Grade 2 Fourth Prompt

Narrative Writing A Fictional Story

English/Language Arts Content Standards: 2.0 Writing Application (Genres and Their Characteristics) 2.1 Write a brief narrative based on their experiences:

a. move through a logical sequence of events. b. describe the setting, characters, objects, and events in detail.

Writing Situation Everyone enjoys a good story, such as a fable, a mystery, or a fairytale. A good story has an interesting character who has a problem that needs to be solved. The main character always follows events that eventually help solve the problem. (Allow an opportunity for discussion.) Directions for Writing Write a fictional story your friends will enjoy reading. When you plan your story, think about where and when this story will take place. Who will be the main character? What problem will the main character have to solve? What events will be needed to find the solution? Be sure to include an interesting ending to your story.

When you are finished writing your story, check to make sure you have included the important details from your plan. Then proofread your story for correct capitalization, punctuation marks, and spelling. Writing and Convention Standards For this task, students will write a mystery story that will:

a. have a consistent focus. b. move in a logical sequence. c. use appropriate detail. d. use correct word order. e. use accurate capitalization. f. use correct spelling of frequently used words.

Resources: Reading/Language Arts Framework for California Public Schools, pp. 78-79 Write Away: Handbook, pp. 138-149 Write Away: Program Guide: Reading-Writing Connection, p. 11-12; Forms of Writing, pp. 79 -88 Write Away: Lesson Plans and Assessments, pp. 26-29

Grade 2 Fourth Prompt Rubric

Narrative Writing a Fictional Story

4 § Fully addresses the prompt. § Is clearly organized in a logical sequence with a well-developed plot that

maintains a consistent focus. § Clearly groups related ideas and maintains a consistent focus. § Has complete, coherent sentences that use a variety of patterns. § Has effectiveness and variety of word choice. § Has expressive language that describes the setting, characters, objects, and

events in detail. § Has grade- level appropriate spelling, grammar, capitalization, and

punctuation; contains few, if any, errors that do not interfere with understanding the writing.

§ Has legible handwriting with appropriate spacing.

3 § Responds to the prompt. § Is organized in a logical sequence with a beginning, middle, and end that

maintains a consistent focus. § Groups related ideas and maintains a consistent focus. § Has mainly complete sentences that use more than one pattern. § Has some variety in word choice. § Has some expressive language that describes the setting, characters,

objects, and events in detail. § Has mainly grade- level appropriate spelling, grammar, capitalization, and

punctuation; contains some errors that do not interfere with understanding the writing.

§ Has legible handwriting with appropriate spacing and most letters formed correctly.

2 § Attempts to respond to the prompt. § May lack a logical sequence of events, plot, and/or focus. § May lack grouping of ideas and/or a consistent focus. § Has complete sentences that use more than one pattern. § Vocabulary may be limited to basic sight words or grade- level appropriate

sight words. § May lack expressive language that describes the setting, characters,

objects, and events in detail. § May contain many errors in spelling, grammar, capitalization, and/or

punctuation that may interfere with understanding the writing. § Handwriting is mostly legible, but reader needs assistance to understand

the meaning.

1 § May not respond to the prompt. (May be off topic.) § Lacks a logical sequence of events, plot, and/or focus. § Randomly presents ideas and has no focus. § Has mainly incomplete or incoherent sentences. § Vocabulary will be limited to basic sight words with no descriptive

language. § Lacks the setting, characters, objects, and events in detail. § May contain frequent and numerous errors in spelling, grammar,

capitalization, and punctuation that interfere with the understanding of the writing.

§ Handwriting may be illegible. BP § Blank Paper

Grade 2 Fourth Prompt – Student Page

Narrative Writing A Fictional Story

Writing Situation Everyone enjoys a good story, such as a fable, a mystery, or a fairytale. A good story has an interesting character who has a problem that needs to be solved. The main character always follows events that eventually help solve the problem. Directions for Writing

Write a fictional story your friends will enjoy reading. When you plan your story, think about: s where and when this story will take place, s who will be the main character, s what problem will the main character have to solve, s what events will be needed to find the solution.

Be sure to include an interesting ending to your story.

When you are finished writing your story, check to make sure you have included the important details from your plan. Then proofread your story for correct capitalization, punctuation marks, and spelling. Writing and Convention Standards For this task, you will write a mystery story that will:

a. have a consistent focus. b. move in a logical sequence. c. use appropriate detail. d. use correct word order. e. use accurate capitalization. f. use correct spelling of frequently used words.

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 4 high Characteristics that make the paper a high 4:

a. Well-developed plot that maintains a consistent focus, with logical sequence.

b. Sensory images and good detail.

c. Legible with appropriate spacing.

d. Complete, coherent sentence throughout.

e. Good and varied sentences that engage the reader. f. Contains effectiveness and variety of word choice with good spelling and grade-level

appropriate punctuation.

g. Entertaining story with great clues, interesting details, and a logical solution. Additional instructional steps for the writer’s growth would include:

a. Teaching the student paragraph form/structure to separate ideas. b. Using of commas to separate clauses.

c. Teaching proofreading skills.

Teacher Notes:

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 4 anchor Characteristics that make the paper an anchor 4:

a. Has complete, coherent sentences with interesting details that engage the reader.

b. Grade-level appropriate spelling, capitals, and punctuation.

c. Descriptive language that includes sensory images.

d. Groups related ideas and maintains a consistent focus.

e. Has a well-developed plot that maintains a focus. f. Varied sentence patterns with good closure/solution.

g. Slight errors in word choice and the legibility of handwriting may interfere with

understanding. Additional instructional steps for the writer’s growth would include:

a. Teaching the student proper paragraph form. b. Proofreading strategies.

c. Teaching the proper use of commas.

