The Martin Luther King, Jr. Middle School Newsletter
http://www1.pgcps.org/martinlutherkingjr
Thank you for sending your child to school every day ready to learn.
December 18, 2015
FROM THE PRINCIPAL'S DESK:
Winter Break has arrived and we are looking forward to spending time with our families and friends! We have been very
busy mastering county curriculum goals in preparation for the Partnership for Assessment of Readiness for College and Careers
(PARCC), and MSA for Science 8 to be taken in the spring of 2016. Baseline PARCC scores from spring 2015 have been
released and we are pleased that MLK students exceeded the county average in all areas. It is clear that we have a lot of work
to do, especially in the area of math, but the scores reflect a growing understanding around instructional best practices that align
to PARCC and to the acquisition of skills that will prepare students for college and career. MSA, our previous state assessment
reported scores in terms of 3 levels - basic, proficient and advanced. Schools received an overall score based on the percentage
of students scoring proficient and advanced. With PARCC, scores are reported based on 5 Performance Level Descriptors:





Level 1 - Not yet met expectations
Level 2 - Partially met expectations
Level 3 - Approached expectations
Level 4 - Met expectations
Level 5 - Exceeded expectations
Schools received a score based on the percentage of students scoring at levels 4 and 5 (met and exceeded
expectations). 2015 scores for both students and individual schools should be considered baseline scores. These
scores should not be compared to previous assessments, as the test is different. MLK scores as compared to all other
middle schools in Prince George's County follow:







ELA 6: MLK = 53.6%
ELA 7: MLK = 46.3%
ELA 8: MLK = 49.8%
MATH 6: MLK = 23.6%
MATH 7: MLK = 28.4%
MATH 8: MLK = 17.4%
ALGEBRA: MLK = 81.3%
PGCPS = 25.8%
PGCPS = 27.8%
PGCPS = 28.1%
PGCPS = 13.3%
PGCPS = 12.6%
PGCPS = 11.9%
PGCPS = 15.1%
Today, PARCC home reports were reviewed and given to students who took the PARCC in spring 2015. A parent letter
from Dr. Kevin Maxwell, Chief Executive Officer for PGCPS, students’ individual score reports, a score interpretation guide and a
question and answer fact sheet should be given to you by your student. The information should be reviewed, informational
websites visited and goals set for the months to come. Students were allowed time to enter their scores on page 16 of their
agenda books. As a school community we have a lot of work to do. We will need a full team effort in order to continue an
upward trend to mastery. Scores for Maryland schools can be viewed at www.mdreportcard.org and at
http://marylandpublicschools.org/MSDE/programs/parcc/. For more information and additional resources regarding PARCC
scores visit understandthescore.org. A summary of testing results is included in a Sentinel news brief at the end of this
newsletter.
MLK will be administering the PSAT 8 to all 8th grade students on January 13, 2016. This test reflects the knowledge and
skill areas tested by the redesigned SAT, and is part of the systemic initiative to help get students ready for college and
careers. In addition, all MLK students will take the Scholastic Reading Inventory on January 15, 2016; we will be looking
for all students to show growth compared to their September score. Both assessments will provide teachers with
information to assist in instructional planning for the second half of the year, and also assist in preparing our students to take the
PARCC in April. Please avoid appointments that may take your child out of school during this time period. You can help
your child by ensuring that he or she is physically and mentally prepared. Make sure your child has a good night’s rest and a
healthy breakfast. Help your child to have a positive attitude toward testing. If you have any questions concerning the
scheduling of these tests, please contact Alissa Dick, school test coordinator at 301-572-0650. Please make sure your child
reads every day while on Winter Break. Reading builds vocabulary skills and improves comprehension in all academic
areas.
