Great Narrative Traits and Examples.pdf

Page 1 Verba/Johnson 2013 National Reading Recovery & K-6 Classroom Literacy Conference

Supporting Writers with the Common Core State Standards

Grades 3 and 5

Presentation by Laurie Verba, 5th Grade Teacher

Courtney Johnson, Intermediate Literacy Coordinator

February 4, 2013 National Reading Recovery

K-6 Classroom Literacy Conference Columbus, OH


Writing Workshop (1 hour each day)

Students and teacher gather in the meeting

area for a writing lesson.

Teacher works with individual students or small groups of

students on improving writing

skills

Students work in their writer’s

notebooks or on a piece of writing

they might want to publish.

Students and teacher gather in the meeting area to share

student writing.

5-10 Minutes

30-40 Minutes

5-10 Minutes


What are the CCSS Narrative Writing Standards? 3rd Grade: 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. 4th Grade: 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. 5th Grade: 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Possible Mini-lessons for 4th Grade Narrative Writing – Personal Narrative


o Writers have many places that inspire their writing. o Writers have special things that inspire their writing. o Writers tell the most important parts of their story. o Writers build stories step-by-step. o Writers can use photographs to inspire their writing. o Writers choose a seed idea to draft. o Writers improve their leads by studying the leads of other authors. o Writers understand the qualities of a good personal narrative. Create the

chart “Qualities of Good Personal Narrative Writing”. o Writers learn how to choose a draft for publishing. o Writers begin drafting their entries. o Writers look for the “gaps” in their stories to fill-in with details. o Writers can “crack open words” to make their writing more detailed. o Writers can use similes to make their writing more interesting. o Writers work hard to write powerful endings. o Writers make sure to include in detail: time and place, people who were

there, and your events in order o Writers include sensory details o Writers add dialogue to their events o Writers use paragraphs to organize their thoughts. o Writers use transitional words or phrases to show a sense of time o Writers study the craft of other authors (editing). o Writers get advice from other writers (peer editing). o Writers reflect on their published pieces. o Writers consider what qualities make a piece of writing strong. o Writers celebrate their successes as writers

Bedhead by Margie Palatini

Shuffle-shlump. Shuffle-shlump. Shuffle-shlump.


Shlumped bleary-eyed Oliver out of bed, down the hall, and into the bathroom. He yawned. He yanked. Splashed some water. Swished some mouthwash. Gave his front teeth a passable brusing. And then… In a gunkless corner of the soapy silver soap dish… in a fogless smidgen of his father’s foggy shaving mirror…right there on the hot water faucet, for heaven’s sake… he saw it! It was BIG. It was BAD. It was… BEDHEAD! Oliver’s hair was out of control. Way out of control. There was hair going this way. Hair going that way. Hair going up. Down. Around and around. And there was one teeny tiny clump of hair way at the back of his head that looked just like a cat’s coughed-up fur ball. “aaaaAAAAAAHHHHHHhhhhhhhhhh!” Oliver’s scream shook. It rattled. It rolled all the way down the stairs and into the kitchen where Fruit Loops went flying. Milk was spilled, spit, and sputtered. And two toast toasties did triple back flips on to the breakfast table. “Oliver? Oliver? OLIVER!” shouted Mom, Dad, and Emily as they ran up the stairs and headed for the bathroom door. Mom leaned close to the door. Closer. Closer. That’s right—even closer. “Is everything all right, Oliver?” she whispered in her calmest calm Mom voice. “Come now, dear. Open the door and let us in.” No sound from Oliver. Not a whimper. Not a peep. “Please?” said Mom. “Pretty please?... Pretty, pretty, pretty please?...” The doorknob s l o w l y turned. Mom smiled at Dad. She gave a wink to Emily. “There you go,” she said, taking a step into the bathroom. “Nothing can be that…


B aaaaaAAAddddddd!” Wrong. It was that bad. “Yes sir, no doubt about it,” said Dad, surveying the dair situation form sinkside. “Oliver, my boy, you’re having one bad hair day.” “Major,” said Mom. “Total,” agreed Emily. “Maybe if we just push it this way,” Mom said, give it a try. BOING. “Been there. Done that,” moaned Oliver. “Perhaps if we just pull it that way,” said Dad. BOING. “Been there. Done that,” groaned Oliver. “I could cult it!” offered Emily, ready to roll. Oliver stated a steely stare at his sister. “I don’t think so.” “Oh, then we’ll just wet it!” said Mom. “Yes! Let’s just wet it!” they all agreed. So—they watered Oliver. They splished him. And splashed him. Gave his a good soak and dunk. “Aaah,” they said, sighing a confident, job—well—done sigh. Oliver’s bedhead was now one dripping wethead. And then… It dried. B-B-B-BOING! B-BOING! BINK-BINK B-B-B-BOIG! Hair stated going this way. Hair started going that way. Then up. Down. Around and around. And there was one teeny tiny clump of hair way at the back of his head that looked just like a cat’s coughed-up fur ball. “I say we spray!” shouted Dad, taking aim with a squirt. “Yes! Spray! Spray!” cried out Mom and Emily. “So spray already!” sputtered Oliver. So they spritzed him and sprayed him. And they gooped, glopped, and moussed him. They even hair-pinned him flat in five places for good measure. “Aaah,” they said, sighing a confident, job-well-done-sigh. Oliver’s beadhead was now one slick gelhead.


And then… Pins went f-f-f-fliying! Hair stated going this way. Hair started going that way. Then up. Down. Around and around. And there was now an even bigger clump of hair way at the back of his head that looked just like a cat’s coughed-up fur ball. Oliver wondered, “Maybe if I just sort of… kind of… you know, brushed it a bit?” “No! No!” the three shouted, seeing the boy with bristles poised. “Whatever you do, no, no… No Brush!” Too late. Oooh yes. The brush got stuck. Bot stuck in the bair going this way or that. Not stuck in they hair going up and down. Not even stuck in the hair going around and around. But stuck, yes, very, very, very stuck in the clump way at the back of his hear that looked just like a cat’s coughed-up fur ball. Mom gave it a yank. “E-Oooow!” Dad gave it a pull. And Emily gave it one good long tug. “Y-Y-Y-Yike!” “Well,” said Mom without a bit of doubt. “That brush is stuck, all right.” “Definitely stuck,” decided Dad. “A done deal,” declared Emily. Then, just when they all were about to give up hope, Oliver saw the answer right there on the wall! “That’s it!” he pointed. “THE HAT! THE HAT! GO GET THAT HAT!” So without one more thought of a spritz, spray, or dunk, they all helped Oliver squish, smoosh, and cram every bit of bedhead, stuck brush and all, into his faithful, old, battered, but true-blue baseball cap. Well, almost. Eh. Good enough. And with a kiss and a wave, Oliver headed off to school. Everything was fine. Everything was dandy. And then…


Mary Margaret, who sat in the third row, four seats down, one desk across from Oliver in Mrs. Oppenheimer’s class at Biddlemeyer Elementary, looked over to him and said, “You can’t wear that hay.” Oliver look over to Mary Margaret. “can too.” “Can not.” “And just, why not?” demanded Oliver, holding tightly on to his hat. Mary Margaret grinned. “Because it’s picture day.” “P-P-PICTURE DAY?” stuttered Oliver. “PICTURE DAY!” sang out Mrs. Oppenheimer, standing in front of the class. “Everyone line up for our class picture! Backs straight. Faces front. Smiles wide. And…and… HATS OFF!” “Uh-oh,” said Oliver. “Hats off?” “We’re waiting, Oliver!” said Mrs. Oppenheimer as everyone took their places. “We’re waiting, Oliver!” said Mary Margaret. “We’re waiting, Oliver!” said everyone else. “Hey, kid,” said the man behind the camera. “Yea, you with the lumpy-looking head. Off with the hat!” Oliver hemmed. He hawed. But he knew he had had it. He lifted the brim and slowly took off his faithful, old, battered, but true-blue baseball cap. He held his breath. Eh closed his eyes. And he waited. He waited some more. Nothing. Zero. Zilch. Nada. There was no hair going this way. No hair going that way. No hair going up. Down. Not even around and around. And nobody could see the brush stuck in the clump of hair way at the abck of his head that looked like a cat’s coughed-up fur ball. “Aaah,” said Oliver, sighing a confident, job-well-done sigh. “Ready, everyone?” sand out Mrs. O. “Big smiles, and she ‘Cheese’ on the count of three.” “ONE!” she said. “TWO!” she said. And then…then… THEN… b-b-b-B-B… BIONG! Boing! Bing-Bing B-B-B-BOING! BOING! BOING! B-B-B-BOING! Hair stated going this way. Hair started going that way. Hair started going up. Down. Around and around. And the brush that was stuck in the clump of hair way at the back of his head that looked just like a cat’s coughed-up fur ball let loose and boinged Mary Margaret on the top of her head and boomeranged right into Mrs. Oppenheimer’s nose.


“THREE?” said the boinked MRs. O just as she and everyone else at Biddlemeyer Elementary got a look at Oliver and his bedhead. “aaaaAAAAAAHHHHHHhhhhhhhh—Geeeez!” Click. “Got it!” said the photographer. Get inspired by a good lead! Name ______________________


Describe the Character: “There was once a baby koala so soft and round that all who saw her loved her.” Koala Lou by Mem Fox. _____________________________________________________________ _____________________________________________________________ Describe the setting: “On Friday afternoon, Wendell’s parents dropped him off at Sophie’s house.” A Weekend with Wendell by Kevin Henkes _____________________________________________________________ _____________________________________________________________ Describe the character: “Katie Casey wasn’t good at being a girl.” Players in Pigtails by Shana Corey _____________________________________________________________ _____________________________________________________________ Use the title: “When I got Norman, I didn’t want to keep him.” Not Norman by Kelly Bennett _____________________________________________________________ _____________________________________________________________ Describe the setting and establish a sense of time: “On a summer evening I look from dinner, through the open window in the backyard.” Fireflies by Julie Brinckloe _____________________________________________________________ _____________________________________________________________

“Show, Don’t Tell” Writing


We DON’T want this kind of writing: Maria was a pretty girl and very nice. Maria’s room was messy. Very messy. Very very messy. Maria was mad! SHOW-DON’T-TELL TO THE RESCUE! 1) Pulls the reader inside a character by showing (not describing) emotion through action and dialogue. The Sea Chest by Toni Buzzeo “My heartbeat rushes in an impatient waltz as we wait for the stranger to arrive.” “My breath caught hard when he tucked her inside my coat.” Little Loon and Papa by Toni Buzzeo “Oh no. Little Loon backs away.” (actions) “Little loon quivers and watches and waits until he spots Papa’s sharp bill.” (actions) “‘peep peep! Where is Papa?’” (dialogue) “Little Loon spins. Little Loon flaps. Little Loon backs away. Then Little Loon tries.” (actions) Adventure Annie Goes to Kindergarten by Toni Buzzeo “I kiss Mommy good-by, then knock-knock-knock on the kindergarten door. I burst inside.” (actions) “I wave my hand in big circles. ‘Here I am!’ I shout.” (actions and dialogue) Rain Romp by Jane Kurtz “I’m a howling, prowling, scowling wolverine!” (actions) “The sky and I are soft gray moths.” (word pictures) “I leap out of bed, knock over my chairs, rush down the stairs, burst out of the house. RAAAAAIN STOMP!” (actions) “Dad yodels. Mom laughs. I snarl and frown.” (expressions) Lanie by Jane Kurtz “So have we been digging in stardust?” (dialogue) 2) Engages readers by showing (not describing) character traits (or by showing AND giving back-up examples);


