A Writing Cycle - Home - Writing to Win attention to the shaded boxes at the top of each page that...

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NNaammee__________________________________________

Compare-Contrast

Informative/Explanatory Genre

Warren E. Combs, Ph.D.

Katy Strickland

2 | W o r k i n g P o r t f o l i o

Features of this Working Portfolio Writing to Win Working Portfolios help you complete six of the seven writing tasks of a Writing

Cycle. With the portfolios, you create some of your best writing. Page 3 describes all seven writing

tasks. Complete the first six tasks with teacher and PAL-assistance. On Writing Task 7 you are on

your own.

In the first three writing tasks, create three separate first drafts on three different topics.

In writing tasks 4-6, revise, proofread and evaluate your best first draft.

In completing the seven tasks of a Writing Cycle, you have met the core standard of a writing

genre!

Pay attention to the shaded boxes at the top of each page that describe how each page moves

you through the completion of a writing task.

Once you complete this Working Portfolio, your teacher assigns you Writing Task 7—the

Unassisted Writing Sample. Completely on your own, you show how well you have learned what

you practiced in this portfolio.

Write, Think, Learn!

The Writing to Win author team

Get to know the features of this Working Portfolio starting with page 4.

1. The Log (p. 4): Writing Cycle Log for Student Self-check charts your progress through the

Writing Cycle. Record that you exceed , meet or approach your teacher’s expectations.

2. Task 1 (pp. 5-8) in three parts: The Assignment Page, advance organizer and 1st Draft #1

3. Task 2 (pp. 9-12): The Assignment Page, advance organizer and 1st Draft #2

4. Task 3 (pp. 13-16): The Assignment Page, advance organizer and 1st Draft #3

5. Task 4 (pp. 17-20) in four parts: your teacher’s First Draft Response Form, the revision strategy,

PAL-response to revision and the final draft

6. Task 5 (p. 20): the proofreading strategies for you and your PALs

7. Task 6 (pp. 21-23) in two parts: the final evaluation rubric and conversion chart for correlating the

raw score to the expectations of the writing genre

Note the 3 advance organizers (pp. 6, 10 and 14): All three organizers focus on one mode of a

writing genre. The first two (pp. 6 and 10) give precise directions for brainstorming possible responses,

then jot listing vivid details and arranging them for your first drafts. The third (p. 14) lets you

brainstorm, jot list and arrange your ideas on your own.

W o r k i n g P o r t f o l i o | 3

Welcome to the Seven Tasks of a Writing Cycle! Your ticket to reaching the standards of a writing genre

Page Description of Writing Tasks Complete

4 A Writing Cycle Log for Student Self-Check. Before you begin each

writing task, copy your teacher’s expectations from the Writing Cycle Log

for Teacher Expectations wall chart.

WRITING TASK 1 — 1st Draft #1 - Your teacher provides a prompt

5 The Assignment Page. Five sentences complete 20% of Writing Task 1. 20%

6 Word Bank for Compare-Contrast – Fill every line with describing words

and phrases to complete 50% of Writing Task 1.

50%

7-8 Use words from your word bank to help fill these pages. 100%



10 Word Bank for Compare-Contrast – Fill every line with describing words

and phrases to complete 50% of Writing Task 2.

50%




14 Word Bank for Non-fiction Narration – Fill every line with describing

words and phrases to complete 50% of Writing Task 3.

50%


WRITING TASK 4 — Revision and Final Draft

17 First Draft Response Form. Apply your teacher’s commentary on p. 17.

18-19 Revision Strategy. Complete the revision strategy for 50% of Task 4. 50%

19 PAL response. Score a PAL’s revisions: too much, about right, add more. 70%

20 Add your revisions to your final draft. Make your final draft shine! 100%

WRITING TASK 5 — Proofreading

20 Proofreading Strategy. Help your PALS correct their errors, and they will

help you. Transfer corrections neatly to your final draft.

50%

100%

WRITING TASK 6 — Evaluating and Publishing

21-23 Final Evaluation Rubric. A PAL and a teacher score your final draft. Score

your PAL’s final draft as carefully as you can.

100%

WRITING TASK 7— Unassisted Writing Sample

Packet

#2 It is time to complete writing tasks 1-6 on your own. You can do it! 100%


A Writing Cycle Log for Student Self-Check an instructional guide for extended process writing

Modes of Writing

A – Argument - Opinion E – Description (objects) I – Fictional Narration M – Research (fiction)

B – Cause - Effect F – Description (places) J – News Report N – Research (non-fiction)

C – Character Sketch G – Explain a Classification K – Non-fiction Narration O – Summary of a Source

D – Compare - Contrast H – Explain a Process L – Problem - Solution P – Miscellaneous

Teacher **Self- **Teacher

Step Mode expects Check Description of writing task check

Writ

ing

Ta

sks

1 –

2 –

3

1st Draft #1 _____ ______ _____ Helping a friend choose a pet __________

accurate self-check ? Assignment Page-20% Advance Organizer-50% 1st Draft #1-100%

1st Draft #2 _____ ______ _____

Favorite or least favorite holiday __________

1st Draft #3 _____ ______ _____

A secret fear __________

Writ

ing

Ta

sk 4

Revising _____ ______ _____ Circling Picture Sentences

A description of the revision strategies used in my first draft

Expand body paragraphs 2, 3 and 4 __________

Revision strategy-50% PAL response-70% Final draft-100%

Writ

ing

Ta

sk

5

Proofreading ______ _____ Corrected ¾ of errors - CUPS with

Jonah and Keisha.

__________ Percent of errors found and corrected-50% corrections made to final draft-100%

Writ

ing

Ta

sk 6

Evaluating ______ _____ My partner used the rubric on page 21

The rubric used in evaluating-100%

then my teacher did too.

__________

How close was my score or a PAL’s score to my teacher’s?

Publishing ______ _____ I taped my final draft on colored paper

and hung it on the Writer’s Block.

__________

A description of how I used a publication plan

Ta

sk 7

Unassisted

Writing

______ _____

Nellie Bly is the most interesting person I’ve read about this year.

__________

**KEY exceeds expectations meets expectations approaches expectations

NAME ____________________________________

Beginning Date__________

Ending Date__________

Katy Strickland 10/20

12/10

D

D K

4¶s

4¶s

4¶s 2 adds

Capitalization, Usage, Punctuation, Spelling

¾ CUPS

85 83

4¶s

85

D


The Assignment Page – 1st Draft #1

Writing Prompt: Trying to help a friend choose a pet for My one-sentence description

of the 3-4 sentence prompt his birthday present from his parents.

Audience: I am writing to a friend. I think I’ll choose My description of a person

(not a teacher) who could

read my writing

Satchel.

Purpose: I will describe two pets so he can choose My description of what my

writing will do for/to my

audience

the right one.

Tone: This story is going to be factual with a This sentence uses adjectives

like serious, humorous or

pleading to describe my tone.

helpful attitude.

Assessment: My teacher will use the rubric on page 22. This sentence presents the

name and description of the

rubric for scoring my draft.

Compare and Contrast

_________ Check () when

page is completed.

20% of Writing Task 1

Writing Task 1 - PREWRITING

To complete 20% of Writing Task 1, write five describing sentences about your writing prompt.


JOT LIST vivid phrases that describe your pair in this order:

1) Common features—general features that the pair have in common

2) Features that distinguish A from B 3) Features that distinguish B from A

Distinctive features of A Common features Distinctive features of B

only seeds from a ___________________

carrots only

pet store

white and colored ___________________

fur and dander

feathers

stem, food tray, ___________________

water for a big bin

mirror

small cage, swings, ___________________

large cage, straw

poop tray bed

fly, a bird song, ___________________

hop, explore, cuddle

repeat sounds

Circle three common features that you picture best in your mind and write a full paragraph about

each of these features, about how the two items are alike (compare) or different (contrast).

The Word Bank for Compare - Contrast

To complete 50% of Writing Task 1, write describing words and phrases on every line of this word bank.

BRAINSTORM Reread your writing prompt. List six compare-contrast pairs that come

to mind. Picture the first pair and write a phrase that helps you recall it on line #1. List five

more pairs as prompted (animals, people, places, objects, events or ideas). Circle the one

that you picture best in your mind.

1. Cat and dog 4. Guinea pig and rat

2. Parrot and rabbit 5. Snake and turtle

3. Hamster and fish 6. Fox and raccoon

One-sentence description of the pair(s) A parrot or a rabbit will make

the best pet for you.

