Writing Assessment Packet Instructions/Prompt Page (Grade 4 Fall 2010)

Writing Assessment Packet Instructions/Prompt Page (Grade 4 Fall 2010)

Read these directions silently as your teacher reads them aloud.

A SAMPLE OF NARRATIVE WRITING

STUDENT DIRECTIONS

For the next two days you will participate in an assessment that asks each eighth grade student to write on one topic. You will have 40 minutes on each day to work on your writing. It is important that you not talk with anyone else during these sessions so that everyone can concentrate. If you finish early, turn in your assessment materials to your teacher. Then you may read or work on some activity on your own while the others finish.

Today you will begin your work on this writing assessment by:

· Reading the topic

· Thinking of some ideas and

· Completing your rough draft

While you are working today, you will use your own paper or paper given to you by your teacher. Dictionaries and thesauruses are available in the room, and you may use them whenever you wish.

At the end of the 40-minute session today, your teacher will collect your notes and rough draft.

Tomorrow they will be returned to you so that you may continue working.

Now please look at the writing topic below. Listen carefully as your teacher reads it and then begin working.

Choose a vivid time from your childhood -- You might think of the first time that you rode a school bus, of a time when you went to the principal's office, the first “A” you earned on a test or paper, earning money to buy something that you really wanted, and so on.

Narrate the events related to the childhood memory that you've chosen so that your readers will understand why the event was important and memorable.

Narrative

4th Grade

Level 4 Performance

My Aunt Vickie convinced my Uncle Mike they needed a deck on their house. He asked my dad to help him, and my dad said I could come along and help.

When we got to their house, there were piles of boards in the backyard everywhere. Before we started Uncle Mike showed Dad and me the plans for the deck. It looked confusing to me. But, Dad and Uncle Mike said it looked like a great plan, and they agreed we could get it done. I wasn’t so sure.

First, we dug holes for the posts for the deck to sit on. Then, Dad and Mike put short posts in each hole and poured cement and dirt around the posts. It was my job to keep my cousins cat out of the way while they did that. She kept wanting to dig in the loose dirt. Once she jumped out of my arms and ran through the cement that was mixed up in the wheel borrow.

Next, they placed what Uncle Mike called the stringers. Finally, the deck boards went on. That was when I got to really help.

Uncle Mike and Dad did all the measuring and cutting, but I got to help screw the deck boards on. It was the first time I got to use a drill. It was hard work. Uncle Mike and Dad helped me some, but I did really good.

It took us all day to help Uncle Mike. We were very proud of what it looked like when we finished.

Rationale for Scoring:

·  Creates a clear picture of the situation being described is well-focused on prompt

·  Contains numerous, relevant details

·  Structural development includes an effective beginning, middle, and end

·  Sequencing is logical and effective

·  Transitions clearly show how ideas connect

·  Uses tone appropriate for the purpose and audience

·  Displays language that seems natural and appropriate to the purpose and audience

·  Uses sentences of varying length and structure

·  Paragraphing is sound

Narrative

4th Grade

Level 1 Performance

One time my Uncle Mike needed some help. He asked my dad to help him. My dad said I could come along. My cousins cat kept getting in the way while we worked. We built a deck for their house. It took us all day to help Uncle Mike. We were very proud of what it looked like when we finished.

Rationale for Scoring:

·  Lacks supporting details; disconnected, seemingly random

·  Structural development is not identifiable; transitions are missing

·  Conveys almost no sense of person behind the words; lifeless, mechanical

·  Language is neither specific nor precise; limited vocabulary

·  Sentences almost never vary in length, structure or begin.

·  No paragraphing is present