Adventure Annie Goes to Work by Toni Buzzeo “I poke every button twice. We zoom and stop, zoom and stop, zoom and stop, stop, stop.” “I ziggle up and down the halls. I zaggle round corners and under chairs. I sneak. I peek. I explore.” Ready or Not, Dawdle Duckling by Toni Buzzeo “But the fourth little duckling finds a friend.” “‘Now, quack, quack, Mama can’t find me.’” Mr. Bones: Dinosaur Hunter by Jane Kurtz “Smooth Barnum Brown was a charming, dapper guy. He went to Montana in a topcoat and a tie.” Water Hole Waiting by Jane Kurtz “Zebra wades near the lumpy log with hooded eyes.” Lanie by Jane Kurtz “I’m surrounded by people who don’t care if they sit inside until they’re as pale as Kentucky cave shrimp.” 3) Pulls the reader inside a scene by using the five senses and other vivid details. The Sea Chest by Toni Buzzeo “Spring mornings found me scrambling beneath the porch, robbing the brooding hens of their tawny eggs.” “One icy night, howling winds blew towering waves against the shore.” Little Loon and Papa by Toni Buzzeo “Little Loon spots great, bony legs and a wide antler rack with weeds dripping down.” “. . . he swims as fast as he can until—WHACK, WHAP, CRASH!” No T. Rex in the Library by Toni Buzzeo “Tess snarls. She snorts.” “BAM! Books tumble, topple, flop on the floor.” In the Small, Small Night by Jane Kurtz “Abena closes her own eyes. In her mind she can see the huge moon hanging over her old home. An insect whistles. Fireflies flicker on-off-on-off and fried fish and nutmet spice the air. Now she hears the storyteller’s voice ringing through the village. “Anansi is a cheat!’ The cousins dance out of their round house sand run toward the fire calling, ‘Come and say what you know.’” Water Hole Waiting by Jane Kurtz “Morning slinks onto the savanna and licks up the night shadows one by one. Crickets stop chirping. A frog plops softly into the water hole.”

Shared student text to help us add transition words


Pucca came running out the door and he was running everywhere and outside in the back yard. But there was something wrong. When I had a friend come over Pucca ran out the door and down all 42 steps and out the 2nd door and me, my mom, and my sister were riding in a jeep and Pucca jumped out the window so we had to pull over and grab him. And then we went to the park and as soon as we came back Jenai went to the back yard to see Pucca but the he came to her but then he went to the gate, and he walked out the gate and started running. First, In the beginning, Next, Then, Finally, The next day, The next week, After, Before, Later that same day, Shortly after that, After all that, Before long, At last, An hour later, At that very moment, Meanwhile, Eventually,

Good Endings


A Weekend with Wendall : That afternoon, when Wendell unpacked his suitcase, he heard something crunch. It was a note from Sophie. It said, “I hope I see you soon!” Not Norman: When I got Norman, I wasn’t sure I wanted to keep him. But now, even if I could pick any pet in the whole world, I wouldn’t trade him. Not Norman. Fireflies: I held the jar, dark and empty, in my hands. The moonlight and the fireflies swam in my tears, but I could feel myself smiling. A Bad Case of Stripes: Afterward, Camilla wasn’t quite the same. Some of the kids at school said she was weird, but she didn’t care a bit. She ate all the lima beans she wanted, and she never had even a touch of stripes again. The Lotus Seed: Someday I will plant it and give the seeds to my own children and tell them about the day my grandmother saw the emperor cry. Camping: And then, the holidays are over. No museum, no hotel, no mall, no arcade, no Disneyland. But now we are campers. And we’ll be back to stroll and sing and scavenge. Do nothing. And soon. The Ticky Tacky Doll: The three would lie warmly under the quilts that reminded them of themselves. And together they would dream all night long… beautiful little scraps and bits and pieces of dreams. What is your ending? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Ingredients of a Personal Narrative


___ Focused on ONE memory ___ Orient your reader ___ Make it exciting ___ Unique memory ___ Something that happened to you ___ Tell it in the right order ___ Real place (setting) ___ Real People (characters) ___ Dialogue (people talking) ___ Creative Title ___ Ending or Conclusion ___ Strong lead ___ Transition Words ___ Sensory details ___Show not tell ___

Personal Narrative Checklist


Name: ____________________________________

Check off the following as you reflect on your writing piece so far…

I have:

o Written a true story from my life o Written a seed story (small moment), NOT a watermelon story o Described the movie in my mind with a timeline to help make sure I have a

clear beginning, middle, and end to my small moment. o Zoomed in on my small moment to get to THE MOST IMPORTANT PART. o Used my five senses to SHOW, not TELL the reader to make my writing

more interesting o Written several types of leads to try for my story, and chose the BEST ONE. o Started a FIRST DRAFT, writing fast and long, using ALL OF THESE CRAFTS to

make my zoomed in personal narrative the best it can be. o The story I am publishing REALLY MATTERS TO ME.

Final Peer Editing Checklist – Personal Narratives


Name: ___________________________Peer Editor’s Name:__________________________

This story is about the moment I ____________________________________________________________________________________________________________________________________________________________

Read over your peer’s writing. Be as helpful as you can by being honest, checking a box for each writing craft below. Remember – we have to give advice and feedback to become better writers!