_________ Check () when

page is completed.



shedding

food

supplies

activity

habitat

¶2

¶1

¶4

¶3

Prompt in a Phrase: Two pets to choose from for birthday


Dear Satchel,

I know its your birthday and you don’t know which

pet to choose for your parents to give you. Well, that’s

why I’m here. The two pets I think you should get are

a parrot or a rabbit. For my suggestion it would be good

for you to get one of those. Just listen because I am

going to describe the two animals so you can choose. First of all parrots do not make a lot of noise. They

eat only seeds. Rabbits can only eat carrots. These

facts are good because neither of them cost to much to

feed. You’ll need to buy more carrots, but that’s because

the rabbit is bigger and eats more. Both parrots and rabbits are very active. When

parrots are out of its cage, they fly around and land on

different places all around your house. When rabbits get

out of its cage they like to hop around. They will hop

anywhere they can in the house. Now let me tell you about these two animals habitat.

A parrot needs a cage with swings and a place to sit in

front of a mirror. It also needs a food tray for you to

put the seeds in. The best cage has a tray in the

bottom. Then you just pull the tray out clean out the

_________ Check () when

page is completed.


1st Draft #1 – page 1

Writing Task 1 - DRAFTING

To complete 100% of Writing Task 1, write your first draft to meet or exceed your teacher’s expectations.


parrot poop and skins from the seeds it leaves. A rabbit

needs a larger cage than a parrot. It needs a large food

bin and a large bed of straw for sleeping. You could buy a

little running track for it to run on.

You shouldn’t let parrots or rabbits out of their

cage much. A parrot can’t go outside. Neither can a

rabbit. If these two pets get outside for to long they

will probably die. A parrot and a rabbit should spend time

in a cage and in a house. You can see that they both

are great pets. Now I wonder which pet you will choose.

Good Luck.

Sincerely, Katy





Writing Prompt: I will compare and contrast my best and My one-sentence description

of the 3-4 sentence prompt worst holidays

Audience: I will write to my Grandma Kelly. She is My description of a person


read my writing

Irish.

Purpose: I am writing to explain how two holidays My description of what my


audience

are the same and different.

Tone: I will write a humorous and truthful paper. This sentence uses adjectives



Assessment: My teacher will use the rubric on page 22. This sentence presents the



Compare and Contrast

_________ Check () when

page is completed.





JOT LIST

mashed potatoes, ham, ___________________

grits and eggs, turkey, pies, tea, beans, cranberry sauce mac and cheese

Wii, rollerblades, ___________________

none

guitar

family reunion ___________________

just school, nothing

Special

pin the tail on donkey, ___________________

pinching, joking,

treasure hunt laughing, pointing

new clothes, ___________________

something green

dress up easy to see

The Word Bank for Compare – Contrast

To complete 50% of Writing Task 2, write describing words and phrases on every line of this word bank.

BRAINSTORM

1. New Year’s 4. Valentine’s Day

2. Christmas 5. Thanksgiving

3. 4th of July 6. St. Pat’s Day

One-sentence description of the pair(s) Christmas is the best holiday and

St. Pat’s is the worst holiday.

_________ Check () when

page is completed.



Like Best Like Least

food

gifts

get together

activities

attire

Prompt in a Phrase: Compare and contrast my best and worst holiday

¶1

¶6

¶4

¶3

¶2

¶5


Dear Grandma, Thanks for inviting me out to your house for St.

Pat’s Day. I would like to come, but you see, there are

holidays I like and there are some I don’t. New Year’s

Christmas and 4th of July is my favorite. St. Pat’s,

Valentine’s and Labor Day is my least. Thanks for the

invitation, but I have to visit another time. First, I don’t like green much. You are supposed to

have something green on your clothes that is easy to

see but not everybody likes to wear green. When you

show up at school, everywhere you look there is green

except for the kids who forgot the day. Here’s another part about St. Pat’s I don’t like. If

you don’t wear green on St. Pat’s you get pinched. I

don’t mean a playful little pinch. Some of the pinches

could cause violence. One the other hand St. Pat’s Day is ordinary. It is

absolutely ordinary. St. Pat’s is like a regular day.

Absolutely regular. Days like Christmas and Thanksgiving

and Easter, people mark on their calendars and wait for

them to come. Nobody thinks about St. Pat’s day before

it comes.

_________ Check () when

page is completed.