Teacher Notes:

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 4 low Characteristics that make the paper a low 4:

a. Moves in a logical sequence, with a consistent focus.

b. Good punctuation which is used to engage reader.

c. Focused on prompt.

d. Uses grade-level punctuation, capitalization, and spelling.

e. Legible writing with few errors. f. No varied sentence beginnings.

g. No sensory images.

Additional instructional steps for the writer’s growth would include:

a. Teaching the student how to use quotation marks. b. Modeling a variety of sentence patterns.

c. Providing a variety of sentence beginnings to use.

Teacher Notes:

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 3 high Characteristics that make the paper a high 3:

a. Has a beginning, middle, and end that maintains a consistent focus.

b. Good detail and sensory images, with descriptive language.

c. Varied sentence patterns and word choice.

d. Expressive language that describes the event in detail.

e. Good use of capitals and punctuation. f. It’s humorous, which engages the reader.

g. Sight spelling errors and some run on sentences are present.

Additional instructional steps for the writer’s growth would include:

a. Reviewing the spelling of common words – i.e., whent. b. Reviewing the correct use of quotation marks.

c. Providing experiences with sentence structure for consistent use of end marks in a

sentence.

Teacher Notes:

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 3 anchor Characteristics that make the paper an anchor 3:

a. Good opening; commands reader’s attention, which takes reader into beginning, middle, and end.

b. Has more than one sentence pattern.

c. Legible with good punctuation.

d. Logical sequence of events with good detail.

e. Some misspelled frequently used words. f. Interesting and clever details.

g. More descriptive language.

Additional instructional steps for the writer’s growth would include:

a. Teaching students to use capitals for proper name. b. Spelling instruction of frequent sight words.

c. Providing paragraph instruction to separate beginning, middle, and end.

d. Providing opportunities to practice high frequency words.

Teacher Notes:

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 3 low Characteristics that make the paper a low 3:

a. Responds to prompt.

b. Has interesting details.

c. Uses complete sentences with varied sentence pattern.

d. Contains legible handwriting.

e. Good logical sequence; beginning, middle , and ending. f. Good variety of word choice, capitalization, and punctuation.

g. Lacks clues, interesting details, and a complete ending.

Additional instructional steps for the writer’s growth would include:

a. Modeling the use of sensory images and descriptive language. b. Modeling the proper use of quotation marks.

Teacher Notes:

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 2 high Characteristics that make the paper a high 2:

a. Responds to prompt.

b. Misspelled frequently used sight words.

c. Follows a logical sequence of events.

d. Develop plot/sequence with details to support plot. e. Varied sentence patterns with legible handwriting.

f. Random capitalization throughout story.

Additional instructional steps for the writer’s growth would include:

a. Providing opportunities to practice high frequency sight words. b. Modeling the use of descriptive language and sensory imagery.

c. Modeling the capitalization of words and proper use of upper/lower case letters.

Teacher Notes:

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 2 anchor Characteristics that make the paper an anchor 2:

a. Responds to prompt.

b. Follows a logical sequence.

c. Good spelling and good use of punctuation.

d. Has a title/good use of capitals. e. Good details.

f. Attempts to use descriptive language.

Additional instructional steps for the writer’s growth would include:

a. Modeling a variety of sentence patterns. b. Modeling the use of sensory images and complete descriptive language.

c. Providing paragraph instruction which would invite the use of more details.

Teacher Notes:

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 2 low Characteristics that make the paper a low 2:

a. Responds to prompt.

b. Has a developed plot and a good sequence of events.

c. Provides few details.

d. Lacks a logical plot and/or focus.

e. Good punctuation with legible handwriting. f. No descriptive language.

g. Limited description of the setting, characters, objects, and details.

Additional instructional steps for the writer’s growth would include:

a. Developing skills in details and descriptive language. b. Providing paragraph instruction.

c. Using story organizers to help develop more information and story plot.

Teacher Notes:

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 1 high Characteristics that make the paper a high 1:

a. Good plot and stays focuses.

b. Limited use of coherent sentences.

c. No capitals at the beginning of the sentences.

d. Good spelling of grade appropriate words.

e. Logical sequence of events with legible handwriting. f. Lacks details to develop ideas presented.

g. Limited use of capitalization and run on sentences.

Additional instructional steps for the writer’s growth would include:

a. Conferencing with student about restructuring run-on sentences. b. Reviewing the use of capitals.

c. Providing instruction on sensory images and expressive language.

Teacher Notes:

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 1 anchor Characteristics that make the paper an anchor 1:

a. Lacks a plot and focus .

b. Does not move in logical sequence.

c. Randomly presents ideas.

d. Has mainly incomplete or incoherent sentences.

e. Does not contain random or unrelated words. f. Writing is legible with limited inventive spelling.

g. Errors with spelling, grammar, and punctuation interfere with some understanding of

the writing. Additional instructional steps for the writer’s growth would include:

a. Providing instruction in sequencing of events. b. Reviewing proper use of capitalization.

c. Providing story plot organizers to follow or assist student writing.

Teacher Notes:

District Writing Sample Scoring Rationale Fourth Prompt, Second Grade

Narrative Writing a Fictional Story

Rubric Score Point: 1 low Characteristics that make the paper a low 1:

a. Attempts to respond to the prompt.

b. Contains random capitals.

c. Lacks plot and focus.

d. No beginning, middle, or end events.

e. No plot to follow or ending to close the story. f. Good sight words, but no descriptive language.

g. Good punctuation used in writing, i.e., ? at end of question.

Additional instructional steps for the writer’s growth would include:

a. Providing instruction on the completion of ideas. b. Reviewing the proper use of capitalization.

c. Providing story organizers to formulate a beginning, middle, and end sequence.

d. Modeling how to develop and maintain focus.

Teacher Notes: