Post on 19-Aug-2018
Created by Melissa Wing, Genesee Intermediate School District, Kathy Smith, Bendle Public Schools, Pam Bachner and Aimee Torok, Grand Blanc Schools. (June 2014)
2nd Grade–Narrative Writing Unit 1 Checklist
Name: ____________________________________________Date: ____________________________________________
These checklists are intended to guide instruction before, during (conferring), and after the unit. Students have until the end of the year to demonstrate proficiency.
Writer’s strengths: Next teaching points:
Item Dates Demonstrated
(T) Consistently shows evidence of rehearsal of ALL steps for how to write a story (think, picture, say, sketch, write) (Session 3, 4, 8, 12)
(T) Narrow, focused “Zoomed” Small Moment about a strong feeling (Session 2, 5)
(T) Writes 3 to 4 small moment stories a week, across pages, multiple sentences per page (Session 4)
(T/P) Sketches story across pages to illustrate story tellers voice that includes beginning, middle, and end (Session 7)
(T) Heart of the Message is evident (Session 13)
(T) Catchy Lead (Session 14)
(T) Strong Ending (Session 18)
(T) Evidence of Show, not Tell (Session 17, 19)
(P) Demonstrates knowledge of workshop routines (productive entire workshop, partnerships, etc. (see entire list in Session 9) (Session 9, 10, 12, 15, 20)
(T/P) Adds details (thoughts, feelings, actions, dialogue, setting) (Session 16 )
(P) Evidence of Revision (uses revision checklist—Resource 11) (Session 11, 16, 17, 20, 21)
(P) Edits using editing checklist (Resource 23) (Session 22, 23)
See page 26 of the ELA CCSS document for all 2nd Grade Language Standards
*T-Text Types and Purposes R-Research to Build and Present Knowledge P-Production and Distribution of WritingL-Language
59
2nd Grade–Narrative Writing Unit 1 Class Profile Date: _________________________
*T-Text Types and Purposes R-Research to Build and Present Knowledge P-Production and Distribution of Writing L-Language
Student Names
Co
nsis
ten
tly s
ho
ws e
vid
en
ce
of
reh
ea
rsa
l o
f A
LL s
tep
s f
or
ho
w t
o
wri
te a
sto
ry (
thin
k, p
ictu
re, sa
y,
sk
etc
h, w
rite
) (S
3, 4
, 8
, 1
2)
T
Na
rro
w, fo
cu
sed
“Z
oo
me
d”
Sm
all
Mo
me
nt
ab
ou
t a
str
on
g f
ee
lin
g
(S 2
, 5
) T
(Wri
tes 3
to
4 s
ma
ll m
om
en
t
sto
rie
s a
we
ek
, a
cro
ss p
ag
es,
mu
ltip
le s
en
ten
ce
s p
er
pa
ge
(S 4
) T
Sk
etc
he
s s
tory
acro
ss p
ag
es t
o
illu
stra
te s
tory
te
lle
rs v
oic
e t
ha
t
inclu
de
s b
eg
inn
ing
, m
idd
le, a
nd
en
d (
S 7
) T/P
He
art
of
the
Me
ssa
ge
is e
vid
en
t
(S 1
3)
T
Ca
tch
y Le
ad
(S
14
) T
Str
on
g E
nd
ing
(S
18
) T
Evid
en
ce
of
Sh
ow
, n
ot
Te
ll
(S 1
7, 1
9)
(T)
De
mo
nstr
ate
s k
no
wle
dg
e o
f
wo
rksh
op
ro
uti
ne
s (
pro
du
cti
ve
en
tire
wo
rksh
op
, pa
rtn
ers
hip
s,
etc
. (s
ee
en
tire
lis
t in
S 9
)
(S 9
, 1
0, 1
2, 1
5, 2
0)
P
Ad
ds d
eta
ils (
tho
ug
hts
, fe
elin
gs,
acti
on
s, d
ialo
gu
e, se
ttin
g)
(S 1
6 ) T
/P
Evid
en
ce
of
Re
visio
n (
use
s
revi
sio
n c
he
ck
list—
Re
sou
rce
11
)
(S 1
1, 1
6, 1
7, 2
0, 2
1)
P
Ed
its u
sin
g e
dit
ing
ch
eck
list
(Re
sou
rce
23
) (S
22
, 2
3)
(P
)
Using a Writing Rubric
Writing rubrics are one type of formative assessment that should be used to inform and enhance the teaching of writing at regular intervals of a students’ progress with accompanying feedback in order to help improve student performance.