On another note about St. Pat’s Day you don’t get

gifts. On another holiday such as Christmas you get

gifts. What’s a holiday without gifts? On Christmas I got

a Wii, a Guitar and rollerblades. On St. Pat’s I get nothing

but pinched. On St. Pat’s you eat green eggs and grits. Who wants that for breakfast? Yuck! On Christmas you eat

hot and delicious food. On St. Pat’s Day you eat green

salad, green grits and green eggs and mac & cheese. On

Christmas you eat turkey, potato salad and greens. Sorry

grandma, but that is it. I can’t come out on St. Pat’s

Day.





Writing Prompt: My story is about a secret fear. My one-sentence description

of the 3-4 sentence prompt

Audience: I will write to my Pop Pop and NaNa. They My description of a person


read my writing

like my writing.

Purpose: My story will tell the important things My description of what my


audience

that happened in it.

Tone: My writing will be easy to understand and This sentence uses adjectives



fun to read.

Assessment: My teacher and I will use the rubric This sentence presents the



on p. 22.

_________ Check () when

page is completed.



Writing Task 3- PREWRITING


JOT LIST In the boxes, list phrases for each part that you picture from the narration. Place a

name or label at the top of each box, then list four or more phrases about each label in the box.

Character 1 Character 2 Setting

My sister Avery, four years old- play clothes – tiara – tutu – white stockings – dance shoes

I wore jeans and striped T-shirt – garden boots – basket for eggs

Pretty boy – the biggest rooster – long red tail feathers – shiny wings – struts like he’s important – moves fast – protects hens – crows really a lot

Our wide and long back yard – up hill to the farm gate – chicken coop – fence around herb garden – gate for chicken pen

Beginning Middle (Problem) Ending (Solution)

Avery and I went to get the eggs – we danced around and talked up the hill.

Pretty Boy attacked me

I jumped out of the way.

Avery dropped her tiara Pretty Boy pecked her in the face.

dropped the basket

ran back to the house

screaming

mom with a stick

Circle the part that you think is the best place to start drafting your narration. Write out all of

the details as fully as you can. Use the best words that come to your mind, not just the ones

that you can spell. Continue writing out the details of each part as you write your first draft.

The Word Bank for Non-Fiction Narration To complete 50% of Writing Task 3, write describing words and phrases on every line of this word bank.

BRAINSTORM Reread your writing prompt. List up to six narrations of real experiences

or events related to the prompt. Then circle one you can picture the best in your mind

1. knocked over by my dog 4. left alone with somebody I don’t know

2. any rooster whatsoever 5. locked in the bathroom

3. crack eggs when I carry them 6. nightmare

One-sentence description of your narration All roosters are my secret fear.

_________ Check () when

page is completed.



Prompt in a Phrase: A Secret Fear

¶1

¶4 ¶3 ¶2


I have always loved birds accept roosters. I especially love my 42 hens. They are working hens and lay eggs every day. Here’s why I don’t like roosters especially our rooster Pretty Boy. It started one day in the spring. My sister Avery and I were walking up the hill to the chicken coop to see the hens This was behind our house when I was seven and Avery was four. She had on her tutu and tiara. So we played and danced in our big yard and through the farm yard gate. Our farm yard is really wide and long so we danced for a long time. Avery twirled and I swung the basket over my head. When we got close to the hens I saw Pretty Boy attack. He jumped up on me and I hit him with my basket. Avery got scared and dropped her tiara. Pretty Boy jumped on her and scratched her face and pecked at her too. I saw some blood running above her eye. I was so scared I didn’t move. Then I came out of it because Pretty Boy kept jumping. I grabbed Avery’s hand and we both ran full speed down the hill screaming. My mom came barreling Out the back porch with a big stick. She saw Pretty Boy chasing us and beat him





with her stick. He turned and ran back to the coop really

fast too. We sold them to our neighbors the Siemans

that next day. They like him okay, but I never go near

him. I have not liked roosters since that day ever again.

It will probably stay that way.

_________ Check () when

page is completed.





First Draft Response Form

Topic Development, Organization and Detail

Writer________________________________ Evaluator ______________________________

Title of Draft______________________________________________________

Primary Trait Scoring Rubric:

Little or no topic development, organization or detail 1

Beginning of topic development visible, beginning of organizational plan visible 2

Clear topic, but development is incomplete, a clear plan with loosely-organized ideas 3

Very clear topic, but complete development is uneven, beginning, middle and/or end may

be clumsy 4

Fully developed topic. Clear beginning, middle and end. Organization sustains the writer's

purpose 5

Fully elaborated topic. Organization sustains the writer’s purpose and moves the reader 6

Teacher commentary:

Katy,

The contrast between Christmas and St. Pat’s is quite clear. I

suggest adding more details about Christmas from your Jot List to

paragraphs 2, 3, 4 and 6.

