2 nd Grade On Demand Narrative Anchor Paper Set

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1 2 nd Grade On Demand Narrative Anchor Paper Set Title Score My First Fit Fest Mostly 1 Snoqualmie Falls Mostly 2 Science Center Mostly 3 My First Tooth Mostly 3 Apple Pie Eating Contest Mostly 4 Prompt: m really eager to understand what you can do as writers of narratives, of stories, so today, will you please write the best personal narrative, the best Small Moment story that you can write? Make this be the story of one time in your life. You might focus on just a scene or two. You ll have only forty-five (45) minutes to write this true story, so you ll need to plan, draft, revise, and edit in one sitting. Write in a way that allows you to show off all you know about narrative writing. n your writing, make sure you: Make a beginning for your story. Show what happened, in order. Use details to help readers picture your story. Make an ending for your story.

2 Name: Date: Rubric for Narrative Writing Second Grade Kindergarten (1 PONT) 1.5 PTS Grade 1 (2 PONTS) 2.5 PTS Grade 2 (3 PONTS) 3.5 PTS Grade 3 (4 PONTS) SCORE STRUCTURE Overall The writer told, drew, and wrote a whole story. The writer wrote about when he did something. The writer wrote about one time when she did something. The writer told the story bit by bit. Lead The writer had a page that showed what happened first. The writer tried to make a beginning for her story. The writer thought about how to write a good beginning and chose a way to start his story. He chose the action, talk, or setting that would make a good beginning. The writer wrote a beginning in which she helped readers know who the characters were and what the setting was in her story. Transitions The writer put her pages in order. The writer put his pages in order. He used words such as and and then, so. The writer told her story in order by using words such as when, then, and after. The writer told his story in order by using phrases such as a little later or after that. Ending The writer had a page that showed what happened last in his story. The writer found a way to end her story. The writer chose the action, talk, or feeling that would make a good ending. The writer chose the action, talk, or feeling that would make a good ending, and worked to write it well. Organization The writer s story had a page for the beginning, a page for the middle, and a page for the end. The writer wrote his story across three or more pages. The writer wrote a lot of lines on a page and wrote across a lot of pages. The writer used paragraphs and skipped lines to separate what happened first from what happened later (and finally) in his story. TOTAL May be photocopied for classroom use by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Opinion, nformation, and Narrative Writing (firsthand: Portsmouth, NH).

3 Kindergarten (1 PONT) 1.5 PTS Grade 1 (2 PONTS) 2.5 PTS Grade 2 (3 PONTS) 3.5 PTS Grade 3 (4 PONTS) SCORE DEVELOPMENT Elaboration* The writer s story indicated who was there, what they did, and how the characters felt. The writer put the picture from her mind onto the page. She had details in pictures and words. The writer tried to bring his characters to life with details, talk, and actions. The writer worked to show what was happening to (and in) her characters. (X 2) Craft* The writer drew and wrote some details about what happened. The writer used labels and words to give details. The writer chose strong words that would help readers picture her story. The writer not only told his story, but also wrote it in ways that got readers to picture what was happening and that brought his story to life. (X 2) TOTAL LANGUAGE CONVENTONS Spelling The writer could read her writing. The writer wrote a letter for the sounds she heard. The writer used the word wall to help her spell. The writer used all he knew about words and chunks of words (at, op, it, etc.) to help him spell. The writer spelled all the word wall words right and used the word wall to help him spell other words. To spell a word, the writer used what he knew about spelling patterns (tion, er, ly, etc.). The writer spelled all of the word wall words correctly and used the word wall to help him figure out how to spell other words. The writer used what she knew about spelling patterns to help her spell and edit before she wrote her final draft. The writer got help from others to check her spelling and punctuation before she wrote her final draft. * Elaboration and Craft are double-weighted categories: Whatever score a student would get in these categories is worth double the amount of points. For example, if a student exceeds expectations in Elaboration, then that student would receive 8 points instead of 4 points. f a student meets standards in Elaboration, then that student would receive 6 points instead of 3 points. May be photocopied for classroom use by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Opinion, nformation, and Narrative Writing (firsthand: Portsmouth, NH).

