-1- Name: Date: Grade 1 ELD Level 1 - lausd.net Info/07-08 Unit 1 ELA-ELD Prompt Sheets... · 2007 – 2008 Local District 6 Name: Date: Grade 1 ELD Level

2007 – 2008 Local District 6

- 1 -

Name: Date: Grade 1 ELD Level 1 GRADE 1 (Unit 1 & 2) Expository Writing Assessment Prompt Prewriting Situation: Think and Pair-Share about your favorite animal and tell something interesting about it. Audience: Classmates Directions: Think about the stories you read with your teacher in the Animals Unit. Draw a picture of your favorite animal. Write the name of the animal and write a sentence or more that describes the animal. Use details to tell about the animal. Be sure to write neatly

Quality Levels

2.0 Applications (Genre) Grade 1 Standard 2.2

1.0 Writing Strategies (Traits) Grade 1 Standards 1.1-1.3

1.0 WOEL (Conventions) Grade 1 Standards 1.1-1.8

4 Advanced

• Writing elaborates on the favorite animal

• Animal is drawn, labeled and written about in complete sentences with sensory details

• Picture is labeled correctly and coordinated to the animal in the drawing

• Writing is clear, interesting and focused on the animal

• Descriptive details are written about the animal

• Print is legible and consistent throughout with appropriate spacing

• Contains few, if any, errors in the conventions of the English language (grammar, punctuation, capitalization, spelling, and sentence structure)

• Errors do not interfere with the reader’s understanding of the writing

3 Proficient

• Writing is about a favorite animal in a sentence or more (2.2)

• Animal is drawn, labeled and written about with some sensory detail (2.2)

• Picture is labeled (1.1) • Writing is focused on the animal (1.1) • Uses details to describe the animal (1.2) • Most printing is legible with appropriate

spacing (1.3)

• Contains some errors in the conventions of the English language (grammar, punctuation, capitalization, spelling, and sentence structure)


2 Partially

Proficient

• An attempt is made to write about an animal

• Animal may be drawn and labeled, but not written about

• Picture partially labeled correctly • Writing is vague and not related to the animal • Few or no details are used to describe the

animal • Some printing is legible

• Contains several errors in the conventions of the English language (grammar, punctuation, capitalization, spelling, and sentence structure)

• Errors may interfere with the reader’s understanding of the writing

1 Not

Proficient

• Minimal or no attempt is made to write about and/or draw an animal

• Animal may only be drawn and neither labeled nor written about

• Picture is not labeled or is labeled incorrectly • Writing is minimal or does not exist • Few or no details are used to describe the

animal • Printing is illegible

• Contains numerous errors in the conventions of the English language (grammar, punctuation, capitalization, spelling, and sentence structure)

• Errors interfere with the reader’s understanding of the writing

ELD 1 Portfolio Alignment

4 – Exceeds 3 – Meets 2 – Some Progress 1 – Little/No Progress

LS1* Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases). *Assessed during Think-Pair-Share.

1 2 3 4

RF3* Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play). *Assessed during Think-Pair-Share.

1 2 3 4

RC3 Draw pictures from student’s own experience related to a story or topic (e.g., community in social studies). 1 2 3 4

RC4 Understand and follow simple one-step directions for classroom or work-related activities. 1 2 3 4

WS1 Copy the English alphabet legibly. 1 2 3 4

WS2 Copy words posted and commonly used in the classroom. 1 2 3 4

WC1 Use capital letters when writing own name. 1 2 3 4

Teacher Comment: Student Comment:

ELA Scores

OCR 2002


Name: Date: Grade 1 ELD Level 2

GRADE 1 (Unit 1 & 2) Expository Writing Assessment Prompt Prewriting Situation: Think and Pair-Share about your favorite animal and tell something interesting about it. Audience: Classmates Directions: Think about the stories you read with your teacher in the Animals Unit. Draw a picture of your favorite animal. Write the name of the animal and write a sentence or more that describes the animal. Use details to tell about the animal. Be sure to write neatly

Quality Levels




4 Advanced









3 Proficient




spacing (1.3)



2 Partially

Proficient







1 Not

Proficient









LS1* Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns [he/she]). *Assessed during Think-Pair-Share.