Prince George’s County Public School’s Department of Curriculum and Instruction has developed Winter Break
Homework packets as a part of our program to continue to help students in reaching their full academic potential. This
initiative supports our students as they prepare for systemic and state tests. Students in Grades 3-8 will participate in the
Partnership for Assessment of Readiness for College and Careers (PARCC) in the spring of 2016 and MSA for Science 8 in the
spring of 2016. The packets are optional, but we ask that you encourage your child to complete the packets while on Winter
Break. Packets will be available on the PGCPS website beginning December 18, 2015 through January 4, 2016. The answer
keys will be posted online after January 4, 2016. Please encourage your child to complete the packet for additional practice in
the content areas for his or her grade level. We know that Great by Choice begins with your support at home.
Thanks to the parents and families who attended this week’s and last week’s choral and instrumental concerts. The
many hours of student practice since August resulted in two outstanding concerts that were enjoyed by the friends and families in
attendance. A special thanks to Mr. Harris, Choral Director, and Mrs. Clontz, Instrumental Director, for the outstanding training
they provide our students. The students did a great job and we will be looking forward to the spring concert.
Progress reports will be distributed to students on Tuesday, December 22, 2015. Parents are asked to review the
progress report upon receipt and to please call the guidance office if your child receives any grades below a C. It is the
expectation of the MLK staff that ALL students will achieve grades of C or better. Consider visiting your child’s classroom so you
will better understand the high expectations we hold for every MLK student. MLK has an open door policy to any parent
except on county and state testing days. A guidance tea is scheduled for February 2nd.
Monday night our basketball teams played CMIT. The boys started off by trailing the CMIT boys’ team and then climbed their
way back to take the lead, winning 48-38. Our girls came out strong, but the CMIT girls’ team started a run in the first half, and
took the win, 11-33. Thursday night, our basketball teams played Orem and both played an excellent game. The girls ended
their season with a win 45-24 and the boys won 55-23. We would like to thank the coaches, parents, students, and staff who
supported our teams. Your presence and encouragement at the games was greatly appreciated.
PTO Fundraiser Update: Yankee Candle orders will be given to the students that participated in the fundraiser on Monday,
December 21st. The PTO thanks everyone for their support with this fundraiser and throughout the year.
Congratulations to the Renaissance Roll winners from December 11, 2015. Students who demonstrated good citizenship,
academic achievement and the King Principles are recognized by their teachers with Renaissance Living the Dream cards. Part
of each card is placed in the weekly Renaissance drawing. Prizes this week were pens, pencils, highlighters, key chains and
paperback novels.
Team M-6
Davon Bolton
Rashad Hill
Koud Clotaire
Pari Smith
Team L-7
Joshua Bangura
Alexander Daramola
Emely Prudencio
Anthony Teed
Team K-8
Samuel Anotado
Mosiah Brooks
Chantal Greaves
Naya Samuels
SAT WORD of the Week: Extol (verb). To praise highly.
The statesman extolled the ambassador who single-handedly negotiated the peace treaty.
Synonyms: glorify, exalt)
Important Dates:



December 23rd – January 3rd – Winter Break – Schools reopen on January 4th
January 18th – Martin Luther King, Jr. Day – Schools and Offices Closed
January 22nd – Teacher Grade and Planning Day – Schools Closed For Students
To Do:
 Please make sure your child’s school supplies are replenished
prior to January 4th when school resumes.
 Please review the student uniform policy with your child. Jogger
pants, with elastic bands at the cuff, are a violation of the uniform
policy. Cargo pants (with large pockets on the pants leg) are not
permitted.
 Students are required to wear a belt in their pants with their shirts
tucked in.
 Shoes are to be black or brown.
 Consider making a tax deductible donation to MLK .