Bring this with you to your Final Draft Conference. Your teacher will sign-off for you to begin publishing when you have agreed and signed below: I have given my best effort as a writer to improve my piece, given feedback from my peers and the craft strategies taught by my teacher. This is a piece of writing I would be proud to share with others, and I fully believe that I am ready to publish. Student signature: _________________________________________ Teacher signature: _________________________________________ Rubric for Narrative Writing Name_____________ Date______

Needs Work Good Outstanding

1. Writing is a true story from his/her life, and it is about a small moment (not a watermelon topic). 2. Writing has a clear beginning, middle, and end, with no confusing parts. 3. Writing includes interesting sensory details (see, hear, taste, smell, touch) throughout the story. 4. The author share his/her inside thoughts (talking to the reader) and feelings (emotions). 5. Writing starts with an interesting lead that grabs the reader’s attention. 6. Writing ends with a sentence that nicely wraps up the story. 7. Writing has correct capitalization, spelling, and punctuation. It is easy to read and makes sense. 8. Best parts of this piece of writing:

9. 1 or 2 areas needing the most work, and why:


Qualities 3 2 1 0 Using a lead sentence and strong ending

Uses an effective lead sentence and strong ending

Uses an effective lead or a strong ending, but not both

Uses a lead sentence and ending, but neither are effective

No lead sentence or ending

Including important and

interesting details

Includes many important details and interesting phrases, including similes and sensory details

Includes some important details and interesting phrases

Uses a few important details or interesting phrases, but no similes or sensory details

No evidence of details

Convention: spelling,

grammar, punctuation, capitalization

Uses conventions accurately; writing is easily understood

Uses adequate conventions; writing is mostly understood

Uses a few conventions; parts of writing are understood

Uses almost no conventions; writing difficult to understand

Zooming in to tell the most interesting

parts

Writes a small seed story, not all about a giant watermelon topic; zooms in to tell only the most interesting parts

Writes a small seed story; zooms in most of the time, but may include some uninteresting details

Some evidence of zooming in, but much of the story is uninteresting (bed-to-bed)

No evidence of zooming in; story is bed-to-bed, or includes several different stories

Variety in

writing

Uses a variety of phrases and word choice

Uses some variety of word choice with a few repetitions

Writing is mostly repetitious, with some interesting words

No attempt to vary word choice or phrases in writing

Sequencing of the

piece

Story has a clear beginning, middle, and end; is told step-by-step, with all important parts included

Story has beginning, middle, and end in the correct order

Story is missing parts of the beginning, middle, and end or is not in the correct order

Beginning, middle, and end is missing from the story and it is confusing to the reader

16-18 A 12-15 B 6-11 C 0-5 D Name: ________________________ Date: _______________

4th Grade Narrative Rubric


CC Anchor Writing Standard: 4.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Craft Standard 4

Exceeding Consistently

Meets Standard

3 Secure

Generally Meets

Standard

2 Developing

Partially Meets

standard

1 Beginning Minimally

meets standard

0 or N/A Does not

meet standard or

Not-Applicable

Topic Standard W.4.3

A narrative that develops real or imagined experiences or events

using effective technique, descriptive details, and clear

event sequences.

Organizational Structure – Introduction Standard W.4.3.A

Orients the reader by establishing a situation and

introducing a narrator and/or characters; organizes an event

sequence that unfolds naturally.

Support & Development Standard W.4.3.B

Uses dialogue and description to develop experiences and events

or to show the response of characters to situations.

Linking Words & Transitions Standard W.4.3.C

Uses a variety of transitional words and phrases to manage the sequence of events.

Precise Language/Domain-specific vocabulary/Word Choice Standard W.4.3.D

Uses concrete words and phrases and sensory details to convey experiences and events

precisely.

Organizational Structure – Conclusion Standard W.4.3.E

Provides a conclusion that follows from the narrated

experiences or events.

CC Anchor Writing Standard: 4.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Standard 4 Exceeding

Consistently Meets

Standard

3 Secure

Generally Meets

Standard

2 Developing

Partially Meets

standard


meets standard

0 or N/A Does not

meet standard or

Not-Applicable

Product Standard W.4.4

Provides clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience.

Score Score Grade Level Expectations 28-20 Exceeds Grade Expectations 21-13 Secure Understanding 14-8 Developing Understanding 7-0 Beginning Understanding

Possible Mini-lessons for 5th Grade Narrative Writing – Personal Narratives


o Writers generate ideas from their personal experiences

o Writers choose an idea on which to focus o Writers add details to their narrowed idea o Writers organize their details into beginning, middle, and end o Writers notice the features of a quality personal narrative o Writers orient their reader by establishing a situation, introducing a

narrator or characters at the beginning of their story o Writers organize their stories into a clear order of events o Writers organize their stories as events in a sequence that unfolds naturally o Writers revise using a checklist – focus on idea development o Writers revise using a checklist – focus on organization o Writers revise using a checklist – voice, sentence fluency, and word choice o Writers revise using a checklist – focus on conventions o Writers edit their writing with a peer o Writers use paragraphs to organize their thoughts o Writers look for tiny paragraphs that need more detail o Writers add transition words to their writing to make it more coherent o Writers create powerful endings (circular, surprise, emotional) o Writers choose a draft for publishing o Writers get advice from other writers o Writers publish their drafts o Writers use their best handwriting for final draft o Writers consider what qualities make a piece of writing strong o Writers reflect on their personal narratives o Writers prepare their writing to be read to an audience

Writing Trait Exceeding (4) Secure (3) Developing (2) Beginning (1)


5th Grade Narrative Rubric Name ______________________

How do I orient my reader? Use the mentor texts to see how they did it!

My writing is based on a true story, follows a logical order of events, and includes details to describe the events.

My writing always uses these traits. (All events are always in the correct order and you have lots of details.)