1 2 3 4

RF4* Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings. *Assessed during Think-Pair-Share.

1 2 3 4

RC3 Draw and label pictures related to a story topic or own experience. 1 2 3 4

RC4 Understand and follow simple two-step directions of classroom or work-related activities. 1 2 3 4

WS2 Write simple sentences using key words posted and commonly used in the classroom (e.g., labels, numbers, names, days of the week, and months [e.g., “Today is Tuesday”]). 1 2 3 4

WS3 Write one to two simple sentences (e.g., “I went to the park”). 1 2 3 4 WC1 Use capital letters to begin sentences and proper nouns. 1 2 3 4 WC2 Use a period or question mark at the end of a sentence. 1 2 3 4

WC3 Edit writing for basic conventions (e.g., capital letters and periods) and make some corrections. 1 2 3 4


ELA Scores

OCR 2002



Quality Levels




4 Advanced









3 Proficient




spacing (1.3)



2 Partially

Proficient







1 Not

Proficient









LS1* Be understood when speaking using consistent standard English grammatical forms and sound; however, some rules may not be in evidence (e.g., third person singular, male, and female pronouns). *Assessed during Think-Pair-Share.

1 2 3 4

RF3* Apply knowledge of content-related vocabulary to discussions and reading. *Assessed during Think-Pair-Share. 1 2 3 4

RF4* Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic contexts (e.g., classroom discussions, mediation of conflicts). *Assessed during Think-Pair-Share.

1 2 3 4

RF5* Self-correct errors made when speaking or reading aloud. *Assessed during Think-Pair-Share. 1 2 3 4

RC3 Write captions of words or phrases for drawing related to a story. *If student draws a picture. 1 2 3 4

RC4 Understand and follow some multi-step directions for classroom-related activities. 1 2 3 4 RL2* Use expanded vocabulary and descriptive words for oral and written responses to simple texts. 1 2 3 4 WS2 Following a model, use the writing process to independently write short paragraphs of at least three

lines. 1 2 3 4 WS3 Produce independent writing that is understood when read, but may include inconsistent use of

standard grammatical forms. 1 2 3 4 WS4 Write simple sentences appropriate for language arts and other content areas (e.g., math, science,

social studies). 1 2 3 4 WC1 Produce independent writing that may include some inconsistent use of capitalization, periods, and

correct spelling. 1 2 3 4 WC2 Use standard word order but may have some inconsistent grammatical forms (e.g. subject/verb

without inflections). 1 2 3 4


ELA Scores

OCR 2002




GRADE 1 (Unit 1 & 2) Expository Writing Assessment Prompt Prewriting Situation: Think and Pair-Share about your favorite animal and tell something interesting about it. Audience: Classmates Directions: Think about the stories you read with your teacher in the Animals Unit. Draw a picture of your favorite animal. Write the name of the animal and write a sentence or more that describes the animal. Use details to tell about the animal. Be sure to write neatly

Quality Levels




4 Advanced









3 Proficient




spacing (1.3)



2 Partially

Proficient







1 Not

Proficient









LS1* Be understood when speaking, using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors. 1 2 3 4

LS6* Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter. *Assessed during Think-Pair-Share.

1 2 3 4

RF1 Self-monitor and self-correct speech and oral reading. 1 2 3 4 WS2 Use the writing process to write short paragraphs that maintain a consistent focus. 1 2 3 4 WS3 Produce independent writing using consistent standard grammatical forms, but some rules may

not be in evidence. 1 2 3 4 WS4 Use complex vocabulary and sentences appropriate for language arts and other content areas

(e.g., math, science, social studies). 1 2 3 4 WC1 Produce independent writing that may include some inconsistent use of capitalization, periods,

and correct spelling. 1 2 3 4 WC2 Use standard word order with some inconsistent grammar forms (e.g. subject/verb agreement). 1 2 3 4 WC3 Edit writing for some conventions (e.g., capital letters and periods). 1 2 3 4 WC4 Spell three- and four-letter short-vowel words and grade-level appropriate sight words correctly. 1 2 3 4 WC5 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why). 1 2 3 4