MARK YOUR CALENDARS: The second Guidance Tea of the 2015 - 2016 school year will be held on Tuesday, February 2, 2016. A
Guidance Tea is a time for parents to get a quick update on their child’s progress. If you desire a longer conference, please contact
your child’s counselor. Report Cards will be officially released on February 2nd. On Tuesday, February 2nd, teachers will be available in
the Media Center at the following times:
Team L
Ms. Wong Wing
Ms. Butler
10:45 – 11:30
Mr. Debessay
Ms. Sagosky
Ms. Scalone
Ms. Carter
Ms. Sawyer
Mrs. Heim
Creative Arts
Mr. Harris
Ms. Cohen
Ms. Lambert
12:35 – 1:20
Ms. Keeling
Ms. Williams
Mr. Bonneville
Ms. Clontz
Ms. Scott
Ms. Mader
Team M
Mr. Musong
Ms. Parkman
Ms. Borbas
1:45 – 2:30
Ms. Littlejohn
Mr. Drzemiecki
Ms. Johnson
Ms. Kell
Ms. Holmes
Mr. Porter
Ms. Raville
Ms. Stewart
Ms. Frengel
Ms. Williams (upon request)
Team K
Ms. Barnes
Mr. Bermudez
2:50 - 3:40
Mr. McAndrews
Ms. Wages
Ms. Abbott
Ms. Baker
Ms. Slaugh
Ms. Richards
Ms. Price
Mr. Tarter
Martin Luther King, Jr. Middle School “Dress For Success” Uniform Policy
Uniform dress is required to be worn by all students. All uniforms must be neat and clean. Students should practice good
hygiene and take pride in their appearance. Hair must be completely groomed prior to arrival at school. If a student is out of
uniform, he/she will be sent to the main office for administrative action. A parent or guardian will be required to bring the
appropriate attire to school for the student. Violations to the dress code will result in school disciplinary action in accordance with
the Student Rights and Responsibilities. Students will wear the same color shirt for three years. The school uniform program will
accommodate students’ religious expression.
COMPLIANT
DRESS VIOLATIONS
Items listed below are in compliance with the mandatory uniform policy.
Items listed below are in violation of the mandatory uniform policy.
The policy is for all students.
Repeated violations will result in reassignment to another school.
The policy is for all students.
Shirts (SOLID color, polo, cotton, poly blend) NO OVERSIZED SHIRTS
6th grade – solid white
7th grade – solid royal blue
Shirts
o May not have any colored piping, embroidery, designs, logos,
characters, names or numbers of any size other than school logo
o Sleeveless tops, fish net, crop tops, V-necks, halters, midriffs,
muscle, undershirts, and tee-shirts are not allowed
o Undershirts may not be colored; THEY MUST BE WHITE
o May not wear gym clothes under uniform
8th grade – solid red
Long or short sleeved collared, polo-style shirt with two or three clear,
appropriate colored buttons at the neck; WHITE UNDERSHIRTS ONLY
o Shirt must be tucked in securely
o MLK club/organization shirts are acceptable on designated days
Other tops
Other tops (fitted sweater, sweatshirts only) NO OVERSIZED TOPS
o No oversize or hooded sweaters or sweatshirts; NO EXCEPTIONS
o Tops may not have a hood, zipper, designs, logos, characters,
names or numbers of any size, other than school logo
o Jackets and coats may not be worn in class and must be kept in
students’ lockers
o All sweaters, sweat shirts must be worn over the uniform shirt
o All sweaters, sweatshirts must match the uniform top in color
Belts (one color; SOLID black, or brown) BELTS ARE MANDATORY
Belts
o Belts may not contain stripes, additional colors, designer insignia,
characters, bottle caps, rhinestones, plastic, gel, eyelets, graphics,
patches, inappropriate language, graphics, names or numbers
o No LCD billboard or graphic belt buckles
o Leather, leather-like, or braided leather-like belt must be worn
through the loops and be buckled securely at the waist
o Belt buckles should be gold or silver toned
Uniform Shoes
o Dress shoes may be solid brown or black in color with matching
shoe laces
o Black tennis shoes/laces ONLY with minimal 2nd color or
insignias
o Shoes must be fully enclosed
o Boots may be worn during inclement weather and changed upon
arrival at school to the uniform shoe
Shoes
o All tennis shoes must be black; NO EXCEPTIONS
o Shoes should reflect minimal additional colors or insignias
o Winter boots, snow boots must be changed upon entering the
building
o No sandals, flip flops, open toe or open heel shoes
Pants (fitted, Docker style, cotton twill, front and back pockets)
NO OVERSIZED PANTS, NO CARGO PANTS WITH FRONT LEG, POCKETS,
NO TIGHT PANTS
Khaki
The cuffs of the pants should touch the tops of fully enclosed shoes
Pants should not extend below the heel of the shoe
Fitted pants are to be worn securely around the waist with a
belt through all loops
Skirts will be determined on a case by case basis in order to accommodate
religious expression.
