

Fig

urat

ive

Lang

uage

Sen

sory

Det

ails

Oth

er s

ugge

stio

ns:


Sentence Blocks Practice: Three Blocks

WHO WHAT WHERE WHEN HOW ACTION

OK

BETTER

OK

BETTER


Sentence Blocks Practice: Four Blocks

WHO WHAT WHERE WHEN HOW ACTION

OK

BETTER

OK

BETTER


Power Flower


Informative/Explanatory Paragraph:Writing to a Prompt

Prompt:

1. Read and analyze the prompt. Read it twice. Circle or highlight key words or phrases in the prompt. Identify the

Topic:

Audience:

Key Words:

2. Stop and think for at least one minute about your topic. Time yourself.

3. Brainstorm.

4. Pick and choose the best ideas from your brainstorm. Circle them on your paper.

5. Plan/color-code.

6. Topic sentence(s).

7. Turn and talk.

8. Draft.

Boldface type matches the steps in the Writing Routine.™


Topic =

Big Ideas Supporting Details/Add a Picture


Topic =


Conclusion =


Topic =

Big Ideas about Topic Supporting Details/Words/Pictures

Conclusion =


Topic =

1

2

1

2

1

2

Conclusion =


Name

I like to eat three healthy foods.

First,

Next,

Last,

Truly, I like healthy foods.


Name

Two things really scare me.

First,

Next,

Clearly, these two things scare me.


Name

I have three favorite foods I like to eat for lunch at school.

First, I like .

Next, I like .

Last, I like .

Clearly, I like to eat these foods for lunch at school.


Name

I like two things about .

To begin, is fun.

Also, I enjoy .

Truly, is fun for me.


Name

Topic ! Recess

I like to do three things at recess. First of all,

. Next,

. Last,

. Clearly, I like to do three things at recess.


Sentence # First Word

# of Words Good Word Choice

1

2

3

4

5

6

7

8

491Copyright © 2012 The Write Tools, LLC. | The Write Tools for Common Core State Standards | Multiparagraph, pg. 226

Com

pari

son

of t

he C

ompo

nent

s of

Sin

gle

Pa

ragr

aph

and

Mul

tipa

ragr

aph

Wri

ting

Com

pone

nts

Sin

gle

Par

agra

phM

ultip

arag

raph

Ess

ay

Intr

oduc

tion

Topi

c se

nten

ceIn

trod

ucto

ry p

arag

raph

Bod

yB

ody

sent

ence

sB

ody

para

grap

hs

Con

clus

ion

Con

clud

ing

sent

ence

Con

clud

ing

para

grap

h

492 Multiparagraph, pg. 231 | The Write Tools for Common Core State Standards | Copyright © 2012 The Write Tools, LLC.

Introductory Paragraph

Body Paragraph

Body Paragraph

Body Paragraph

Concluding Paragraph

Block Out Your Essay


Super Six Topic Sentences™

Topic:

Simple Declarative Sentence: Question:

Number Statement: Situation, Stance:

Fan Boys: Semicolon:


Informative/Explanatory Essay:Writing to a Prompt

Prompt:

1. Read and analyze prompt. Read it twice. Circle or highlight key words or phrases. Identify the

Topic:

Audience:

Key Words:

2. Stop and think for at least one minute about your topic. Time yourself.

3. Brainstorm.

4. Pick and choose the best ideas from your brainstorm. Circle them on your paper.

5. Plan. List your Big Ideas first, then your Supporting Details. Color-code if you wish.

6. Block it out. Draw indented paragraph boxes for each paragraph you’ll write. Label them.

7. Topic sentences. Write at least four, then choose the best one and use it in an introductory paragraph.

8. Introductory paragraph. Be sure to include a strong topic sentence and some type of preview.

9. Turn and talk.

10. Draft.

Boldface type matches the steps in the Writing Routine.™


Build

ing

Bett

er S

ente

nces

Nam

e:

Dat

e:

Sen

tenc

e:

Whe

n

Wor

ds

Des

crib

ing

W

ho/W

hat

Who

/Wha

tA

ctio

nH

owW

here

Why

Take

an

exis

ting

sent

ence

and

mak

e it

mor

e in

tere

stin

g by

cha

ngin

g th

e se

nten

ce a

roun

d.

Sta

rt w

ith a

whe

re.

Sta

rt w

ith a

how

.

Use

an

appo

sitiv

e.*

Sta

rt w

ith a

whe

n.

Beg

in w

ith a

djec

tives

de

scrib

ing

the

subj

ect.

To +

a v

erb

* An

appo

sitiv

e is

nou

n (o

r no

un p

hras

e) th

at is

set

bes

ide

anot

her

noun

and

hel

ps to

def

ine

or c

larif

y th

e no

un, “

Sal

ly, t

he s

illy

robo

t, . .

. .”


Build

ing

Bett

er S

ente

nces

Nam

e:

Dat

e:

Sen

tenc

e: L

inco

ln s

igne

d th

e E

man

cipa

tion

Pro

clam

atio

n on

Jan

uary

1, 1

863.

Whe

n

Wor

ds

Des

crib

ing

W

ho/W

hat

Who

/Wha

tA

ctio

nH

owW

here

Why

Janu

ary

1, 1

863

Civ

il W

ar16

th P

resi

dent

Com

man

der

in

Chi

efho

nest

prin

cipl

ed

Abr

aham

Lin

coln

sign

edau

thor

ized

relu

ctan

tlyhe

sita

ntly

the

seco

nd o

rder

of

the

Em

anci

patio

n P

rocl

amat

ion

final

Was

hing

ton

at h

is d

esk

Free

ing

slav

es in

st

ates

that

did

n’t r

e-tu

rn to

Uni

on c

ontro

l by

Jan

uary

1, 1

863

to p

rese

rve

Uni

on

Take

an

exis

ting

sent

ence

and

mak

e it

mor

e in

tere

stin

g by

cha

ngin

g th

e se

nten

ce a

roun

d.

Sta

rt w

ith a

whe

re.

At h

is d

esk

in t

he W

hite

Hou

se, P

resi

dent

Abr

aham

Lin

coln

rel

ucta

ntly

sig

ned

the

seco

nd o

rder

of t

he E

man

cipa

tion

Pro

clam

atio

n on

Jan

uary

1, 1

863,

whi

ch fr

eed

slav

es in

sta

tes

that

had

n’t r

etur

ned

to t

he U

nion

by

that

dat

e.

Sta

rt w

ith a

how

.R

eluc

tant

ly, P

resi

dent

Abr

aham

Lin

coln

rel

ucta

ntly

sig

ned

the

seco

nd a

nd f

inal

ord

er o

f the

Em

anci

patio

n P

rocl

amat

ion

on

Jan

uary

1, 1

863,

whi

ch fr

eed

slav

es in

sta

tes

that

had

n’t r

etur

ned

to U

nion

con

trol

.

Use

an

appo

sitiv

e.*

Abr

aham

Lin

coln

, 16t

h pr

esid

ent o

f the

Uni

ted

Sta

tes,

rel

ucta

ntly

sig

ned

on J

anua

ry 1

, 186

3, t

he s

econ

d an

d fin

al o

rder

of

the

Em

anci

patio

n P

rocl

amat

ion,

whi

ch fr

eed

slav

es in

sta

tes

not u

nder

Uni

on c

ontr

ol.

Sta

rt w

ith a

whe

n.O

n Ja

nuar

y 1,

186

3, P

resi

dent

Abr

aham

Lin

coln

hes

ista

ntly

sig

ned

the

final

ord

er o

f the

Em

anci

patio

n P

rocl

amat

ion,

whi

ch

free

d sl

aves

in s

tate

s th

at h

adn’

t ret

urne

d to

Uni

on c

ontr

ol.

Beg

in w

ith a

djec

tives

de

scrib

ing

the

subj

ect.

Hon

est a

nd p

rinci

pled

, Pre

side

nt A

brah

am L

inco

ln r

eluc

tant

ly s

igne

d th

e se

cond

ord

er o

f the

Em

anci

patio

n P

rocl

amat

ion

on

Jan

uary

1, 1

863,

whi

ch fr

eed

slav

es in

sta

tes

that

had

n’t r

etur

ned

to t

he U

nion

.

To +

a v

erb

To p

rese

rve

the

Uni

on a

nd a

bolis

h sl

aver

y, P

resi

dent

Abr

aham

Lin

coln

rel

ucta

ntly

aut

horiz

ed t

he f

inal

ord

er o

f the

E

man

cipa

tion

Pro

clam

atio

n, w

hich

free

d sl

aves

in s

tate

s th

at h

adn’

t ret

urne

d to

the

Uni

on.

* An

appo

sitiv

e is

nou

n (o

r no

un p

hras

e) th

at is

set

bes

ide

anot

her

noun

and

hel

ps to

def

ine

or c

larif

y th

e no

un, “

Sal

ly, t

he s

illy

robo

t, . .

. .”


Peer Revision Conference Form(The writer completes this form and attaches it to his or her final work.)

Date Writer Responder

Step 1: The writer gives the responder general comments on the piece of writing:

For example:

“This piece is about . . . ”

“ I got the idea from . . . ”

“ I’m looking for your suggestions about . . . ”

Step 2: The writer reads the piece out loud to the revision partner. The responder focuses carefully and listens as the writer reads the piece.

Step 3: The responder responds (using the 6 " 1 Trait language and rubric to focus feedback).

Writer’s Notes

Praise

Question(s)

Suggestion(s)

Step 4: The writer thanks the responder, and tells the responder some specific changes the writer will make to the paper.


Common Core State Standards for Compare/Contrast Writing

Look at the progression of skills in the CCSS for compare/contrast writing from the Strand of Reading: Literature.

! RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

! RL.1.9. Compare and contrast the adventures and experiences of characters in a story.

! RL.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

! RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

! RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) with patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

! RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

! RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems, historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

! RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Read through these CCSS that deal with comparing and contrasting. List some specific texts that could be used at your grade level to work toward reaching this standard.


Graphic Organizer for Compare/Contrast Writing

Step 1: Topic =

Step 2: List 10 –15 attributes of each item.

First item:

Second item:

Step 3: Decide to compare/contrast/both.

Step 4: List 8–10 categories; choose 3–4 for your Big Ideas.

Step 5: Write a topic sentence for your paper using one or more of the C/C words.


T-Chart Organizer for Compare/Contrast Writing

Topic =


Conclusion =


Compare/Contrast Matrix

Item To Be Compared Item To Be Compared

Characteristics (list below)

506 Responding to Text , pg. 298 | The Write Tools for Common Core State Standards | Copyright © 2012 The Write Tools, LLC.

Response Starters

1. 8.

2. 9.

3. 10.

4. 11.

5. 12.

6. 13.

7. 14.

Copyright © 2012 The Write Tools, LLC. | The Write Tools for Common Core State Standards | Responding to Text, pg. 310 507

Codes for Annotating Text

T-S The text reminds me of something in my own life. text to self ! Something I’ve experienced ! Somewhere I’ve been ! Someone I know

T-T The text reminds me of something else I’ve read or watched. text to text ! Another book ! A movie, TV program, video

T-W The text reminds me of something from current events. text to the world ! Something going on in the world ! A famous person or event The text makes me think about a bigger issue. ! Theme ! Usually not stated in text.