ELA Scores

OCR 2002



Quality Levels




4 Advanced









3 Proficient




spacing (1.3)



2 Partially

Proficient







1 Not

Proficient









LS1* Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation. *Assessed during Think-Pair-Share

1 2 3 4

LS6* Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter. *Assessed during Think-Pair-Share

1 2 3 4

WS2 Use the writing process to write clear and coherent sentences and paragraphs that maintain a consistent focus. 1 2 3 4

WS3 Produce independent writing using correct grammatical forms. 1 2 3 4

WC1 Produce writing that demonstrates a command of the conventions of standard English. 1 2 3 4

WC2 Use complete sentences and correct word order. 1 2 3 4 WC3 Use correct parts of speech, including correct subject/verb agreement. 1 2 3 4 WC4 Edit writing for punctuation, capitalization, and spelling. 1 2 3 4


ELA Scores

OCR 2002


Name: Date: Grade 2 ELD Level 1 GRADE 2 Unit 1 Narrative Writing Assessment Prompt Prewriting Situation: Your teacher has asked you to write a story about an experience you have had. The stories will be collected and made into a class book. Audience: Classmates Directions: Think about the stories you read in the Sharing Stories Unit. Think about an experience that you have had. Write a story about the experience to share with your classmates. In the story, tell about what you did, since you are the main character. Include details about the setting, objects and events. Your story must have a beginning, middle, and end.

Quality Levels


1.0 Writing Strategies (Traits) Grade 2 Standards 1.1&1.2


4 Advanced

• Narrative moves through a well-organized and logical sequence of ideas or plot development

• Details are well-chosen to describe the setting, objects, and sequence of events (The reader feels a part of the experience)

• Tells with detail about the character(s) and what they do in the experience (The reader gets a good sense of the character’s role in the story)

• Main ideas or plot of the story stay consistently focused on the experience (and the character/s in the experience)

• Main ideas or plot are supported and developed by specific, related details

• Uses clear, coherent and complex sentences

• Handwriting is spaced properly, clear and legible



3 Proficient

• Narrative moves through a logical sequence of ideas or plot development (2.1a)

• Details are used to describe setting, objects, and sequence of events (of the experience) (2.1 b)

• Tells about the character(s) and what they do in the experience

• Main ideas or plot of the story focus on the experience (and the characters in the experience) (1.1)

• Main ideas or plot are supported and developed by related details (1.1)

• Uses clear and coherent sentences (1.0) • Handwriting is legible



2 Partially

Proficient

• Narrative loosely moves through a list of ideas (does not flow or connect from sentence to sentence)

• Details are limited or general to describe the setting, objects and events of the experience

• Character(s) is/are mentioned but may not tell what they do in the experience

• Ideas or plot of the story are generally about the experience but lose focus about the character’s part in the experience

• Main ideas or plot are developed by limited or few details

• Sentences may be vague at times • Handwriting may not be consistently

legible and may distract from readability

• Contains several errors in the conventions of the English language (grammar, punctuation, capitalization, spelling and sentence structure)


1 Not

Proficient

• Narrative has little or no sequence of ideas

• Few or no details to describe the setting, objects and events of the experience

• Experience story does not include a character

• Ideas or plot in the story are minimally and loosely constructed and focus on the experience is lacking

• Ideas or plot are developed by few or no details

• Sentences lack clarity • Handwriting is illegible

• Contains numerous errors in the conventions of the English language (grammar, punctuation, capitalization, spelling and sentence structure)




RC3* Draw pictures from student’s own experience related to a story or topic (e.g., community in social studies). * If student draws a picture.

1 2 3 4


WS1 Copy the English alphabet legibly. 1 2 3 4

WS2 Copy words posted and commonly used in the classroom. 1 2 3 4

WC1 Use capital letters when writing own name. 1 2 3 4


ELA Scores

OCR 2002




Quality Levels




4 Advanced










3 Proficient









2 Partially

Proficient










1 Not

Proficient










4 – Exceeds 3 – Meets 2 – Some Progress 1 – Little/No Progress RC3* Draw and label pictures related to a story topic or own experience.