o
o
o
o
Socks (white, black, khaki)
o Socks must be worn daily
o Must be solid white, black or khaki in color
o Ankle length or above
Jewelry and accessories
o
o
o
o
o
One necklace, must be tasteful and worn inside the shirt
One watch
Earrings (gold, silver tone stud or small hoops)
One pocketbook; NO TOTEBAGS USED FOR BOOKS
Lanyards for house keys must be worn inside the shirt
Hair accessories
o Ribbons, barrettes, strings, headbands, scrunches/pony tail holders
are acceptable
Pants
o May not fall below the waist, be baggy or sag, and may not contain
designer insignia, characters, names or numbers of any size
o Rubber bands, bandanas or add-ons are not allowed
o Pants may not be rolled up or tucked into shoes or boots
o Pants may not be altered in any way that changes the intended
appearance (no cut pant legs)
o No form fitting/spandex, Capri, flared, skinny style, cut/torn, or
Cargo uniform pants. Jeans are not allowed.
Skirts will not be authorized except on a case-by-case basis.
Socks and Hosiery
o Must be absent of characters multi-color print, designs, cutouts,
holes, characters, names, anything dangling or logos
o Socks must be worn daily
Jewelry and accessories
o No bracelets
o Authorized jewelry items may not be replicas of weapons or
contraband nor contain inappropriate language; NO ROSARY
BEAD NECKLACES
o No oversize necklaces or earrings; no visible lanyards
o No backpack style pocketbooks or bags allowed
Hair accessories
o Ungroomed hair is not an excuse for wearing head cover
o No bandanas, hats, scarves, do-rags, skull caps are allowed
PGCPS Testing News Brief - Testing scores in the county are producing a dismal reputation for Prince George’s
County Public Schools (PGCPS), but school leaders say there is more to the story than poor testing performances and
they are already trying to combat the problems. Student testing scores in Advanced Placement (AP) and SAT have
fallen while scores in the first administered Partnership for Assessment of Readiness for College and Career assessment
(PARCC) in the county are some of the lowest in the area. “PARCC is a new rigorous test, and with anything new there
are challenges,” said Kevin Maxwell, Chief Executive Officer for PGCPS. PARRC was first administered in the spring of
2015 after the state of Maryland chose the assessment as the new accountability program, replacing the Maryland
School Assessment (MSA) in Reading and Math. The test is specifically aligned to Maryland’s college and career ready
standards by requiring students to demonstrate critical thinking, problem solving, and clear writing. By taking PARCC, the
students are assessed on how close they are to the standards on a scale of one to five; with five meaning the student
exceed expectations. A score of four indicates a student is on track. On the assessment, which looks at students in
grades three through eight, only 25 percent of PGCPS students earned a level four or five in the literacy assessment.
Statewide, just less than 40 percent of students scored a four or five. In math, less than 15 percent of county students
scored a four or five. Statewide 30 percent reached a four or five. “There is room for growth on the PARCC
assessments,” Maxwell said. “A low score does not mean a child is failing to learn. This is an opportunity for growth and
fine tuning instruction, and that’s exactly what we plan to accomplish.” The overall pass rate of AP tests in the county
has also dropped. AP tests are scored on a scale of one to five as well, with a score of three through five considered
passing. The overall percentage of students in PGCPS with a passing score from the tests in May was 25.8 percent,
which is a 1.2 percent drop from 2014. State-wide, 61 percent of Maryland AP students scored a three or higher in 2015,
which was the same as 2014. AP scores in math dropped from a 19.1 percent pass rate in 2014 to 15.8 percent in 2015.