A writing rubric is an assessment tool that clearly states the standards to which a piece of writing must be held in order to receive a specific evaluation. Used by both students and teachers to develop common language and understandings in order to evaluate writing. (Fletcher, R. and Portalupi, J. (2001) Writing Workshop: The Essential Guide)
When scoring on-demand writing using a writing rubric:
Start at a one and move up To be at a level students writing should have a majority of the qualifiers of that level. Use anchor paper for comparison. Do not compare student writing to student writing. Look at the strengths of the student writing to use as feedback. Determine teaching points/feedback. (Conferencing/Minilesson)
Things to keep in mind when using these rubrics:
These rubrics were not intended to be used for grading purposes. They are intended to inform our instruction. Students have until the end of the year to meet standards.
Narrative 2nd Grade Instructional Analytic Rubric
Name __________________________ Date _________________________ Off Topic/Unreadable = 0, but still score for instructional purpose .
4—Meets Standards 3—Approaching Standards 2--Developing 1—Emergent
Co
nte
nt
/Id
eas Narrow, focused and developed topic
“Heart” of the Message evident
Specific details that are topic appropriate
and create mental images, clarify content
or provide information
Ideas read smoothly and flow naturally
Narrow and focused topic
Three or more different yet relevant types
of details that support the “heart” of the
message (setting, internal thinking,
physical description, character action,
and dialogue)
Focused topic
Topic developed with details that support
main idea
Three or more different yet relevant types
of details (setting, internal thinking,
physical description, character action,
and dialogue)
The writing shows little development of the
topic and may be limited in length.
The focus may wander; writer moves
randomly from one idea to the next
Shows little development of the topic
May be limited in length
May be a list
Org
an
iza
tio
n
Well elaborated sequence of events
Smooth transitions between ideas and/or
appropriate use of transition
Sense of closure that links back to the heart
of the message
May begin to use paragraphs to organize
ideas (may demonstrate spaces or lines
between ideas)
Beginning to write a well elaborated
sequence of events
Sense of closure that may to link back to
the heart of the message
An effective lead
Sense of closure unrelated to heart of the
message
Evidence of temporal and linking words
Story/sentences reads smoothly and flows
naturally
The writing shows little direction and
vocabulary. Sentence structures are limited
Sentences lack relation to one another in an
organized way
Sty
le/V
oic
e
Writer is aware of audience, purpose, topic
and genre mode
Personalizes writing by using a variety of
the following:
--descriptive detail, precise word choice,
strong verbs, humor
Takes risks with strong verbs, interesting
language and/or dialogue
Creates emotion with author’s craft
Uses punctuation as a craft
Writer is aware of audience
Personalizes writing by using two of the
following:
--descriptive detail, precise word choice,
strong verbs, humor
Variety of word choice: Descriptive
vocabulary (strong adjectives), strong
verbs and/or creative language
Uses a variety of sentence structures;
sentences more complex
Adds a personal reflection to writing
Variety of word choice: Must have at least
one of the following: descriptive
vocabulary (strong adjectives), strong
verbs and/or creative language
Personalizes writing by using one of the
following:
--descriptive detail, precise word choice,
strong verbs, humor
Takes risks with interesting words
(gigantic vs big)
No clear voice
Limited vocabulary
Co
nv
enti
on
s
The writing demonstrates knowledge of
grade level punctuation, capitalization,
spelling and grammar rules.
Phonetic spelling for interesting words
Holidays, product names and geographic
names are capitalized
Correctly uses an apostrophe to form
contractions and frequently occurring
possessives
Uses spelling patterns
Visible attention to revision (uses reference
materials)
Beginning to use commas and quotation
marks in dialogue
Command of basic grade level capitalization
and punctuation
Most high frequency words spelled
correctly
Uses end punctuation correctly
Uses commas to separate single words in a
series
Beginning to use apostrophes to form
contractions and frequently occurring
possessives
The writing consistently demonstrates
Secure knowledge of sound/letter
correspondence
Some high frequency words spelled
correctly
Phonetic spelling for basic unknown words
Consistent command of grade level basic
punctuation and capitalization.
Dates and names of people are capitalized
Takes risks with punctuation (quotation
marks, ellipses, etc.)
There is ineffective, little or no use of
punctuation and/or capitalization.
Surface feature errors make understanding
difficult.