My writing usually follows these traits. (Most of the events I discuss are in order and I have used some details to describe the events.

My writing sometimes follows these traits. (I have a few events that are out of order and only include a few details to support the events).

My writing barely follows these traits. (Many of my events are written in the incorrect order and I did not include supporting details to describe the events).

My introduction orients the reader by describing the characters and setting.

My introduction discusses the characters and setting. I have a creative lead that doesn’t just say: One time…. I went to ____.

My introduction discusses either the character or setting (but not both) using supporting details.

My introduction discusses either the characters or setting (but not both) but does not include many details.

My introduction does not introduce the characters or setting and uses very little details to explain what is going to happen.

My writing includes dialogue or describes what the characters are doing/feeling.

My writing uses many sentences with dialogue and uses concrete details throughout the whole story to paint a picture in the readers head.

My writing includes a few pieces of dialogue and several details to develop the story.

My writing includes either details about the characters thoughts/actions or dialogue (but not both) to develop the story.

My writing includes one or two details about the characters thoughts/actions and one or two sentences of dialogue.

My writing uses transitional words or phrases to link paragraphs or thoughts.

My writing uses transitions at the beginning of all paragraphs and uses some transitions in the middle of paragraphs.

My writing uses transitional words or phrases at the beginning of each paragraph.

My writing uses transitional words or phrases at the beginning of three or four paragraphs.

My writing includes two or less transitional words or phrases.

My writing uses specific details (appeals to the senses) to paint a clear picture in the readers mind.

My word choice throughout my piece was well thought out. I may have used a thesaurus to find more specific words to replace boring words.

I use many descriptive words (specific vocabulary) to describe what is happening. I did not work on editing my word choice to make it more exciting for the reader.

I am beginning to use more specific words to describe the events in my story. Some vocabulary could be more specific. (example: a writer who uses sad, mad, and then, etc.)

I uses very few specific details in my writing.

My conclusion follows a good organizational structure (circular, emotional, or surprise).

I used an ending structure that we learned about during mini lessons. My ending has specific details and does not leave the reader hanging.

I started to use a circular, emotional, or surprising ending but need to include more details within my ending to please the reader.

I included several details in my conclusion; however, did not attempt to follow any specific organizational structure. (circular, surprise, emotional)

My conclusion is boring and does not sum up the whole story. (Example: Then, we went home and went to bed.)

Total Points Earned _______/ 24


Describe the Character: “Some say Leroy Paige was born six feet three and a half inches tall, 180 pounds, wearing a size fourteen shoe… It would take him eighteen years to grow to that size and about half that amount of time to realize that his hand and a baseball were a perfect match.” Satchel Paige by Lesa Cline-Ranson __________________________________________________________________ __________________________________________________________________ Describe the setting: “In the far, far north, deep in the wilds, a wolf pup named Hanni stepped carefully through the puddles of hot, stinky water. She was following her family to the top of Howling Hill, where the steaming water bubbled out of the ground. It was their favorite place to howl.” Howling Hill by Will Hobbs __________________________________________________________________ __________________________________________________________________ Creates a mood and establishes a sense of the time: “On a dusky January afternoon in 1925, Dr. Welch walked quickly toward the outskirts of Nome.” The Great Serum Race By Debbie S. Miller __________________________________________________________________ __________________________________________________________________ Orients the reader to a situation: “Shuffle-shlump. Shuffle-shlump. Shuffle-shlump. Shlumped bleary-eyed Oliver out of bed, down the hall, and into the bathroom. He yawned. He yanked. Splashed some water. Swished some mouthwash. Gave his front teeth a passable brushing.” Bed head by Margie Palatini __________________________________________________________________ __________________________________________________________________

CCSS Anchor Language Standard – Conventions of Standard English: K.2, 1.2, 2.2., 3.2, 4.2 Demonstrate


command of standard English capitalization, punctuation, and spelling when writing. Convention Standards 3

Secure

Generally Meets Standard

2 Developing

Partially Meets Standard

1 Beginning

Minimally

Meets Standard

0 or N/A

Does not meet standard or Not-

applicable Capitals Capitalize the first word in a sentence

and the pronoun I. Capitalize dates and names of people. Capitalize holidays, product names, and geographic names. Capitalizes appropriate words in titles.

Punctuation Recognize and name end punctuation; Use end punctuation for sentences;

Commas Use commas in dates and to separate single words in a series; Use commas in greetings and closings of letters; Use commas in addresses. Use commas and quotation marks in dialogue. Use commas and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence.

Possessives Use an apostrophe to form contractions and frequently occurring possessives. Form and use possessives.

CC Anchor Language Standards – Conventions of English: 5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Convention Standard 4

Exceeding Consistently

meets standard

3 Secure

Generally meets

standard

2 Developing

Partially meets

standard


meets standard

0 or N/A Does not

meet standard or

Not-Applicable

Punctuation L.5.2.A

Use punctuation to separate items in a series.

Commas L.5.2.B

Use a comma to separate an introductory element from the

rest of the sentence.

Commas L.5.2.C

Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct

address.

Quotations & Titles

L.5.2.D

Use underlining, quotation marks, or italics to indicate titles

of works.

Spelling and consulting references

L.5.2.E

Spell grade-appropriate words correctly consulting references

as needed.



What are the CCSS Informational Writing Standards? 3rd Grade: 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. 4th Grade: 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 5th Grade: 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. What are the CCSS Research Standards?