The average score on mathematics exams was 1.5. Passing rates also dropped in fine arts, foreign languages and social
studies exams. The highest pass rate however, was in foreign languages with 72.9 percent. Although most subjects saw
a decrease in pass rates, both science and English language arts saw increases of 1.9 percent and .5 percent
respectively. B Scores on the SAT also dipped countywide. The average SAT composite score, which is compiled from
adding the scores of the math, writing and critical reading scores, was 1195 – a four point drop from 2014. The SAT is
scored out of 2400 and the nationwide average is 1500. The average in Maryland was 1435, which was also a four-point
drop from 2014. While there was a decrease in passing of mathematics AP tests, the county on average increased SAT
math scores. The math average increased from 394 in 2014 to 397 this year. Scores dropped in both writing and critical
reading by less than five points. Segun Eubanks, the chair of the county board of education, said the matter of test
scores is extremely complicated. “Now while these results clearly show that we have lots of works to do, we also need to
unpack the data. That means we need to dig deeper to get the full story of what this information reveals, something our
friends in the media rarely bother to do,” he said at the State of the School System Address last week. Eubanks said
when he looks at the data he sees a story of hope because the numbers show students in the county are performing
better than students in similar situations. “We know that’s not enough, but we know when we look at this data we see
there are schools and programs and classrooms and teachers that are working to help student succeed every day,” he
said. The school system is also already in the process of addressing the testing scores and ramping up an effort to hit
testing from every angle as they prepare their students, not for the test, but in life skills and critical thinking. This
ideology, along with the school’s system strategic plan, was discussed in length at a board work session in September
when the school staff and administrators discussed literacy in the school system. Literacy is the central part of the school
system’s new strategic plan. The PGCPS definition of “rigorous literacy,” as defined by the curriculum and instruction
team is, “the ability to read, write, speak, listen and use numeracy.” “For example, we want our students to be able to
construct meaning for themselves. If our students can do that, they are well on their way,” Gladys Whitehead, executive
director of curriculum and instruction, said at the work session. “We’re not trying to train our students or teach to the test.
If we can give our students the skills, they can be successful no matter what test you put in front of them.” The school
system is already working on implementing literacy programs and new instructional teachings to help with overall literacy,
which Dr. Whitehead said will lead to not only better test scores, but well-rounded students. In September, PGCPS set
out goals for themselves to reach academic excellence for their students. Those goals, according to the plan provided by
PGCPS, include a desire for 45 percent of elementary students to obtain a two or better (of three) on the local and state
assessments in writing, 20 percent to get a two or better in critical reading assessments, 40 percent to get a two or better
in math assessments, and 39 percent of pre-K and kindergarten students should “meet or exceed state standards for
language and literacy and mathematical thinking based off the (kindergarten readiness assessment).” By 2020, PGCPS
aims to have 70 percent of elementary students obtain a two or better on local and state assessments in writing, 60
percent in critical reading, 70 percent in math, 60 percent of pre-K and kindergarten students meeting or exceeding state
standards. Goals were also set for high school students and included increasing the average SAT score to the “college
ready” indicator score of 1550, and increasing the pass rate of AP and International Baccalaureate exams. “I believe
with all my heart that there is no reason why Prince George’s County students should not be performing at or above the
average of every other student in the state of Maryland, so that is the ultimate goal,” Eubanks said in September. “We
have to create ambitious benchmarks to get there. Real goals have to be right on the edge of achievability, which always
means we might not achieve all of them.”
The next newsletter will be sent home
on January 8th after the winter break.