*If student draws a picture. 1 2 3 4 RC4 Understand and follow simple two-step directions of classroom or work-

related activities. 1 2 3 4 RL2** Orally identify setting and characters using simple sentences and

vocabulary. **If teacher conferences with student after the assessment to generate response.

1 2 3 4

WS2 Write simple sentences using key words posted and commonly used in the classroom (e.g., labels, numbers, names, days of the week, and months [e.g., “Today is Tuesday”]).

1 2 3 4

WS3 Write one to two simple sentences (e.g., “I went to the park”). 1 2 3 4 WC1 Use capital letters to begin sentences and proper nouns. 1 2 3 4 WC2 Use a period or question mark at the end of a sentence. 1 2 3 4 WC3 Edit writing for basic conventions (e.g., capital letters and periods) and

make some corrections. 1 2 3 4


ELA Scores

OCR 2002



Quality Levels




4 Advanced










3 Proficient









2 Partially

Proficient










1 Not

Proficient











RC4 Understand and follow some multi-step directions for classroom-related activities. 1 2 3 4

WS1 Write short narrative stories that include the elements of setting and character. 1 2 3 4

WS2 Following a model, use the writing process to independently write short paragraphs of at least three lines. 1 2 3 4

WS3 Produce independent writing that is understood when read, but may include inconsistent use of standard grammatical forms. 1 2 3 4

WS4 Write simple sentences appropriate for language arts and other content areas (e.g., math, science, social studies). 1 2 3 4

WC1 Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling. 1 2 3 4

WC2 Use standard word order but may have some inconsistent grammatical forms (e.g. subject/verb without inflections). 1 2 3 4


ELA Scores

OCR 2002




Quality Levels




4 Advanced










3 Proficient









2 Partially

Proficient










1 Not

Proficient











WS1 Write short narratives that include the elements of setting, character and events. 1 2 3 4

WS2 Use the writing process to write short paragraphs that maintain a consistent focus. 1 2 3 4

WS3 Produce independent writing using consistent standard grammatical forms, but some rules may not be in evidence. 1 2 3 4

WS4 Use complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, social studies). 1 2 3 4


WC2 Use standard word order with some inconsistent grammar forms (e.g. subject/verb agreement). 1 2 3 4

WC3 Edit writing for some conventions (e.g., capital letters and periods). 1 2 3 4

WC4 Spell three- and four-letter short-vowel words and grade-level appropriate sight words correctly. 1 2 3 4

WC5 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why). 1 2 3 4


ELA Scores

OCR 2002




Quality Levels




4 Advanced










3 Proficient









2 Partially

Proficient










1 Not

Proficient











WS1 Write short narratives that include examples of writing appropriate for language arts and other content areas (e.g., math, science, social studies). 1 2 3 4

WS2 Use the writing process to write clear and coherent sentences and paragraphs that maintain a consistent focus. 1 2 3 4

WS3 Produce independent writing using correct grammatical forms. 1 2 3 4 WS4 Write short narratives that describe the setting, character, objects and events. 1 2 3 4


WC2 Use complete sentences and correct word order. 1 2 3 4 WC3 Use correct parts of speech, including correct subject/verb agreement. 1 2 3 4 WC4 Edit writing for punctuation, capitalization, and spelling. 1 2 3 4


ELA Scores

OCR 2002


Name: Date: Grade 3 ELD Level 1 GRADE 3 Unit 1 Narrative [Personal Story] Writing Assessment Prompt Writing Situation: You have been asked to write a story for a class book about friendship. Audience: Other students Directions: Think about the stories you read in the Friendship Unit and what it is like to be a friend. Write a story about a special or memorable time you had with your friend. Use details to describe where you were. Describe what was special to you and your friend. Tell why this special time was something you will always remember.

Quality Levels




4 Advanced

Narrative fully develops and elaborates the experience by telling in detail about a special time that has been shared as friends

Provides and vividly describes (using concrete sensory details) the setting and the experience

Uses well-chosen, specific details to describe what was special and why it was memorable

Creates a well-developed central idea, plot, or story-line

Conveys the intended message in an interesting, precise way through clear and coherent sentences and paragraphs

Provides rich supporting details that fully develop the situation

Contains few, if any, errors in the conventions of the English language (grammar, punctuation, capitalization, spelling, and sentence structure)

Errors do not interfere with the reader’s understanding of the writing

3 Proficient

Narrative develops the experience by telling about a special time or memorable event that has been shared as friends (2.0)

Provides and describes (using concrete sensory details) the setting and the experience (2.1 a, b) Indicates in detail what was special and why

it was memorable (2.1 c)

Creates a clear central idea, plot or story line (1.0)

Conveys the intended message through clear and coherent sentences and paragraphs (1.0)

Provides supporting details that develop the memorable experience or event and the setting (1.1b)

Contains some errors in the conventions of the English language (grammar, punctuation,

Capitalization, spelling, and sentence structure)


2 Partially

Proficient

Narrative partially develops the experience and may or may not tell fully about a special time that has been shared by friends

The setting may be described but is vague and the experience may or may not be described

May suggest what was special but may not tell why it was memorable

Central idea, plot or story-line is vague Some evidence that conveys the intended

message is present but clear and coherent sentences are weak

Few details that develop the memorable experience or event and the setting

Contains several errors in the conventions of the English language (grammar, punctuation, capitalization, spelling, and sentence structure)

Errors may interfere with the reader’s understanding of the writing

1 Not

Proficient

Narrative has little or no development of an experience and does not tell of a special time that was shared by friends

The setting is unclear and the experience or event is not described

What was special and memorable is not indicated

Central idea, plot or story-line is not evident Little or no evidence that conveys the

intended message is present Details that develop the memorable

experience or event are not evident

Contains numerous errors in the conventions of the English language (grammar, punctuation, capitalization, spelling, and sentence structure)

Errors interfere with the reader’s understanding of the writing




WS3 Create simple sentences or phrases with some assistance. 1 2 3 4

WS4 Use models to write short narratives. 1 2 3 4

WC1 Use capital letters when writing own name and at the beginning of sentences. 1 2 3 4

WC2 Use a period at the end of a sentence. 1 2 3 4


ELA Scores

OCR 2002



Quality Levels




4 Advanced









3 Proficient







Contains some errors in the conventions of the English language (grammar, punctuation, capitalization, spelling, and sentence structure)


2 Partially

Proficient









1 Not Proficient












WS1 Write short narrative stories that include elements of setting and character. 1 2 3 4 WS3 Follow a model given by the teacher to independently write short paragraphs of at

least four sentences. 1 2 3 4

WS4 Write an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g., math, science, history/social science).

1 2 3 4


WC1 Use capital letters to begin sentences and proper nouns. 1 2 3 4 WC2 Use a period at the end of a sentence, and use some commas appropriately. 1 2 3 4 WC3 Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling)

and make some corrections. 1 2 3 4


ELA Scores

OCR 2002



GRADE 3 Unit 1 Narrative [Personal Story] Writing Assessment Prompt Writing Situation: You have been asked to write a story for a class book about friendship. Audience: Other students Directions: Think about the stories you read in the Friendship Unit and what it is like to be a friend. Write a story about a special or memorable time you had with your friend. Use details to describe where you were. Describe what was special to you and your friend. Tell why this special time was something you will always remember.

