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.