? The text leads me to ask questions as I’m reading. question ! What does this word mean? ! Why is this happening? ! I don’t understand—help me.

P The text is giving me a clue about what might be happening next. prediction ! I think that . . . ! I wonder if . . .

V The writer is helping me make pictures in my head. visualizing ! Good sensory details help me see, hear, taste, smell, and touch. ! It is almost like I’m watching a movie.

TF The text features help me understand more about what I’ll be reading. text feature ! Maps, charts, graphs, pictures ! Title, subtitle, captions ! Bold or italicized type

MI I believe I know the main idea of this text/paragraph. main idea ! I know what this is mostly about. ! This seems to be the most important part.

Adapted from Keene & Zimmerman, Mosaic of Thought (1997).


1. Read first, highlight second.

! Read one paragraph or chunk of text at a time

2. Highlight information that is:

! Important

! Worth remembering

! Worth studying later

3. Highlight words and phrases only.

4. Remember the Rule of 5.

! Five words or less for any entry

5. Never “color” an entire paragraph. Do not highlight everything!

6. You may also annotate text with codes.

7. Repeat the process with the next chunk of text.

8. Reread highlighted text to review information.

9. When in doubt, highlight less. Remember, less is more.

Highlighting Rules


Nonfiction Summary Planning SheetPlan your three-part summary topic sentence.

Plan your jot dots. Remember the Rule of 5!

Put this planner on the corner of your desk. On a separate piece of paper, write your three-part topic sentence. Then, stretch each jot dot into a sentence. Before you know it, you’ll have written a great summary.

Name It Verb It Big Picture


Fiction Summary Planning SheetPlan your three-part summary topic sentence.

Plan your jot dots. Remember the Rule of 5!

B:

M:

M:

M:

M:

E:

Put this planner on the corner of your desk. On a separate piece of paper, write your three-part topic sentence. Then, stretch each jot dot into a sentence. Before you know it, you’ll have written a great summary.

Name It Verb It Big Picture

Illustrator

Connector

Vocabulary Enricher


Roles for Nonfiction Text Discussions

Adapted from Daniels, Literature Circles: Voice and Choice in the Student-Centered Classroom (1994).

Discussion Director

Passage Master

514 Responding to Text, pg. 344 | The Write Tools for Common Core State Standards | Copyright © 2012 The Write Tools, LLC.

Roles for Nonfiction Text Discussions

Discussion Director

! writes questions for group discussion! avoids yes/no questions

Illustrator

! provides visual representation of text! few or no words used! asks group to identify

Connector ! explains his/her own connections

—text to self —text to text —text to world! asks group for their connections

Vocabulary Enricher

! selects challenging, critical vocabulary! group identifies meaning from context! supplies kid-friendly definitions

Passage Master

! identifies interesting chunks of text! group reviews them together


Nonfiction Text Discussion Planning Sheet

Student Name

Text

Select one group member to be the Discussion Director, and then have each additional person in your group prepare for one of the following roles:

1. Discussion Director: Write down a few questions or topics that you would like to discuss with your group. These should come directly from your own reaction to the reading—what did you feel, think, notice, wonder, or want to talk about while reading?

1.

2.

3.

4.

2. Passage Master: Locate a few special sections in the text that the group should look over again. The idea is to help people notice the most interesting, puzzling, or important sections of the text. Decide what passages or paragraphs are worth reviewing and then jot down some plans for sharing them with the group. There are three ways to share:

(1) You read the passage aloud to the entire group.

(2) Select another group member to read the passage aloud.

(3) Have group members reread the passage silently. After the passage has been shared, discuss it together.

1. Page Paragraph Plan for Reading




Adapted from Daniels, Literature Circles: Voice and Choice in the Student-Centered Classroom (1994).

516 Responding to Text, pg. 347 | The Write Tools for Common Core State Standards | Copyright © 2012 The Write Tools, LLC.

Nonfiction Text Discussion Planning Sheet (Continued)

3. Vocabulary Enricher: As you read, be on the lookout for a few especially important words: new, interesting, strange, puzzling, or unfamiliar words that members of the group need to notice and understand. Mark some of these key words while you are reading, and then later jot down their definitions, either from the text or from a dictionary or other source. When you meet, help members find and discuss the meaning of these words.

Page Word Definition

1.

2.

3.

4.

5.

4. Connector: As you read, think about connections you are making with the text. Your connection might be a text-to-self or text-to-text connection. Indicate the type of connection you made, and write down your specific connection so you can share it with the group. After you share your connections, others in the group may want to share connections they made with the text.

Connection Code Explain

1.

2.

3.

4.

5. Illustrator: Produce a graphic representation of the information you read. It can be a sketch, cartoon, diagram, chart, or drawing. Your graphic might illustrate ideas from the text, or feelings you had while reading. You may put labels on your picture if you wish. When your group meets, share your picture and see if your group can figure out what it means. After you’ve discussed the picture, tell them about it from your perspective.

Copyright © 2012 The Write Tools, LLC. | The Write Tools for Common Core State Standards | Assessment, pg. 420 517

Student Name Grade Date

Specific Feedback for Students: Level 1 Strength Next Step

Generates ideas for own topics for a variety of purposes and text types.

Plans, drafts, revises, and edits writing.

The organization of the paper makes sense for the purpose and audience.

The topic of the paper is clear.

Relevant details support the main idea in the paper.