PS: It was a good idea to use the letter format.

Completed by: Teacher

Writing Task 4 - REVISING

The number that your teacher circles indicates how well you met expectations for writing a first draft: 1-2 = does not meet expectations, 3-4 = approaches expectations,

5 = meets expectations, 6 = exceeds expectations.

Katy Strickland Mrs. Copperfield Favorite and least favorite holiday


Revision

Revision Strategy: Circling Picture Sentences

Alternate Revision Strategy

1. At Christmas, we dress up to go with you to church on

Christmas Eve. Everybody there wears bright colors not

just green. They all say what a pretty dress, Katy.

Our whole family is there. Then we stay up late and

try to go to sleep. Christmas is so exciting.

2. If your not wearing green you get laughed at and

pinched. Last year Reginald came home with a dozen

broozes on his arm. That just isn’t right. On Christmas

Day you don’t worry about getting hurt. We always

plays games like pin the tail on the donkey. Then we

go outside for a treasure hunt. You hide the best

things to find. I still wear the ring with the dark red

stone. Daddy says it matches my hair.

3. They are like family reunions. They are the only times

we see Uncle Anthony’s family. Nobody thinks about St.

__________ Check () when

revision is completed.



To complete 50% of Writing Task 4, use the revision strategy prompted by your teacher. Respond to an assigned PAL’s revisions with the rubric on p. 19 to complete 70%.

QUICK TIP

Read your teacher’s written

commentary (p.17) as a guide to

revise your selected first draft.


Pat’s day before it comes. St. Pat’s sneaks up on you

when you are riding the bus to school. And you hope

you have green on your body somewhere.

4. On Christmas we eat all my favorites mashed potatoes,

ham, turkey, pies, green beans, cranberry sauce,

homemade rolls and sweet tea. How could you ever want

anything else to eat on a holiday? What a meal!

PAL RESPONSE: Trade Working Portfolios with an assigned PAL for a revision response. Your

PAL will identify 3 of your revisions in column 1 and circle his/her response to each in columns 2

and 3. When your PAL’s response to your draft is complete, check the box at the top of the page.

1 - Identify Revision Pieces 2 - Fits the draft? 3 - Amount

1. Revision #1 Yes No Too much About right Add more



Revision Strategy—continued


__________ Check () when PAL

response is completed.


Revision #4 Yes Add more


The Final Draft

To complete 100% of Writing Task 4, create your final draft using your first draft and your revisions.

In order to publish your final draft outside of this packet, you will need separate sheets of

paper or a word processor to complete your final draft on. Include additional ideas that come

to your mind as you make the final copy. Record that you completed your final draft with a

check in the box at the top of this page.

_______________________________________________

__________ Check () when draft

is completed.


__________ Check () when

proofing is completed.


__________ Check () when final

draft is completed.


Proofreading

Proofreading Strategy: Proofreading Triads

To complete 50% of Writing Task 5, find and correct the errors in your and your PALs’ final drafts.

Alternate Proofreading Strategy

Using a proofing strip, work for 15 minutes with two PALs to identify and correct the errors in your

final draft. Then work for 15 minutes on each of your PALs’ final drafts. Write your PALs’ names

here. Check the box in the middle of the page when your proofing is complete.

1. Jonah - caller

2. Keisha - fixer

To complete 100% of Writing Task 5, transfer corrections from your proofing strip to your final draft.

Writing Task 4 - FINAL DRAFT

Writing Task 5 - PROOFREADING


WRITER ____________________________EVALUATOR ____________________________

Circle one comment and corresponding number in each row that best describes your response to that

trait of writing in a PAL’s draft. Revise the comments to better represent your ideas. Multiply the circled

number by the point value listed at the end of the row, and place the product in the margin at the right.

For the total raw score, add the numbers in the right-hand margin. Convert the total raw score using the

table on p. 23.

Voice (Vocabulary)

1 2 3 4 5 x 3 pts =

You seem to use only words that you can spell.

Good. You spell some vivid words the best that you can.

Your words show clear details about your ideas.

Beginning

1 2 3 4 5 x 4 pts =

Your writing starts without telling about some basic features of the subjects in your mind.

You mention some important details from the start. Add even more.

Your beginning words start painting a picture of the subjects in my mind.

Common Features of the Subjects

1 2 3 4 5 x 4 pts =

Your words do not tell me what the subjects look like at all.

Your words tell me about some common features. There is need for more.

Your words help me visualize the subjects in my mind.

Differences Between the Subjects

1 2 3 4 5 x 3 pts =

Your words do not tell me the differences at all.

Your words tell me some differences. Show me more.

Your words show me the differ-ences between the subjects.

Ending

1 2 3 4 5 x 3 pts =

Your draft stops before I see the subjects at all.

Your draft stops before I see the subjects fully.

Your ending gives me full and final details.

Proofreading

1 2 3 4 5 x 3 pts =

Errors prevent me from understanding your meaning.

Errors interrupt the flow of meaning in your first draft.

I had to look hard to find any errors in your draft.

Translated Score 92 Total Raw Score 83

Completed 1st

by: A PAL with a pencil

Completed 2nd

by: Teacher with a pen

Writing Task 6 - EVALUATING

Compare - Contrast

Katy Strickland Mrs. Copperfield

16

12

15

12

16

12


Analytic Scoring Rubric

WRITER ____________________________EVALUATOR ____________________________

Circle one comment and number pair in each row that best describes your assessment of that trait of writing

in a PAL’s draft. Multiply the number by the point value at the end of the row and place the product in the

right margin. Add the four numbers for the total raw score. Page 23 supplies the converted score to a 70-100

point scale. Change any comments to personalize your evaluation.

Ideas (Pictures)

1 2 3 4 5 x 8 pts =

Insufficient Writing Controlling or sup-porting ideas un-clear or undeve-loped. Genre may be inappropriate

Clear controlling idea for genre. Relevant supporting ideas that need further develop-ment or elaboration.

Well-developed controlling idea and elaborated support-ing details

Distinctive response to task. Examples and details address reader concerns and perspective.

Organization (Flow)

1 2 3 4 5 x 4 pts =

Little sequence of ideas. Ideas lack flow or appear in illogical or confus-ing patterns.

Repetitive or ob-vious transitions. Introduction and/ or conclusion mis-sing or ineffective.

Organizational pat-tern clear for the genre. Progression of ideas fits if not com-pletely effective.

A sustained focus with appropriate and effective pro-gression of ideas.

Organization distinc-tive for genre; var-ied, smooth trans-itions in and be-tween paragraphs

Style (Voice)

1 2 3 4 5 x 4 pts =

You use vague or general language; confusing or repe-titious sentence structure.

Unclear or uncer-tain sense of aud-ience, voice, point of view and/or tone.

Emerging language choices. Some genre-specific strategies. Some sentence variety.

Clear, if not fully developed, voice, point of view and sense of audience.

Voice shows pre-cise, engaging language. Genre-specific strategies appeal to reader.

Conventions (Errors)

1 2 3 4 5 x 4 pts =

Mistakes in writing mechanics, stan-dard usage and sentence form-ation make your writing hard to read.

You did not catch many mistakes in writing mechanics, standard usage and sentence formation.

You fixed many mis-takes in writing me-chanics, standard usage and sentence formation. A good number still remain.

Consistently correct writing mechanics, standard usage and sentence form-ation.

Nearly flawless use of writing mechan-ics, standard usage and sentence form-ation.

Converted Score 86 Total Raw Score 72

Total Raw Score related to standard:

81-100 (exceeds); 70-80 (meets); 50-69 = (approaches); 0-49 = DNM (does not meet)

Converted Score (70 to 100-point grading scale):

90-100% (A-B) 80-89 % (B-C) 70-79% (C-D) < 69% (F)

REVISION CODES (Circle one or two)

A – Add vivid details and examples

B – Beginning: create an engaging introduction

C – Conclusion: create an end that sums up your thinking

D – Diversity: vary your word choice and sentences type

Writing Task 6 - EVALUATING

Mrs. LeBron Katy Strickland

24

16

12

20


Conversion Chart converting raw scores to standard expectations

If the raw score is: the converted score is: If the raw score is: The converted score is:

100 .………………….…100 Meets 64 …………………….. 82

98 …………………….. 99 E 62 …………………….. 81

96 …………………….. 98 X 60 …………………….. 80

94 …………………….. 97 C A 58 …………………….. 79

92 …………………….. 96 E P 56 …………………….. 78

90 …………………….. 95 E P 54 …………………….. 77

88 …………………….. 94 D R 52 …………………….. 76

86 …………………….. 93 S O 50 …………………….. 75

84 …………………….. 92 A 48 …………………….. 74

82 …………………….. 91 C 46 …………………….. 73

80 …………………….. 90 H 44 …………………….. 72

78 …………………….. 89 E 42 …………………….. 71

76 …………………….. 88 M S 40 …………………….. 70

74 …………………….. 87 E 38 …………………….. 69

72 …………………….. 86 E Does 36 …………………….. 68

70 …………………….. 85 T Not 34 …………………….. 67

68 …………………….. 84 S Meet 32 …………………….. 66

66 …………………….. 83 30 …………………….. 65

A Writing Cycle Working Portfolio — for students

All citations in this packet refer to the A Writing Cycle for Writers Workshop, grades 3-5

Authors and Consultants

Warren E. Combs, Senior Author—Founder and CEO, Writing to Win: writing-based routines for

learning,

Contributing authors—Numerous Writing to Win model classroom teachers

Project Director: Erin Van Note, Old Fort, North Carolina

Copy Editors: Cortney Baker, Cary, North Carolina

Cover Design: MPrint Designs, Athens, Georgia

Production Design: Erin Van Note, Old Fort, North Carolina

©Copyright, 2012, Erincort Consulting, Inc., 1231 Founder’s Blvd., Athens, Georgia 30606-6143.

Fax (706) 543-6306

Email: [email protected]

Web site: www.writingtowin.com

All rights reserved. No part of the material protected by this copyright notice may be reproduced or used in

any form or by any means, electronic or mechanical, including photocopying, recording or by any

information storage and retrieval system, without written permission from the copyright owner.

ISBN 978-1-932499-71-1

Printed in the United States of America

Katy Strickland St. Pat’s vs. Christmas

Mrs. Copperfield

Dear Grandma,

Thanks for inviting me out to your house for St. Pat’s Day. I would like to come, but you

see, there are holidays I like and there are some I don’t. New Year’s Christmas and 4th of July is my

favorite. St. Pat’s, Valentine’s and Labor Day is my least. Thanks for the invitation, but I have to

visit another time.

First, I don’t like green much. You are supposed to have something green on your clothes

that is easy to see but not everybody likes to wear green. When you show up at school, everywhere

you look there is green except for the kids who forgot the day. At Christmas we dress up to go

with you to church on Christmas Eve. Everybody there wears bright colors not just green. They all

say what a pretty dress, Katy. Our whole family is there. Then we stay up late and try to go to

sleep. Christmas is so exciting.

Here’s another part about St. Pat’s I don’t like. If you don’t wear green on St. Pat’s Day you

get pinched. I don’t mean a playful little pinch. Some of the pinches could cause violence. If your

not wearing green you get laughed at and pinched. Last year Reginald came home with a dozen

broozes on his arm. That just isn’t right. On Christmas Day you don’t worry about getting hurt. We

always plays games with you like pin the tail on the donkey. And we go outside for a treasure hunt.

You hide the best things to find. I still wear the ring with the dark red stone. Daddy says it

matches my hair.

On the other hand St. Pat’s Day is ordinary. It is absolootly ordinary. St. Pat’s is like a

regular day. Absolootly regular. Days like Christmas and Thanksgiving and Easter, people mark on

their calendars and wait for them to come. People treat these holidays like family reunions.

Christmas is the perfect time to get together with family you don’t see all the time. They are like

family reunions. They are the only times we see Uncles Anthony’s family. Nobody thinks about St.

Pat’s Day before it comes. St. Pat’s sneaks up on you when you are riding the bus to school. And

you hope you have green on your body somewhere.

On another note about St. Pat’s Day you don’t get gifts. On another holiday like Christmas

you get gifts. What’s a holiday without gifts? On Christmas I got a Wii, a Guitar and rollerblades.

On St. Pat’s I get nothing but pinched.

PROOFING STRIP Katy = writer Jonah = caller Keisha = fixer

I don’t like. / New Year’s, Christmas and 4th of July are

are my least favorite.

Christmas,

say, “What a pretty dress, Katy.” / try not to go to sleep.

If you’re not

Last year,

Bruises / On Christmas Day,

Pin the Tail on the Donkey

On the other hand, St. Pat’s / absolutely

Absolutely / Christmas, Thanksgiving and Easter

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