Writing Gr 1 Prompt 2

8/12/2019 Writing Gr 1 Prompt 2

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Grade 1

Second Prompt

ExpositoryWriting a Description

English Language/Arts Content Standard:1.0 Writing Strategies1.1 Select a focus when writing.

1.2 Use descriptive words when writing.1.3 Print legibly and space letters, words, and sentences appropriately.

2.0 Writing Applications (Genres and Their Characteristics)2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory

details.

Writing Situation

Think about a special place. It may be somewhere around your home or school, some place youmay have gone, a field trip, or a place you went with your family. How would you describe it to

your friends to help them see a picture of what it looks like, and what you did when you werethere? (Allow an opportunity for class discussion.) Some possible topics might be:

Fair Park Museum Magic MountainPizza Bedroom Disneyland McDonalds/Burger KingMovie Play Valley Plaza Bakery

Directions for Writing

Write a description of your special place. Think about what makes this place different from

others. Use your five senses to help describe the place for the reader. Think about what it lookslike, the sounds you might hear, or any smells that would help describe this place to someonewho has not been there. Can you use your other senses, touch and taste, to help describe this

place? When you finish, be sure to go back and proofread your work.

Writing and Convention Standards

For this task, students will write a description that will:a. focus on and describe a single place.

b. show use of the five senses to find the details needed for their writing.c. have complete sentences.

d. contain correct punctuation.e. have correct spelling of simple sight words.

Resources:Reading/Language Ar ts Framework for Cali fornia Public School, pp. 62-63

Write One: Teacher' s Guide, p 41Wri te One: Handbook, pp. 52-53, 146-147Wri te One: Program Guide, Reading-Writi ng Connection, p. 6

Write One: Lesson Plans and Assessments, pp. 18-21



Grade 1

Second Prompt Rubric


4 § Fully addresses the prompt.

§ Is clearly organized.

§ Clearly maintains a consistent focus.

§ Has complete, coherent sentences that use a variety of patterns.

§ Has effectiveness and variety of word choice.

§ Has expressive language with a variety of well-chosen, sensory details that

describe a specific place.§ Has grade- level appropriate spelling, 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.

§ Maintains a consistent focus.

§ Has mainly complete sentences.

§ Has some variety of word choice.§ Has some expressive language with sensory details that describe a place.

§ Has mainly grade-level appropriate spelling, grammar, capitalization, and punctuation; contains some errors that do not interfere with understandingthe writing.

§ Has legible handwriting with most letters formed correctly.

2 § Attempts to respond to the prompt.

§ May lack organization.

§ May lack a consistent focus.

§ Has letters, words, or phrases that tell about a place.

§ May contain environmental print.

§ Attempts words using initial and final consonant sounds and/or inventive

spellings.

§ May contain many errors in spelling, grammar, capitalization, and/or punctuation that may interfere with understanding the writing.

§ Has handwriting that is difficult to read. (May need student interpretation.)



1 § May not respond to the prompt. (May be off topic.)

§ Lacks organization.

§ Has no focus.§ May have random marks, letters, numbers, shapes, or pictures.§ Contains substantial environmental print.

§ May have random marks, letters, numbers, shapes, or pictures.

§ Has little evidence of letter-sound connection.§ May contain frequent and numerous errors in spelling, grammar,

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

§ Handwriting may be illegible.

BP § Blank Paper



Grade 1

Second Prompt – Student Page


Writing Situation

Think about a special place. It may be somewhere around your home or school, some place youmay have gone, a field trip, or a place you went with your family. How would you describe it to

your friends to help them see a picture of what it looks like, and what you did when you werethere? (Allow an opportunity for class discussion.) Some possible topics might be:

Fair Park Museum Magic MountainPizza Bedroom Disneyland McDonalds/Burger KingMovie Play Valley Plaza Bakery

Directions for Writing

Write a description of your special place. Think about what makes this place different fromothers. Use your five senses to help describe the place for the reader. Think about what it lookslike, the sounds you might hear, or any smells that would help describe this place to someone

who has not been there. Can you use your other senses, touch and taste, to help describe this place? When you finish, be sure to go back and proofread your work.