Uses the right word or phrase in the right spot. Words are accurate and precise and not repetitive.

Uses some adjectives and adverbs. Verbs show action, and writer uses some sensory language.

Writes in complete sentences.

Uses a voice that communicates with the reader in a compelling and engaging way.

Knows and uses grade-level capitalization correctly.

Knows and uses end marks correctly (periods, question marks, and exclamation points).

Spells high-frequency words correctly. Approximates unknown words based on phonemic awareness.

Publishes some writing to share with an audience.

Is developing legible handwriting.

518 Assessment, pg. 421 | The Write Tools for Common Core State Standards | Copyright © 2012 The Write Tools, LLC.



Generates topics and develops ideas for a variety of writing purposes.


Organizes ideas with a beginning, middle, and end for narrative writing, and an introduction, body, and conclusion for informative/explanatory and opinion/argumentation.

Uses interesting, relevant supporting details that give readers important information. Uses fresh and original ideas.

Uses age-appropriate transitions to link ideas.

Chooses vocabulary and descriptive language to communicate clearly and paint pictures in the reader’s mind.


Uses different beginning words for sentences (for example, not all beginning with the word then).

Tone and voice give flavor and texture to the writing and are appropriate for the purpose and audience.

Understands paragraphing and indents hand-written paragraphs.

Meets CCSS for grade-level spelling.

Meets CCSS for grade-level grammar and conventions.

Publishes writing to share with audience by producing readable documents with legible handwriting/correct word processing.




Writes in a variety of text types including informative/explanatory, opinion/argumentation, and narrative, both real and imagined


Organizes expository writing with an inviting introduction, a logical progression of ideas, and a purposeful conclusion. Organizes narrative writing with a beginning, middle, and end.

Uses effective transitions when necessary to link ideas.

Develops ideas and content with supporting details, examples, and/or reasons to address the topic.

Uses unusual, specific, picture-painting language appropriate to audience and purpose.

Varies sentence structure and length to enhance meaning and fluency.

Writes with a voice that is appropriate to purpose and audience.


Uses paragraphs correctly so that each paragraph is differentiated by indentation or blocking and includes one major, focused idea.

Demonstrates command of standard English spelling.

Demonstrates command of the conventions of standard English.

Demonstrates command of the conventions of standard English grammar and usage.

Publishes legible, error-free final copies (either handwritten or word-processed) to share with an audience.


Trac

king

Pro

gres

s Fo

rmD

irec

tion

s:Te

ache

rs m

ay tr

ack

stud

ent p

rogr

ess

on th

is fo

rm to

obs

erve

gro

wth

ove

r tim

e.

Stu

dent

Nam

e

S

choo

l Yea

r

45

67

89

1011

1213

1415

16


Info

rmat

ive/

Exp

lana

tory

Wri

ting

Rub

ric

Dir

ecti

ons:

Ste

p 1.

Rea

d st

uden

t’s p

aper

and

eva

luat

e w

ritin

g us

ing

the

rubr

ic b

elow

. You

do

not n

eed

to m

ake

addi

tiona

l m

arks

on

the

stud

ent’s

pap

er.

Ste

p 2.

Pla

ce o

ne c

heck

mar

k in

eac

h lin

e. C

hoos

e th

e st

atem

ent t

hat b

est d

escr

ibes

the

pape

r.

43

21

Pla

nnin

g"

Effe

ctiv

e de

taile

d pl

an u

ses

wor

ds/

phra

ses

" C

ompl

ete

plan

use

s w

ords

/phr

ases

" I

ncom

plet

e pl

an O

R p

lan

rese

mbl

es

draf

t"

Req

uire

d pl

an is

mis

sing

Idea

s/

Org

aniz

atio

n"

Mee

ts A

LL r

equi

rem

ents

of p

rom

pt/

assi

gnm

ent

" M

eets

MO

ST

requ

irem

ents

of

prom

pt/a

ssig

nmen

t"

Mee

ts S

OM

E r

equi

rem

ents

of p

rom

pt/

assi

gnm

ent

" N

o re

quire

men

ts m

et

" F

ully

focu

ses

on to

pic

" M

ostly

focu

sed

on to

pic

" A

ddre

sses

a b

road

er to

pic

OR

fo

cuse

s on

triv

ial p

oint

s"

Sev

erel

y di

gres

ses

from

topi

c

" In

clud

es r

elev

ant i

nfor

mat

ion

" I

nclu

des

mos

tly r

elev

ant i

nfor

mat

ion

" P

rovi

des

sket

chy

info

rmat

ion/

lists

/re

petit

ive

" In

form

atio

n irr

elev

ant

" A

n in

vitin

g in

trod

uctio

n, e

labo

rate

bo

dy, e

ffect

ive

conc

lusi

on"

A r

ecog

niza

ble

intr

oduc

tion,

bod

y,

and

conc

lusi

on"

Abr

upt b

egin

ning

/end

; bod

y no

t de

velo

ped

" N

o or

gani

zatio

n ev

iden

t/ran

dom

" P

rovi

des

reas

ons

and

spec

ific,

el

abor

ate

supp

ortin

g de

tails

" P

rovi

des

reas

ons

with

som

e su

ppor

ting

deta

ils"

Rea

sons

wea

k; s

uppo

rt is

obv

ious

or

rep

etiti

ve"

No

clea

r re

ason

s or

sup

port

" C

lear

seq

uenc

e us

ing

soph

istic

ated

tr

ansi

tiona

l wor

ds/p

hras

es a

s ne

eded

" T

rans

ition

s be

twee

n id

eas

varie

d an

d ef

fect

ive

" T

rans

ition

s ob

viou

s or

ove

ruse

d

(e.g

., fir

st, s

econ

d, th

ird)

" N

o tr

ansi

tions

con

nect

ing

idea

s

Wor

d C

hoic

e/

Flu

ency

/Voi

ce"

Hig

hly

enga

ging

pap

er"

Mos

tly e

ngag

ing

pape

r"

Diff

icul

t to

enga

ge"

No

enga

gem

ent

" A

ccur

ate,

pre

cise

, nat

ural

-sou

ndin

g vo

cabu

lary

; tak

es r

isks

" A

ccur

ate,

gen

eral

voc

abul

ary;

at

tem

pts

som

e in

tere

stin

g w

ords

" O

bvio

us v

ocab

ular

y; m

ay b

e re

petit

ive

" I

ncor

rect

voc

abul

ary;

bor

ing,

not

age

-ap

prop

riate

" A

ctiv

e, p

reci

se v

erbs

that

pai

nt

pict

ures

" M

ixes

act

ive/

pass

ive

verb

s"

Mos

tly p

assi

ve v

erbs

(go

es, i

s, h

as,

etc.

)"

Pas

sive

, rep

etiti

ve (

is, i

s, is

, is)

" E

ffect

ivel

y us

es f

igur

ativ

e la

ngua

ge,

sens

ory

deta

ils, i

mag

ery

" S

ome

figur

ativ

e la

ngua

ge a

nd

sens

ory

deta

ils"

Fam

iliar

voc

abul

ary/

phra

ses,

clic

hés

" V

ague

lang

uage

" F

luen

t, ea

sy to

rea

d"

Gen

eral

ly f

luen

t, w

ith o

ccas

iona

l ch

oppi

ness

" R

ambl

ing

or c

hopp

y se

nten

ces,

run

-on

s"

Har

d to

follo

w, m

akes

no

sens

e

" E

ffect

ive

varie

ty o

f sen

tenc

e be

ginn

ings

, str

uctu

res,

leng

ths

" S

ome

varie

ty in

sen

tenc

e be

ginn

ings

, st

ruct

ures

, len

gths

" M

any

sent

ence

s be

gin

the

sam

e w

ay;

little

var

ianc

e in

str

uctu

re"

Fill

ed w

ith in

com

plet

e se

nten

ces

" W

riter

’s v

oice

shi

nes

thro

ugho

ut

pape

r"

Writ

er’s

voi

ce e

vide

nt in

som

e pl

aces

" L

ittle

evi

denc

e of

writ

er’s

voi

ce"

No

evid

ence

of v

oice

Con

vent

ions

/ P

rese

ntat

ion

" N

o er

rors

in C

UP

S (

capi

taliz

atio

n,

usag

e, p

unct

uatio

n, s

pelli

ng)

" V

ery

few

err

ors

in C

UP

S"

Err

ors

occa

sion

ally

impe

de m

eani

ng"

Err

or-la

den;

mea

ning

-mak

ing

impo

ssib

le

" P

rese

ntat

ion

spec

ial

" V

ery

read

able

, nea

t"

Rea

dabl

e, b

ut s

lopp

y"

Ille

gibl

e

Ste

p 3.

Giv

e an

ove

rall

scor

e fo

r ea

ch s

ectio

n ab

ove

base

d on

whi

ch n

umbe

r ha

s th

e m

ost c

heck

mar

ks.

If eq

ual,

go w

ith th

e lo

wer

num

ber.


Mon

itori

ng/F

eedb

ack

Form

Dir

ecti

ons:

Ste

p 4:

Fill

out

as

muc

h of

this

form

as

you

can

befo

re c

opyi

ng th

e ru

bric

.

Stu

dent

Nam

e:

G

rade

:

Dat

e:

Text

Typ

e:

S

hort

er T

ime

Fram

e (P

rom

pt)

OR

E

xten

ded

Tim

e

Ass

ignm

ent:

Ste

p 5:

Tra

nsfe

r th

e sc

ores

for

each

are

a fr

om th

e fr

ont t

o be

low

.S

tep

6: A

dd n

umbe

rs to

geth

er to

get

ove

rall

scor

e fo

r pa

per.

Pla

nnin

g

Ide

as/O

rgan

izat

ion

Wor

d C

hoic

e/F

luen

cy/V

oice

Con

vent

ions

/Pre

sent

atio

n

Ove

rall

Sco

re:

1 (4

,5,6

) 2

(7,

8,9,

10)

3 (1

1,12

,13,

14)

4 (1

5,16

)

Str

engt

hs (

list o

ne):

Nex

t Ste

ps (

list o

ne):


Sum

mar

y W

ritin

g R

ubri

cD

irec

tion

s:S

tep

1. R

ead

stud

ent’s

pap

er a

nd e

valu

ate

writ

ing

usin

g th

e ru

bric

bel

ow. Y

ou d

o no

t nee

d to

mak

e ad

ditio

nal m

arks

on

the

stud

ent’s

pa

per.

Ste

p 2.

Pla

ce o

ne c

heck

mar

k in

eac

h lin

e. C

hoos

e th

e st

atem

ent t

hat b

est d

escr

ibes

the

pape

r.

43

21

Pla

nn

ing

" E

ffec

tive

deta

iled

plan

use

s w

ords

/phr

ases

" C

ompl

ete

plan

use

s

wor

ds/p

hras

es"

Inc

ompl

ete

plan

OR

pl

an r

esem

bles

dra

ft (s

ente

nces

)"

Req

uire

d pl

an is

mis

sing

Idea

s/

Org

ani

zati

on

" T

ext b

eing

sum

mar

ized

is v

ery

clea

rly a

nd c

onci

sely

iden

tifie

d"

Ide

ntifi

es b

y tit

le t

he te

xt b

eing

su

mm

ariz

ed"

Tex

t bei

ng s

umm

ariz

ed is

pa

rtia

lly id

entif

ied

(e.g

., th

e st

ory,

the

film

)

" D

oes

not i

dent

ify te

xt b

eing

su

mm

ariz

ed

" M

ain

idea

is c

orre

ct a

nd s

how

s a

very

cle

ar u

nder

stan

ding

of t

he

text

" M

ain

idea

is c

orre

ct, c

lear

ly

stat

ed, a

nd s

how

s a

basi

c un

der-

stan

ding

of t

he te

xt

" M

ain

idea

is s

tate

d bu

t may

not

be

cle

ar"

Om

its t

he m

ain

idea

or

prov

ides

a

mai

n id

ea t

hat i

s in

accu

rate

or

inco

mpl

ete

" S

uffic

ient

sup

port

is in

clud

ed,

dire

ctly

rel

ated

to t

he m

ain

idea

an

d ac

cura

tely

and

con

cise

ly

stat

ed

" R

elev

ant s

uppo

rt is

incl

uded

and

re

late

d to

the

mai

n id

ea,

reas

onab

ly a

ccur

ate,

and

brie

fly

stat

ed

" S

uppo

rt is

som

ewha

t rel

ated

to

the

mai

n id

ea"

Sup

port

is e

ither

irre

leva

nt o

r m

issi

ng

Wo

rd C

ho

ice/

Fl

uen

cy/V

oic

e"

Writ

er u

ses

own

wor

ds e

xcep

t for

or

igin

al w

ords

fro

m t

he te

xt t

hat

are

need

ed to

con

vey

mea

ning

" G

ener

ally

use

s ow

n w

ords

, ex

cept

for

orig

inal

wor

ds f

rom

th

e te

xt t

hat a

re n

eede

d to

con

vey

mea

ning

" O

ccas

iona

lly u

ses

own

wor

ds

but i

s he

avily

dep

ende

nt o

n w

ords

fro

m t

he te

xt

" A

lmos

t exc

lusi

vely

use

s th

e au

thor

’s w

ords

dire

ctly

fro

m

the

text

" T

opic

sen

tenc

e co

ntai

ns a

str

ong

verb

tha

t com

mun

icat

es t

he

purp

ose

of t

he te

xt

" T

opic

sen

tenc

e co

ntai

ns a

ver

b th

at c

omm

unic

ates

the

pur

pose

of

the

text

" T

opic

sen

tenc

e co

ntai

ns a

ver

b th

at s

omew

hat c

omm

unic

ates

th

e pu

rpos

e of

the

text

" V

erb

used

in to

pic

sent

ence

do

es n

ot c

omm

unic

ate

the

purp

ose

of t

he te

xt

" F

luen

t, ea

sy to

rea

d"

Gen

eral

ly f

luen

t with

occ

asio

nal

chop

pine

ss"

Ram

blin

g or

cho

ppy

sent

ence

s,

run-

ons

" H

ard

to fo

llow

, mak

es n

o se

nse

Co

nven

tio

ns/

P

rese

nta

tio

n"

No

erro

rs in

con

vent

ions

" V

ery

few

err

ors

in c

onve

ntio

ns"

Err

ors

in c

onve

ntio

ns

occa

sion

ally

impe

de m

eani

ng"

Err

or-l

aden

; mea

ning

-mak

ing

impo

ssib

le

" P

rese

ntat

ion

spec

ial

" V

ery

read

able

, nea

t"

Rea

dabl

e, b

ut s

lopp

y"

Ille

gibl

e

Ste

p 3.

Giv

e an

ove

rall

scor

e fo

r ea

ch s

ectio

n ab

ove

base

d on

whi

ch n

umbe

r ha

s th

e m

ost c

heck

mar

ks.

If eq

ual,

go w

ith th

e lo

wer

num

ber.


Mon

itori

ng/F

eedb

ack

Form

Dir

ecti

ons:

Ste

p 4:

Fill

out

as

muc

h of

this

form

as

you

can

befo

re c

opyi

ng th

e ru

bric

.

Stu

dent

Nam

e:

G

rade

:

Dat

e:

Text

Typ

e:

S

hort

er T

ime

Fram

e (P

rom

pt)

OR

E

xten

ded

Tim

e

Ass

ignm

ent:

Ste

p 5:

Tra

nsfe

r th

e sc

ores

for

each

are

a fr

om th

e fr

ont t

o be

low

.S

tep

6: A

dd n

umbe

rs to

geth

er to

get

ove

rall

scor

e fo

r pa

per.

Pla

nnin

g

Ide

as/O

rgan

izat

ion

Wor

d C

hoic

e/F

luen

cy/V

oice

Con

vent

ions

/Pre

sent

atio

n

Ove

rall

Sco

re:

1 (4

,5,6

) 2

(7,

8,9,

10)

3 (1

1,12

,13,

14)

4 (1

5,16

)

Str

engt

hs (

list o

ne):

Nex

t Ste

ps (

list o

ne):


Info

rmat

ive/

Exp

lana

tory

Pri

mar

y W

ritin

g R

ubri

cD

irec

tion

s:S

tep

1. R

ead

stud

ent’s

pap

er a

nd e

valu

ate

writ

ing

usin

g th

e ru

bric

bel

ow. Y

ou d

o no

t nee

d to

mak

e ad

ditio

nal m

arks

on

the

stud

ent’s

pa

per.

Ste

p 2.

Pla

ce o

ne c

heck

mar

k in

eac

h lin

e. C

hoos

e th

e st

atem

ent t

hat b

est d

escr

ibes

the

pape

r.

43

21

Pla

nnin

g"

Wel

l dev

elop

ed p

lan

" C

lear

pla

n"

Atte

mpt

s pl

an"

No

plan

Org

ani

zati

on

/Id

eas

" S

tron

g to

pic

sent

ence

" C

lear

topi

c se

nten

ce;

on to

pic

" A

ttem

pts

to w

rite

a to

pic

sent

ence

" N

o to

pic

sent

ence

" B

ig I

deas

cle

arly

sup

port

topi

c"

Big

Ide

as a

re e

asy

to id

entif

y"

Atte

mpt

s B

ig I

deas

" B

ig I

deas

abs

ent o

r do

not

m

atch

topi

c

" U

ses

a va

riety

of t

rans

ition

s or

con

nect

s id

eas

succ

essf

ully

" S

impl

e tr

ansi

tions

" A

ttem

pts

sim

ple

tran

sitio

ns"

No

tran

sitio

ns

" I

nter

estin

g su

ppor

ting

deta

ils

that

sup

port

the

topi

c"

Sim

ple

supp

ortin

g de

tails

su

ppor

t the

topi

c"

Atte

mpt

s su

ppor

ting

deta

ils

but v

ague

or

repe

titiv

e"

No

supp

ortin

g de

tails

or

deta

ils d

o no

t sup

port

topi

c

" C

oncl

usio

n re

stat

es to

pic

in a

ne

w w

ay"

Sim

ple

conc

lusi

on o

r re

stat

es

topi

c"

Atte

mpt

s co

nclu

sion

; rep

eats

to

pic

sent

ence

" N

o co

nclu

sion

Wo

rd C

hoic

e/Fl

uen

cy/V

oice

" V

arie

ty in

way

sen

tenc

es

begi

n; o

ccas

iona

lly u

ses

com

plex

or

com

poun

d se

nten

ce s

truc

ture

" S

impl

e, c

ompl

ete

sent

ence

s th

at b

egin

in d

iffer

ent w

ays

" S

hort

, sim

ple

sent

ence

s th

at

begi

n in

the

sam

e w

ay"

Har

d to

follo

w, m

akes

no

sen

se, f

ragm

ents

or

ru

n-on

s

" A

pplie

s ad

vanc

ed r

eadi

ng a

nd

cont

ent-

leve

l voc

abul

ary

to

writ

ing

" A

pplie

s gr

ade-

leve

l rea

ding

an

d co

nten

t-le

vel v

ocab

ular

y to

writ

ing

" U

ses

sim

ple

voca

bula

ry in

w

ritin

g"

Use

s w

eak

and

repe

titiv

e vo

cabu

lary

" W

riter

’s v

oice

shi

nes

thro

ugho

ut p

aper

" W

riter

’s v

oice

evi

dent

in s

ome

plac

es"

Litt

le e

vide

nce

of w

riter

’s

voic

e"

No

evid

ence

of v

oice

Co

nven

tio

ns/

Pre

sent

ati

on

" V

ery

few

err

ors

in C

UP

S

(cap

italiz

atio

n, u

sage

, pu

nctu

atio

n, s

pelli

ng)

" S

ome

erro

rs t

hat d

on’t

inte

rfer

e w

ith r

eadi

ng o

r un

ders

tand

ing

the

writ

ing

" S

ever

al e

rror

s th

at s

low

dow

n th

e re

ader

" F

illed

with

err

ors

that

inte

rfer

e w

ith r

eadi

ng

" P

rese

ntat

ion

spec

ial

" V

ery

read

able

, nea

t"

Rea

dabl

e, b

ut s

lopp

y"

Ille

gibl

e

Ste

p 3.

Giv

e an

ove

rall

scor

e fo

r ea

ch s

ectio

n ab

ove

base

d on

whi

ch n

umbe

r ha

s th

e m

ost c

heck

mar

ks.

If eq

ual,

go w

ith th

e lo

wer

num

ber.


Mon

itori

ng/F

eedb

ack

Form

Dir

ecti

ons:

Ste

p 4:

Fill

out

as

muc

h of

this

form

as

you

can

befo

re c

opyi

ng th

e ru

bric

.

Stu

dent

Nam

e:

G

rade

:

Dat

e:

Text

Typ

e:

S

hort

er T

ime

Fram

e (P

rom

pt)

OR

E

xten

ded

Tim

e

Ass

ignm

ent:

Ste

p 5:

Tra

nsfe

r th

e sc

ores

for

each

are

a fr

om th

e fr

ont t

o be

low

.S

tep

6: A

dd n

umbe

rs to

geth

er to

get

ove

rall

scor

e fo

r pa

per.