3rd Grade: 7. Conduct short research projects that build knowledge about a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 9. (Begins in grade 4) 4th Grade: 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). 5th Grade: 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). What are the CCSS Speaking and Listening Standards? 3rd Grade: 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 26 for specific expectations.) 4th Grade: 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.) 5th Grade: 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.) Possible Mini-lessons for 3rd Grade Informational Writing – Posters

o What does a non-fiction poster look like? – show examples from National Geographic posters

o Pulling out important information o Deciding what is needed and what is not o Taking Notes – “dash facts” from Non-fiction resources without

copying from text


o Choosing a topic o Research on that topic using web, magazines, and books o Organizing the piece

Headings Turning “dash facts” into non-fiction features Match facts to the feature (picture with caption, glossary, true facts, diagram with labels, close-up picture, etc.)

o Drafting a mock-up o Revising o Editing o Publishing o Self-Evaluation using student made rubric o Presenting to buddy class or invite parents in for share day

Rereading Your Poster for Focus Checklist: 3rd grade

____ Is my writing organized in a sensible way? Does my information match my non-fiction feature? ____ Does my writing make sense? Can the reader learn new information from my writing? ____ Does it say what I want it to say in a clear way?


____ Does it stay on topic?

Ways to Revise My Writing

• Say it better than your dash facts

• Add details and information

• Delete information that is not needed

• Show the reader what you mean, not tell!

Rubric for Non-Fiction Poster Writing: 3rd grade Name______________________________ Date_______________ Extending Secure Developing Beginning




Uses conventions accurately, writing is easily understood

Uses adequate conventions, writing is mostly understood

Uses a few conventions, parts of writing are understood

Uses almost no conventions, writing difficult to understand

Variety in

writing

Uses a variety of phrases and word choice

Uses some variety of word choice with a few repetitions

Writing is mostly repetitious, with some interesting words

No attempt to vary word choice or phrases in writing

Research Strong evidence of research on the poster

Some evidence of research on the poster

Little evidence of research on the poster

No evidence of research on the poster

Non-Fiction Features

(headings, diagrams, pictures

w/caption, etc.)

Uses 4 or more features to add to the poster with colorful diagrams

Uses 3 to 4 features to add to the informational poster and has colorful diagrams

Uses only two features on the informational poster

Uses only one feature on the informational poster

Evidence of Revising and

Editing

Shows strong evidence of student revising and editing on own

Student has shown attempts to revise and edit on their own

Student shows little revising and editing on their own

Student has made no attempt to revise and edit on own

Possible Mini-lessons for 3rd Grade Informational Writing

Obituaries

o Explore the features of Obituaries/Biographies (timelines, birth to death, why they are famous, theme of their life)

o How to create timelines (p.62 Non-fiction Mentor Texts)


o Deciding a famous person who is interesting to you and choosing a topic

o What is the difference between details and important information (determining importance lesson from toolkit)

o Pulling out important information o Merging their background knowledge with new information o Using kid friendly language instead of copying directly from the

text o Introduce and explore obituaries o Organizing their piece: 4 paragraphs (birth/childhood, mid-life,

end of life, and theme/reflection and why they are famous) o Turning dash facts into paragraphs o Adding transition words to our paragraphs o Drafting paragraphs on discovery draft paper o Revising (Bury dead words and grow vivid vocabulary) o Editing o Mock-ups o Publish and illustrate

Name: _________________________ Date: _______________

3rd Grade Informative/Explanatory Rubric

CCSS Anchor Writing Standard: 3.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


Craft Standard 4 Exceeding

Consistently Meets Standard

3 Secure


2 Developing

Partially Meets standard


meets standard

0 or N/A Does not meet

standard or Not-Applicable


An informative/explanatory

text that examines a topic, clearly conveying ideas

and information.


Introduces a topic and groups related information

together (organization), including illustrations when useful to aiding

comprehension.


Develops the topic with facts, definitions, and

details.


Uses linking words and phrases to connect ideas

within categories of information.

Organizational Structure – Conclusion Standard W.3.2.D

Provides a suitable concluding statement or

section.

CCSS Anchor Writing Standard: 3.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Consistently Meets Standard

3 Secure


2 Developing

Partially Meets standard


meets standard

0 or N/A Does not meet

standard or Not-Applicable


With guidance and support from adults, provides clear and

coherent writing in which the development and

organization are appropriate to task and

purpose.


Possible Mini-lessons for 4th Grade Informational Writing – Feature Articles

o What is non-fiction? – look at non-fiction examples to get flavor

for the genre


o Conventions of non-fiction – how does non-fiction look on the page o Organization

Listing to find your key points Class list of possible topics

o Research – looking for more information from several sources o Taking notes

Listing “dash facts” Using words and not copying sentences Plagiarizing

o Paragraph writing What goes into a paragraph? Leads How to start a new paragraph Transition words and Linking words

o How to write an introduction to your feature article o How to write a conclusion to your feature article o Conventions

Using conventions to enhance our writing Choosing the right conventions

o Editing our pieces o Introduction to Microsoft Publisher o How to create text boxes, headings, word art, etc. o Cut and paste photographs o Publishing using publisher or powerpoint

4th Grade Informative/Explanatory Writing Rubric CC Anchor Writing Standard: 4.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Craft Standard 4

Exceeding 3

Secure 2

Developing 1

Beginning 0 or N/A



An informative/explanatory text that examines a topic and

conveys ideas and information clearly.

Consistently meets

standard

Generally meets

standard

Partially meets

standard

Minimally meets

standard

Does not meet

standard or Not-

Applicable


Introduces a topic clearly, groups related information in paragraphs

and sections, and includes formatting, illustrations, and

multimedia when useful to aiding comprehension.

Consistently meets

standard

Generally meets

standard

Partially meets

standard

Minimally meets

standard

Does not meet

standard or Not-

Applicable


Develops the topic with facts, definitions, concrete details,

quotations, or other information and examples related to the

topic.