4 Kindergarten (1 PONT) 1.5 PTS Grade 1 (2 PONTS) 2.5 PTS Grade 2 (3 PONTS) 3.5 PTS Grade 3 (4 PONTS) SCORE LANGUAGE CONVENTONS (cont.) Punctuation The writer put spaces between words. The writer used lowercase letters unless capitals were needed. The writer wrote capital letters to start every sentence. The writer ended sentences with punctuation. The writer used a capital letter for names. The writer used commas in dates and lists. The writer used quotation marks to show what characters said. When the writer used words such as can t and don t, she used the apostrophe. The writer punctuated dialogue correctly with commas and quotation marks. While writing, the writer put punctuation at the end of every sentence. The writer wrote in ways that helped readers read with expression, reading some parts quickly, some slowly, some parts in one sort of voice and others in another. TOTAL Teachers, we created these rubrics so you will have your own place to pull together scores of student work. You can use these assessments immediately after giving the on-demands and also for self-assessment and setting goals. Scoring Guide n each row, circle the descriptor in the column that matches the student work. Scores in the categories of Elaboration and Craft are worth double the point value (2, 3, 4, 5, 6, 7, or 8 instead of 1, 1.5, 2, 2.5, 3, 3.5, or 4). Total the number of points and then track students progress by seeing when the total points increase. Total score: f you want to translate this score into a grade, you can use the provided table to score each student on a scale of 0 4. Number of Points Scaled Score May be photocopied for classroom use by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Opinion, nformation, and Narrative Writing (firsthand: Portsmouth, NH).

5 *1 E ooj* :d C: fuc ker t Un, Eh \Aæ ff*u Jf f- 0- t'os nol l-h e b O- Lrn t\ {os L,,... My First Fit Fest did the foot ball tos t was fun. Then r,v'e did soccer that was not Then wént to the ball tos now that was ftn

6 2nd Grade Narrative Anchor Paper: Title: My First Fit Fest Score: Mostly 1s Descriptor Score Comments Overall 2 The writer wrote about when he did something. He did not elaborate much Lead 1 about one thing at the Fit Fest. The writer doesn't effectively try to make a beginning and there is little evidence to show he thought about a good beginning using action, talk, or setting. Transitions 2 The write used the transition "then" but lacks a sense of order appropriate for 2nd grade level to earn a 3. Ending 1 The writer had a part that showed what happened last. Organization 1 Elaboration 1 X2=2 Craft 1 X2=2 Spelling 2 Punctuation 1 The writer's story is all on one page but it lacks organization and a sense of time. The writer indicated what he did and who was there (he was) but it lacks feeling and detail appropriate for a higher score. The writer earns a t here because he wrote some details about what happened. He does not chose strong words or additional details to earn a 2 or a 3. The writer spelled word wall words correctly and is using spelling patterns but not at a level to earn a 3. The writer omits some ending punctuation and fails to capitalize a few letters.

7 Snoqualmie Falls Score: Mostly 2 Name í \fv t"- { & \A/ ð U r

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9 2 nd Grade: Snoqualmie Falls Mostly 2s Descriptor Score Comments Overall 2 Overall the writer wrote about when he did something. He did not focus on one thing at Snoqualmie Falls but rather tells about lots of things he did. Lead 3 The writer chose the action and setting to start his story. Transitions 2 The writer uses then as a transition word and also to move the story along. These are not quite at standard for earning a 3 on the rubric. Ending 2 He found a way to end his story: Then we went home. This is not a 3 because he doesn t leave the reader with a feeling, action (beyond we went home), or talk to make an ending that would warrant a score of 3. Organization 2 The writer wrote his story across pages. Elaboration 2 The writer included details in pictures and words but didn t bring his characters to life. X2=4 Craft 2 X2=4 The writer used labels and words to give details but didn t use especially strong sensory words to add details or help readers picture his story. Spelling 2 The writer earns a 2 for spelling. Punctuation 2 The writer earns a 2 for punctuation.

10 ( 2nd Gr Narrative Mostly 2s and 3s Pacific Science Center Name çc Ç " A(e [)) C- e C 5 e e- ))? e \rt/ 22,C W Ç 4r 5 W e' ô

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13 2 nd Grade Narrative: Pacific Science Center Mostly 3s and 2s Descriptor Score Comments Overall 3 The writer wrote the story about one time he did something going to the Pacific Science Center with his mom. Lead 3 The writer sets the reader up with the characters and setting using talk to make a good beginning. Transitions 3 He uses transitions such as after, when, and then to move his writing along. Ending 2 The writer found a way to end but the ending does not earn the score of a 3. Organization 2 The piece lacks a coherent organization and because the ending is lacking, the score is a 2. Elaboration 2 X2 = 4 Craft 2 X2 = 4 The writer scores a 2 here because, although he tries to bring his character to life with talk and action in the beginning, he doesn t maintain it throughout the story. The writer uses some effective craft moves in the beginning but the middle parts and the ending lack strong word choice and other details. Spelling 3 The writer is above standard for spelling. He correctly spells words such as answered, really, breakfast and entered. Most word wall words are spelled correctly and he used what he knew about spelling patterns to help him. Punctuation 3 The writer is at standard for punctuation. He uses punctuation to craft his piece incorporating the use of ellipsis, quotation marks, commas, and exclamation points for effect. Capitals are mostly correct.