Writing and Convention Standards

For this task, you will write a description that will:a. focus on and describe a single place. b. show use of the five senses to find the details needed for your writing.

c. have complete sentences.d. contain correct punctuation.

e. have correct spelling of simple sight words.



District WritingSampleScoringRationaleSecondPrompt, First Grade

ExpositoryWritinga Description

Rubric Score Point: 4 high

Characteristics that make the paper a high 4:

a. Focuses on prompt.

b. Wide variety of detail.

c. Abundance of sentence patterning and word choice.

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

a. Modeling the use of capital letters for proper nouns.

b. Teaching the child to proofread for punctuation and capitalization.

Teacher Notes:







Rubric Score Point: 4 anchor

Characteristics that make the paper an anchor 4:

a. Focuses on prompt.

b. Variety of sensory detail.

c. Appropriate spelling, capitalization, and punctuations.


a. Modeling a variety of sentence patterns.

b. Continuing to support the student adding details to writing.

Teacher Notes:









Rubric Score Point: 4 low

Characteristics that make the paper a low 4:

a. Punctuation and capitalization.

b. Focus on prompt.

c. Complete coherent sentences.

d. Could use more supporting detail.


a. Modeling adding detail to writing.

Teacher Notes:





District WritingSampleScoringRationale SecondPrompt, First Grade




a. Responds to prompt.

b. Mainly complete sentences that describe a place.

c. Abundance of descriptive language.

d. Variety of sentence patterns.

e. More story development.


a. Modeling adding supporting details to writing.

b. Providing more opportunities to experience different types of literature.

Teacher Notes:










b. Mainly complete sentences that describe a place.

c. Has expressive language.

d. More than one sentence pattern.

e. Inconsistent use of capitalization


a. Modeling the use of capital letters for proper nouns.

b. Using D.O.L. focusing on capitalization.

Teacher Notes:










b. Grade-level appropriate spelling capitalization and punctuation.

c. Some variety of sentence patterns.

d. Uses expressive language with sensory details that describe a place.

e. Inconsistent use of capitalization.


a. Modeling the use of capital letters.

b. Using D.O.L. to reinforce capitalization.

c. Modeling a variety of sentence patterns.

Teacher Notes:










b. Capitalization and punctuation evident.

c. Complete sentences.

d. Good spacing.

e. Lacks sentence variety.

f. No evidence of expressive language.


a. Modeling a variety of sentence patterns.

b. Providing a wide choice of literature to expose students to the use of expressive

language.

c. Modeling the use of expressive language in writing.

Teacher Notes:










b. More than one sentence pattern.

c. Inconsistent spacing.

d. Little environmental print.

e. Limited understanding of capitalization.


a. Modeling the use of the two-finger rule for spacing with opportunities to practice.

b. Modeling complete sentences.

c. Teaching the student the use of capital letters.

Teacher Notes:










b. Lacks variety of sentence patterns.

c. Contains environmental print.

d. Needs student interpretation.

e. Lacks spacing between words.

f. Good usage of vowels.


a. Modeling a variety of sentence patterns..

b. Modeling the use of the two-finger rule for spacing with opportunities to practice.

Teacher Notes:









a. Uses capitalization and punctuation.

b. Consistent spacing.

c. Some evidence of letter-sound connection.

d. Upside down letter formation.


a. Practicing writing the capital letter M correctly.

b. Modeling correct letter formation.

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Teacher Notes:








Rationale for the assigned score:

a. Some environmental print.

b. Some random marks.

c. Little evidence of letter-sound connection.

d. Attempts to use spacing.

e. Evidence of high frequency word knowledge.

f. No punctuation.

Additional instructional steps to support this writer:

a. Continuing letter-sound activities.

b. Modeling correct sentence punctuation.

Teacher Notes:









a. No evidence of letter-sound connection.

b. Has random letters.

c. Writing is legible.


a. Providing phonemic awareness activities.

b. Modeling correct sentence punctuation.

Teacher Notes:





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Writing Gr 1 Prompt 2