Quality Levels




4 Advanced









3 Proficient









2 Partially

Proficient









1 Not

Proficient











RC3 Understand and follow some multi-step directions for classroom-related activities. 1 2 3 4

RL1 Use expanded vocabulary and descriptive words and paraphrasing for oral and written responses to texts. 1 2 3 4

WS1 Narrate a sequence of events with some detail. 1 2 3 4 WS2 Begin to use a variety of genres in writing (e.g., expository, narrative, poetry). 1 2 3 4

WS3 Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms. (Some rules may not be in evidence). 1 2 3 4

WS4 Use more complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history/social science). 1 2 3 4



WC2 Use standard word order but may have inconsistent grammatical forms (e.g. subject/verb agreement). 1 2 3 4


ELA Scores

OCR 2002



Quality Levels




4 Advanced









3 Proficient









2 Partially

Proficient









1 Not

Proficient












WS5 Write multi-paragraph narrative and expository compositions and examples appropriate for content areas, with consistent use of standard grammatical forms. 1 2 3 4

WC1 Produce independent writing with consistent use of correct capitalization, punctuation, and spelling. 1 2 3 4

WC2 Use standard word order but may have more consistent grammar forms, including inflections. 1 2 3 4

WC3 Edit writing for basic conventions (e.g., punctuation, capitalization and spelling). 1 2 3 4

WC4 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from –y to –ies when forming the plural) and common homophones (e.g., hair-hare).

1 2 3 4

WC6 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. 1 2 3 4


ELA Scores

OCR 2002



Quality Levels




4 Advanced









3 Proficient


Provides and describes (using concrete sensory details) the setting and the

experience (2.1 a, b) Indicates in detail what was special and why it

was memorable (2.1 c)






2 Partially

Proficient









1 Not

Proficient












WS3 Write narratives that describe the setting, characters, objects, and events. 1 2 3 4

WS4 Write multi-paragraph narrative and expository compositions using standard grammatical forms. 1 2 3 4

WS5 Independently use all of the steps of the writing process. 1 2 3 4 WC1 Use complete sentences and correct word order. 1 2 3 4 WC2 Use correct parts of speech, including correct subject/verb agreement. 1 2 3 4 WC3 Edit writing for punctuation, capitalization, and spelling. 1 2 3 4



ELA Scores

OCR 2002


Name: Date: Grade 4 ELD Level 1 GRADE 4 Unit 1 Narrative Writing Assessment Prompt Situation: Your friend has asked if he could copy your periodic math test. Audience: Your classmates Directions: Think about the stories you read in the Risks and Consequences Unit. Consider the risks and consequences of allowing your friend to copy your test. Write a personal story. Tell your point of view and give your decision about your friend’s request.. Use concrete sensory details to tell about your feelings and thoughts about your friends’ request. Give reasons for your decision. Stay focused on risks and consequences of your decision.

Quality Levels

2.0 Applications (Genre) Grade 4 Standard 2.2 & 2.4

1.0 Writing Strategies (Traits) Grade 4 Standards 1.2


4 Advanced

Narrative fully develops a story that enables the reader to visualize the risks and consequences of the homework situation and clearly illustrates the impact of the decision

Thoroughly describes and relates feelings and thoughts about friend’s request to copy homework

Concrete sensory details are used to elaborate and leave a lasting impression of the thoughts, feelings, and reasons for decision

Narrative focus, organizational structure, and point of view are consistent and clear throughout

Story is logically sequenced and supported with details that enhance and describe the thoughts, feelings and reasons



3 Proficient

Narrative develops a story that enables the reader to visualize the risks and consequences of the homework situation (2.1 b)

Describes and relates feelings and thoughts about friend’s request to copy homework (2.1 a)

Concrete sensory details are used to describe thoughts, feelings, and reasons for decision (2.1 c)

Narrative focus, organizational structure, and point of view are evident throughout (1.1)

Story is logically sequenced and supported with details that describe thoughts, feelings and reasons (1.3)

Contains some errors in the conventions of

the English language (grammar, punctuation, capitalization, spelling, and sentence structure)


2 Partially

Proficient

Narrative partially develops a story that may give the reader some sense of risks and consequences

Limited or general description that relates feelings and thoughts about friend’s request to copy homework

Concrete sensory details are vague and may convey thoughts, feelings, and reasons for decision

Narrative focus, organizational structure, and point of view are sometimes evident, at time unclear

Story is loosely sequenced, with occasional lapses or gaps, and supported with few details that describe thoughts, feelings, or reasons



1 Not

Proficient

Narrative does not develop a story that gives the reader a sense of risks and consequences