14 2nd Grade Narrative Mostly 3s My First Tooth Nqme Dote rl ç, c-m eh Ê 0n0 o\ Sc.qrr-å un \r\, J {Tn en Nctu$ clô sdf n a & {'* &$ lr tt 1'"1 tn& m 0\,Ån t '? i} \r-tsrrl î L, -L l"lt_ t llwe* \t\ Ø q n ï* t rff x * 4 t

15 Nome Dote -a- n Õn tri *Å l* kt&u ws'ç UnrMr.hb\ * 00 h, 1 üy\tto 0\À t $-, in t k, ì 1-1.,t l.th in L. \ U'lt {\tk 1\ *rtqc h* s{\ q$ fe"\ Àl a tn e,\t "* t L

16 Nqme Dote 0n üeç qu &Ç+" f *'h"üj,, t (J o {.1 {t \,/ Sonn {î Vüqç $ô{ng o-fyx&{ " {n Jl "t o s*&ü"j \r k t ttt {,r.lqt sfutl, rl bw vl çn f.otïr, T\& frl q Oo À,a U \e) tç h *P nrlt LT.TY ytrlsfn -{ l' \- u\ d awnr qn n{,, 1l t, m\ fio'n î- ) rrl

17 2 nd Grade Narrative: My First Tooth Mostly 3s Descriptor Score Comments Overall 3 The writer wrote about one time when she did something. Even though this story spans over the course of more than one day, it s still about one event losing her tooth. Lead 3 The writer sets the reader up with the setting and used action to lead the narrative piece. This is not a 4 because the lead is not written at a third grade level of sophistication. Transitions 4 She uses transitions and phrases such as When The next day On Monday, Finally, Then all of a sudden These all help to move the story along and would be considered above grade level. Ending 3 The writer used talk as the craft move to write a solid ending. She takes time to lead up to the ending and gives the reader a sense of closure. This is close to a 4. Organization 3 The piece has solid organization. She writes a lot of lines on each page and wrote across three pages. Elaboration 3 The writer scores a 3 here because she tries to bring her character (herself) to life by identifying actions, talk, and details. She even includes the character s thoughts. She is very close to a score of a 4 for Trimester 1 but doesn t quite x2 = 6 elaborate enough to warrant above grade level scores. Craft 3 The writer chooses strong words and helps the readers picture what is happening. She is very close to a 4 here because there is a sense of bringing the character to life but she misses the opportunity to tell more about her mom and x2 = 6 other possible characters. Spelling 4 The writer is above standard for spelling. She correctly spells words such as Tuesday, something, sudden, hugged, proud, annoying. Her approximations on other high level words are very good. Punctuation 4 The writer is above standard for punctuation. She uses quotation marks appropriately and use punctuation to craft her piece incorporating the use of commas, an ellipsis, and exclamation points for effect.

18 2nd Grade Narrative Mostly 3s and 4s Apple Pie Eating Contest

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21 2 nd Grade Narrative: Apple Pie Eating Contest Mostly 4s Descriptor Score Comments Overall 4 The writer wrote the story bit by bit and stays within the timeframe of one event. Lead 4 The writer sets the reader up with the setting and even lets the reader in on how this is a family tradition. Transitions 3 She uses a few transitions and the piece has a good flow to it. This is not a 4 because she doesn t use phrases or sophisticated transitions beyond Finally. Ending 4 The writer used talk as the craft move to write a solid ending. She takes time to stretch out her ending and leaves the reader with a nice feeling about her small moment. This could be a score of a 3 as well. Organization 3 The piece has solid organization. She writes a lot of lines on each page and wrote across three pages. Elaboration 3 The writer scores a 3 here because she tries to bring her character (herself) to life by identifying actions, talk, and details. She even includes the character s thoughts: wondered She is very close to a score of a 4 for Trimester 1 but doesn t quite elaborate enough to warrant above grade x2 = 6 level scores. Craft 4 The writer chooses strong words and helps the reader picture what is happening. She uses figurative language jumped up and down like a bunny and hugged me so tight that almost x2 = 8 fell over! as effective craft moves. Spelling 4 The writer is above standard for spelling. She correctly spells words such as wondered, waiting, special, hugged, everybody. Her approximations on other high level words such as celebrates are very good. Punctuation 3 The writer is at standard for punctuation. She uses punctuation to craft her piece incorporating the use of ellipsis, quotation marks, and exclamation points for effect. Capitals are mostly correct. This is very close to a 4.