Consistently meets

standard

Generally meets

standard

Partially meets

standard

Minimally meets

standard

Does not meet

standard or Not-

Applicable


Links opinion and reasons using words, phrases, and

clauses

Consistently meets

standard

Generally meets

standard

Partially meets

standard

Minimally meets

standard

Does not meet

standard or Not-

Applicable

Precise Language/Domain-specific vocabulary/Word Choice Standard W.4.2.D

Uses precise language and domain-specific vocabulary to

inform about or explain the topic

Consistently meets

standard

Generally meets

standard

Partially meets

standard

Minimally meets

standard

Does not meet

standard or Not-

Applicable

Organizational Structure – Conclusion Standard W.4.2.E

Provides a concluding statement or section related to the

information or explanation presented.

Consistently meets

standard

Generally meets

standard

Partially meets

standard

Minimally meets

standard

Does not meet

standard or Not-

Applicable

CC Anchor Writing Standard: 4.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


3 Secure

2 Developing

1 Beginning

0 or N/A


Provides clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience.

Consistently meets

standard

Generally meets

standard

Partially meets

standard

Minimally meets

standard

Does not meet

standard or Not-

Applicable


4th Grade Conventions Rubric

CC Anchor Language Standards – Conventions of English: 4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Convention Standard 4 Exceeding

3 Secure

2 Developing

1 Beginning

0 or N/A

Capitals Standard L.4.2.A

Use correct capitalization.

Consistently meets standard

Generally meets

standard

Partially meets standard

Minimally meets

standard

Does not meet

standard or Not-

Applicable

Commas in Quotations

L.4.2.B

Use commas and quotation marks to mark direct speech

and quotations from a text.


Generally meets

standard


Minimally meets

standard

Does not meet

standard or Not-

Applicable

Commas in Coordinating Conjunctions

and Compound Sentences Standard L.4.2.C

Use a comma before a

coordinating conjunction in a

compound sentence.


Generally meets

standard


Minimally meets

standard

Does not meet

standard or Not-

Applicable

Spelling Grade Appropriate Words and Consulting References

L.4.2.D

Spell grade- appropriate

words correctly, consulting references

when needed.


Generally meets

standard


Minimally meets

standard

Does not meet

standard or Not-

Applicable

Score Score Grade Level Expectations 16-13 Exceeds Grade

Expectations 12-9 Secure Understanding 8-5 Developing Understanding 4-0 Beginning Understanding

Possible Mini-lessons for 5th Grade Informational Writing – How To

o Immerse students with procedural writing (Ranger Rick and American Girl Magazine are the best)

o Analyzing the mentor texts – what goes into How To Writing


o Writers create a list of things we know how to do o Writers collaborate to create a class How to o Writers create an introduction or purpose o Writers list Materials/supplies or ingredients o Writers create a catchy title and design their layout o Writers add steps or Instructions (How To) o Writers use strong verbs o Writers use transition words o Writers add a conclusion or summary o Writers design their poster and add diagram with labels o Writers choose to add a glossary o Writers ask a friend to see if they can follow their How to

writing piece o Writers publish their How to (poster, word doc. or imovie) o Writers share publish pieces with buddy class

How To Writing Checklist Name _____________ ___ My introduction is clear and someone reading my paper would know what it is about.


___ I have five main parts in my writing: -Introduction -Materials/Supplies -Steps (How to) -Conclusion -Informational Features (Glossary, Bold Words, Diagram) ___ I have checked that my steps are complete and could be followed by another person. ___ I have checked my writing for spelling mistakes, using my quick word, Dictionary, and words around the room. ___ I have checked that I have periods, capital letters, and other grammar mistakes corrected. ___ I have reread my piece of writing OUT LOUD to make sure it makes sense. Writing Rubric for How to Writing Name ____________________ 4 3 2 1

Clear

States a clear purpose for what the reader

States a purpose for writing

Purpose may not be clear in the writing

No purpose stated in the writing


Purpose should be able to do

Materials/ Supplies list

Materials list is complete with all needed materials and quantities

Materials list is mostly complete, may be missing some materials or quantities

Materials list not complete, missing many materials and/or quantities

Hard to find or incomplete list of materials

Instructions (How to)

Steps are written clearly, reader can follow what is to be done.

Steps are mostly clear, may be missing a step or have a step out of order

Some of the steps make sense, but other steps are confusing to reader

Steps are not in order and do not make sense to the reader

Evidence of Revising and

Editing

Shows strong evidence of student revising and editing on own

Student has shown attempts to revise and edit on their own

Student shows little revising and editing on their own

Student has made no attempt to revise and edit on own

Complete Sentences

How to is written in complete, interesting sentences

Most of the writing is in complete sentences

A few sentences are turned into complete sentences

All sentences are fragments



Uses conventions accurately, writing is easily understood

Uses adequate conventions, writing is mostly understood

Uses a few conventions, parts of writing are understood

Uses almost no conventions, writing difficult to understand

Features (diagrams)

Uses some diagrams or drawings to add to the piece of writing

Uses few diagrams or drawings

Uses one diagram or drawing

Uses no diagrams or drawings

Final Grade 26-28 A 23-25 B 20-22 C 17-19 D 16 or lower F

Possible Mini-lessons for 5th Grade Informational Writing – Newscasts and PowerPoint

o Immerse writers in the genre of Informational texts:


Time 4 Kids, National Geographic for Kids, Ranger Rick, Scholastic News, Informational books, PowerPoint, and web based resources (World Book Kids, Newscasts on YouTube, ect.)

o Create a list of possible research topics of interest o What is the purpose of informational text using mentor texts o Identify features in the informational texts o Invite students to choose a topic of interest o Preview each type of finalize informational texts (feature

articles, power point, newscast) o Writers use reliable resources for their research o Research and identify important points to include in their pieces o How to create notes from text using paraphrasing o How to check that your note taking is quality o Turning notes into complete sentences o Varying sentence length with informational texts o Using powerful verbs in our pieces o Revising to add titles and headings o What makes an effective introduction? o Adding a lead to your introduction o Revising for a satisfying conclusion o Writers reread for specific editing points o Writers learn the features of Publisher o Writers learn the short cuts with Powerpoint o Writers investigate how to edit a newscast in Imovie o Writers publish informational texts (feature articles, power

point, newscast) o Self-Evaluate with Rubric o Present Published pieces to parents and friends

5th Grade PowerPoint Instructions Title Page:


1. Click the text box labeled "Click to add title" and type your title. 2. Type a subtitle in the text box labeled "Click to add subtitle" if you wish to add a one

for your research.

Add New Slide: 1. Click “New Slide” at the top of the screen. – Choose a layout that will work best for

you. Think about what information and pictures that you want on the slide.

To Save a Picture: 1. Go to google and click image at the top of the page. Search for your picture. 2. Right click on your picture. 3. Click save picture as: 4. Scroll down and click on Stu-Share and then the folder that says Walker. 5. Click on your name, give the picture a name and hit save.

To Insert your Picture into PowerPoint: 1. Click insert at the top of the screen. 2. Click on “Picture.” 3. Scroll down to Stu-Share and click on our class and your name. 4. Click on the picture you need and hit insert.

*The Picture will now appear on the slide that was on the screen when you hit insert.

I-Pad Picture Instructions

To Save a Picture:

1. Use Internet Explorer – Google Images: and search for the image you want.


2. While the picture you want is on the screen, hold in the home button and on/off button at the same time to take a picture.

To Crop a Picture:

1. Click on “Photos” Icon at the bottom of the Ipad Screen. 2. Search through the photo you would like and tap on it. 3. Click edit in the top right corner. 4. Click crop at the bottom of the screen and adjust the square to cover the portion of

the picture you want. 5. Once you have the part of the image selected click crop in the top right corner. 6. Your picture is now saved!

I-Movie Instructions

To Create a New Project:

6. Tap on the I-Move App 7. Hit the + sign at the bottom of the screen and click on New Project.

To Insert a Picture/Video you have Saved:

*(While in the I-Movie App) 5. Click on the picture of the music note at the top of the screen. 6. Click on photos/videos tab and find the photo/video you would like to insert. 7. Double tap the picture/video to add it to your project.

To Make Pictures Appear in your Video Longer:

1. Double click on the picture that is already in your video. 2. Drag the edges until the picture is the length that you want it.

To Record Your Voice:

*(While in the I-Movie App) 1. Click on the Microphone and Click Record. 2. Click Stop When Finshed. 3. Review the clip. If you like how you sound click Accept and it will insert the clip

into your project.

Writing Workshop Conferencing Records Week Of: _______________________________


Cameron Ben Hailey

Josh Jarrett Zaylynn

Rachel Hannah Johnny

(Parker) (Andrew) (Morgan)

5th Grade Informational Rubric


Quality 3 2 1 0 Use powerful verbs/ Cracked Open Words

The piece has action words that engage

the reader throughout the entire writing.

The piece has some action words that engage the reader throughout most of

the writing.

The piece has some action words that engage the reader

throughout some of the writing.

The piece does not have any powerful

verbs or action words to engage the

reader. Quality 3 2 1 0

Strong leads in each subheading

The piece has a strong lead for all 4

subheadings.

The piece has a strong lead for only

3 subheadings.

The piece has a strong lead for only

2 subheadings.

The piece does not have any strong

leads. Quality 3 2 1 0

Strong introduction and satisfying conclusion

The introduction is engaging and hooks the reader and the conclusion wraps it

all up.

The introduction hooks the reader,

but is not very engaging and the

conclusion sums up most of the key

points.

There is an introduction, but it fails to engage or

hook the reader and the conclusion does not seem to sum up

key points.

There is not an introduction or a

conclusion.

Quality 3 2 1 0 Format attractive to the

eye to engage the reader/audience

The choice of PowerPoint or iMovie format is attractive and engaging to keep the interest of the reader. There are transitions for PP and timing/fluency

for iMovie.

The choice of PowerPoint or iMovie format is attractive and mostly engages the reader. There

are some transitions for PP and some

timing/fluency for iMovie.

The choice of PowerPoint or iMovie format is attractive, but does not engage the reader. There are few transitions

for PP and few timing/fluency for

iMovie.

The choice of PowerPoint or iMovie

format is not attractive and does

not engage the reader. There are no

transitions for PP and no

timing/fluency for iMovie.

Quality 3 2 1 0 Use of paraphrasing of

facts

The writer put research into their own words and cited

all sources used.

The writer put research into their own words, but did not cited sources.

The writer put some of their research

into their own words, but did not

cited sources.

The writer did not put their research

into their own words and did not cited

sources. Quality 3 2 1 0

Use of informational text features – subheadings, photos with captions, glossary for key terms

The writing has 4 subheadings, photos with captions, and

additional informational text

features.

The writing has 3 subheadings, photos

without captions, and no additional

informational text features.

The writing has 2 subheadings, no photos, and no


features.

The writing has 1 subheadings, no photos, and no


features. Quality 3 2 1 0

Use of Conventions (spelling, grammar,

capitalization, punctuation)

The writer has revised for conventions

throughout their piece.

Uses conventions so response is mostly

understood.

Uses conventions so only some parts of

response are understood.

Uses almost/ no conventions so

writing is difficult to understand.

A = 21-19 points B = 18-17 points C = 16-15 points D = 14-13 points F = 12-0 points

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