No description that relates feelings, thoughts and about friend’s request to copy homework

Concrete sensory details are limited and do not convey thoughts, feelings and reasons for decision

No narrative focus, organizational structure, and/or point of view

Story lacks sequence and is not supported with details that describe thoughts, feelings, or reasons








WC1 Use capital letters when writing own name and at the beginning of sentences. 1 2 3 4



ELA Scores

OCR 2002



Quality Levels




4 Advanced








3 Proficient






Contains some errors in the conventions of the English language (grammar,

punctuation, capitalization, spelling, and sentence structure)


2 Partially

Proficient








1 Not

Proficient










RC3 Understand and follow simple two-step directions of classroom or work-related activities. 1 2 3 4 WS1 Write short narrative stories that include elements of setting and character. 1 2 3 4 WS3 Follow a model given by the teacher to independently write short paragraphs of at least

four sentences. 1 2 3 4

WS4 Write an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g., math, science, history/social science). 1 2 3 4


WC1 Use capital letters to begin sentences and proper nouns. 1 2 3 4 WC2 Use a period at the end of a sentence, and use some commas appropriately. 1 2 3 4 WC3 Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling) and make

some corrections. 1 2 3 4


ELA Scores

OCR 2002



Quality Levels




4 Advanced








3 Proficient









2 Partially

Proficient








1 Not

Proficient









4 – Exceeds 3 – Meets 2 – Some Progress 1 – Little/No Progress RC3 Understand and follow some multi-step directions for classroom-related activities. 1 2 3 4 RL1 Use expanded vocabulary and descriptive words and paraphrasing for oral and written

responses to texts. 1 2 3 4 WS2 Begin to use a variety of genres in writing (e.g., expository, narrative, poetry). 1 2 3 4 WS3 Independently create cohesive paragraphs that develop a central idea with consistent use of

standard English grammatical forms. (Some rules may not be in evidence). 1 2 3 4






ELA Scores

OCR 2002



Quality Levels




4 Advanced








3 Proficient









2 Partially

Proficient








1 Not

Proficient
















1 2 3 4



ELA Scores

OCR 2002



Quality Levels




4 Advanced








3 Proficient









2 Partially

Proficient








1 Not

Proficient












WS5 Independently use all of the steps of the writing process. 1 2 3 4 WC1 Use complete sentences and correct word order. 1 2 3 4 WC2 Use correct parts of speech, including correct subject/verb agreement. 1 2 3 4 WC3 Edit writing for punctuation, capitalization, and spelling. 1 2 3 4 WC4 Produce writing that demonstrates a command of the conventions of standard

English. 1 2 3 4


ELA Scores

OCR 2002


Name: Date: Grade 5 ELD Level 1 GRADE 5 Unit 1 Narrative Writing Assessment Prompt Situation: You are writing a personal account of a time you had to cooperate with your class or teammates, and didn’t get to do something your way, in order to win a game or complete a project. Audience: Your classmates Directions: Think about the stories you read in the Cooperation and Competition Unit. Tell about a time you had to cooperate with your class or teammates in order to win a game or complete a project, even though you did not get to do something your way. Write a multiple-paragraph narrative about how you and your team or class had to work together. Describe in detail the setting, the situation, your conflict, and your thoughts, feelings and actions. Include an ending that shows how cooperation and competition helped win the game or complete the project.

Quality Levels




4 Advanced

Establishes a fully-developed narrative situation with a clear point of view, definite setting and obvious conflict

Depicts the events of a situation with unique thoughts, feelings, and actions painting a clear picture for the reader

Describes vividly the course of action and conflict

Writes a multiple-paragraph narrative that clearly establishes a well-developed situation and conflict

Supporting paragraphs include carefully selected sensory description that provides the reader a clear understanding of the course of action, and how cooperation and/or competition helped the author win a game or complete a project

Setting and situation are vividly described The narrative has a reflective ending



3 Proficient

Establishes a developed narrative situation stating the author’s point of view, the resulting conflict and the setting in which it took place (2.1a)