Pla

nnin

g

Ide

as/O

rgan

izat

ion

Wor

d C

hoic

e/F

luen

cy/V

oice

Con

vent

ions

/Pre

sent

atio

n

Ove

rall

Sco

re:

1 (4

,5,6

) 2

(7,

8,9,

10)

3 (1

1,12

,13,

14)

4 (1

5,16

)

Str

engt

hs (

list o

ne):

Nex

t Ste

ps (

list o

ne):


6+1® Traits ChecklistORGANIZATION YES NO

Does my paper have a good introduction/beginning? " "

Did I tell things in an order that is easy to follow and makes the best sense? " "

Does my paper have a satisfying conclusion/ending? " "

IDEAS

Is my message clear? " "

Do I know enough about my topic? " "

Did I try hard to make it interesting, specific, unusual? " "

Is my topic focused? " "

Did I show what was happening rather than just tell? " "

WORD CHOICE

Will my reader understand my words? " "

Did I use words that sound natural? " "

Did I use unusual, specific, or picture-painting words? " "

Did I use active verbs? " "

SENTENCE FLUENCY

Do my sentences begin in different ways? " "

Are some sentences long and some short? " "

Is it easy to read my work out loud with lots of expression? " "

VOICE

Does this writing sound like me? " "

Did I say what I think and feel? " "

Does it seem like I cared about my topic? " "

Is it appropriate for my audience and purpose? " "

CONVENTIONS

Did I indent my paragraphs? " "

Did I look up words I wasn’t certain how to spell? " "

Did I use periods, commas, and question marks correctly? " "

Did I put capital letters in the right place? " "

PRESENTATION

Is my handwriting or word processing neat and easy to read? " "

Is my font readable and the appropriate size? " "

Did I check that my headings and titles are uniform? " "

If necessary, did I use pictures and maps in addition to the text? " "

If necessary, have I identified the sources I used? " "


Level 1 Peer Conference ChecklistDate Writer Editor

Informative/Explanatory Writing

Writer Editor

Yes No Yes No

" " I have a topic sentence. (green strip) " "

" " I have Big Ideas. (yellow strips) " "

" " I have supporting details. (pink strips)

" "

" " I used transition words. " "

" " My transition words are ,

, and .

" "

" " I have a conclusion. (green strip) " "

" " My concluding word is .

" " All my sentences start with a capital letter. " "

" " All my sentences have punctuation at the end. " "

" " I put a comma after my transition words. " "

" " The first word of my paragraph is indented. " "

" " My words are spelled correctly. " "

" " Some words I wonder about are: " "


Compare/Contrast ChecklistSchoolwide Writing Assessments

" 1. Find two topics to compare and contrast. Use one of the various Compare

and Contrast forms to begin planning your writing. Write down the similarities

and/or differences on the form. List specific characteristics of each item.

" 2. Depending on your assignment, use the Paragraph or Essay forms to begin

drafting your writing. Be sure the title you select lets the reader know that the

focus of your writing will be comparing your two topics.

" 3. For the introduction, you might want to provide a bit of background about

each topic and then let the reader know what you’ll be comparing/

contrasting.

" 4. Pick a similarity and/or difference and provide supporting details about it.

" 5. Use compare and contrast words in your topic sentence and choose

transitions that move the reader through these similarities or differences.

" 6. Continue steps 4 and 5 for each difference or similarity you wish to present.

At least three is recommended.

" 7. For your conclusion, you may restate your main idea or make a new point.

Example: Even though the police officer’s and sanitation engineer’s jobs are very

different, they are each equally important to our society.

" 8. Remember with all writing that you must check your work, revise, edit, and then

publish. Use the tools in the Revising and Editing sections to help you.


Speech Writing Checklist

" 1. Determine what kind of speech you’ll be making.

a. What is your purpose for your speech?

b. Note the audience who’ll be listening to your speech.

" 2. Pick your main idea and two to three subtopics for your speech.

(Research shows that people don’t remember a great deal from a speech,

so just give them a few ideas to hang onto.)

" 3. Research the necessary facts or details to support your points.

" 4. Use concrete words and examples to keep people interested.

" 5. Write like you talk. Remember, this is a speech, not an essay.

" 6. To start, find an interesting way to capture audience attention. You might

use a quote, make a strong statement, or ask a question.

" 7. Because a speech is heard and not seen, it is a good idea to explain what

your main point is going to be. This helps the audience know what to

listen for, but avoid boring, simple statements like “I’m going to tell you.”

" 8. End your speech with a bang. Leave people with a desired emotion to

remember you and your speech.

" 9. After your first draft, read the speech out loud. Listen for sentences that

are too long and cut them down. Find any accidental tongue-twisters or

awkward sentences and change them so that they are easier to read out loud.

" 10. Place your speech on note cards or something that is easy for you to

use as a memory jogger. Mark up your speech. Underline words you

want to emphasize. Show where you might want to pause for drama or

a needed breath.

" 11. Practice, practice, practice.


Building Writing Assessment

Teacher

Name

Grade Date

Write a paper that addresses the following prompt:

You think your city is a wonderful place to live. Write a paragraph for the city website that explains why your town is a great place for kids.

[Any prompt may be substituted in this box.]


Page 1: Use this page to plan your writing.

After completing your plan, write your draft on the paper your teacher provided. Put your name on your draft and today’s date.


Revising your writing

Look carefully at the rough draft you’ve completed. Reread your draft and think about what you have written. You may make notes and corrections on your draft. Then rewrite your paper with your best handwriting, making all the corrections that you find.

Here are some questions to think about:

! Have you stayed on topic throughout the paper?

! Have you organized your writing with an introduction, a body that supports your ideas, and a conclusion?

! Have you supported your Big Ideas with reasons, details, examples, and/or explanations?

! Have you used interesting words that are accurate and precise?

! Have you written complete sentences that begin in interesting and different ways?

! Will the reader enjoy reading your paper?

! Are your conventions (capitalization, usage, punctuation, and spelling) correct?

! Is your handwriting neat and easy to read?

! Are you proud of your work?

If you answered “no” to any of these questions, revise and edit your writing before doing your final copy.


FINAL PAPER

Name

Page 3: Today you will write your final copy on these lines. Your teacher will provide you with additional sheets if you need them. Make all the corrections you need to make to improve your paper.


Two-Column Notes on the Features of an Essay

Purpose

Organization

Ideas

Text Based

the write tools for common core state...

Documents