Shows, rather than tells, the events of the situation including thoughts, feelings and actions (2.1b)

Describes the course of action and conflict (2.1b)

Writes a multiple-paragraph narrative that includes a situation that illustrates cooperation and/or competition and includes a conflict (1.1a)

Supporting paragraphs include description about the course of action, and how cooperation and/or competition helped the author win a game or complete a project

Setting is clearly described The narrative has a clear ending



2 Partially

Proficient

Establishes a narrative situation with a point of view and setting but vaguely mentions the conflict

Events of the situation are listed with little attention to thoughts, feelings, or actions

The course of action is indicated, but not described

Writes a multiple-paragraph narrative that has limited development of situation and conflict

Supporting paragraphs lack description about the course of action, and how cooperation and/or competition helped the author win a game or complete a project

Setting is vaguely described The narrative may not have a clear ending



1 Not

Proficient

Narrative situation is not developed and may not identify a setting or conflict

Events of the situation may be listed, but not connected. Little or no mention of thoughts, feelings or actions

Course of action may or may not be indicated

Writes a limited narrative that lacks development (or may merely list ideas)

Few or no supporting paragraphs with little or no description about the course of action or how cooperation and/or competition helped the author win a game or complete a project

Setting may or may not be indicated The narrative may end abruptly








WC1 Use capital letters when writing own name and at the beginning of sentences.

1 2 3 4



ELA Scores

OCR 2002



Quality Levels




4 Advanced









3 Proficient









2 Partially

Proficient









1 Not

Proficient












WS3 Follow a model given by the teacher to independently write short paragraphs of at least four sentences. 1 2 3 4

WS4 Write an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g., math, science, history/social science).

1 2 3 4


WC1 Use capital letters to begin sentences and proper nouns. 1 2 3 4 WC2 Use a period at the end of a sentence, and use some commas appropriately. 1 2 3 4 WC3 Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling)

and make some corrections. 1 2 3 4


ELA Scores

OCR 2002


Name: Date: Grade 5 ELD Level 3 GRADE 5 Unit 1 Narrative Writing Assessment Prompt Situation: You are writing a personal account of a time you had to cooperate with your class or teammates, and not get to do something your way, in order to win a game or complete a project. Audience: Your classmates Directions: Think about the stories you read in the Cooperation and Competition Unit. Tell about a time you had to cooperate with your class or teammates in order to win a game or complete a project, even though you did not get to do something your way. Write a multiple-paragraph narrative about how you and your team or class had to work together. Describe in detail the setting, the situation, your conflict, and your thoughts, feelings and actions. Include an ending that shows how cooperation and competition helped win the game or complete the project.

Quality Levels




4 Advanced









3 Proficient









2 Partially

Proficient









1 Not

Proficient











RC3 Understand and follow some multi-step directions for classroom-related activities. 1 2 3 4 WS2 Begin to use a variety of genres in writing (e.g., expository, narrative, poetry). 1 2 3 4

WS3 Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms. (Some rules may not be in evidence).

1 2 3 4






ELA Scores

OCR 2002



Quality Levels




4 Advanced









3 Proficient









2 Partially

Proficient









1 Not

Proficient

















1 2 3 4



ELA Scores

OCR 2002



Quality Levels




4 Advanced









3 Proficient









2 Partially

Proficient









1 Not

Proficient












WS3 Write narratives that describe the setting, character, objects, and events. 1 2 3 4


WS5 Independently use all of the steps of the writing process. 1 2 3 4 WC1 Use complete sentences and correct word order. 1 2 3 4 WC2 Use correct parts of speech, including correct subject/verb agreement. 1 2 3 4 WC3 Edit writing for punctuation, capitalization, and spelling. 1 2 3 4 WC4 Produce writing that demonstrates a command of the conventions of standard

English. 1 2 3 4


ELA Scores

OCR 2002

Documents

-1- Name: Date: Grade 1 ELD Level 1 - lausd.net Info/07-08 Unit 1 ELA-ELD Prompt Sheets... · 2007 – 2008 Local District 6 Name: Date: Grade 1 ELD Level