The MLK staff wishes you and yours a happy, safe and restful holiday
season. Enjoy your family time!
School will reopen on January 4, 2016.
The Mwanamugimu Essay Contest
Theme:
“Accentuating Africa and Our Local Communities”
Submit completed essays and questions to [email protected] 2
Mission Statement:
Sigma Gamma Rho Sorority's aim is to enhance the quality of life within the community. Public service,
leadership development and education of youth are the hallmarks of the organization's programs and
activities. Sigma Gamma Rho addresses concerns that impact society educationally, civically, and
economically.
Zeta Tau Sigma Chapter
On Saturday March 26, 1983, twenty-five Sorors and five honorary members chartered Zeta Tau Sigma
Alumnae Chapter. It was the largest chapter to ever be chartered in the Northeastern Region. In keeping
our sorority’s mission statement, ZTS participated in and continues to contribute to various community
services throughout Prince George’s County.
What Is The Mwanamugimu Project?
Mwanamugimu (Wah-nah-moo-gee-moo), in cooperation with Africare, began as a pilot project in the
Northeast Region of Sigma Gamma Rho Sorority, Inc. The project title, Mwanamugimu, is a proverb from
the Republic of Uganda that means “from small acorns come mighty oaks.”
The Mwanamugimu Project is an essay contest. Its goal is to provide an opportunity for students to
increase their knowledge of the historical and contemporary development of Africa. Its objectives are to
provide the target population with opportunities that:
(1) Allow structured ways to learn about Africa
(2) Heighten awareness of African cultural heritage
(3) Improve writing and research skills
Target Population: Third grade through twelfth grade students
Essay Topic Choices:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Choose an African Religion; Trace its beginning and development.
What makes Africa a unique continent?
How does substance abuse affect families in your community?
Trace the Ferguson’s events and identify two disputes. In your role as a leader in the town, how
would you have solved these problems?
Effects of bullying on today’s youth in the educational system
Teens and HIV: How does it affect their social lives?
Choose and African American inventor and tell how his/her invention has impacted society.
How the Affirmative Action Ruling of 1961 help shape has today’s society?
Positive and negative attributes of social media (Facebook, Twitter, Instagram)
Submit completed essays and questions to [email protected] 3
ESSAY CONTEST PARTICIPANTS GUIDELINES
The following rules apply for elementary grades:
1. The essay must be researched and written by the student submitting the essay.
2. The essay’s body should be 4 to 5 pages in length, typed with double line spacing.
3. The cover page should include:
Title of the essay
Student’s name and home address
Name of student’s school and location
Name of school principal
Student’s grade
Name of sponsoring chapter of Sigma Gamma Rho, Sorority, Inc.
Name of sponsoring chapter’s essay contest chairperson
Region where chapter is located
4. The essay must include an outline.
5. The essay must include one to three graphics/images or a table/chart (with captions) related to the
essay’s topic. These can be placed within the body of the essay or at the end of the essay.
6. The essay must have a bibliography to include at least three references (Please do not use Wikipedia)
7. End notes are not required.
The following rules apply for middle and high school grades:
1. The essay must be researched and written by the student submitting the essay.
2. The essay’s body should 6 to 7 pages in length for middle and high school students, typed with double
line spacing.
3. The cover page should include:
Title of the essay
Student’s name and home address
Name of student’s school and location
Name of school principal
Student’s grade
Name of sponsoring chapter of Sigma Gamma Rho Sorority, Inc.
Name of sponsoring chapter’s essay contest chairperson
Region where chapter is located
4. The essay must include an outline.
5. The essay must include one to three graphics/images or a table/chart (with captions) related to the
essay’s topic. These can be placed within the body of the essay or at the end of the essay.
6. The essay must have a bibliography to include at least five references. (Please do not use Wikipedia)
7. References should be placed as end notes (not at bottom of page)
Submit completed essays and questions to [email protected] 4
HINTS FOR STUDENT RESEARCHERS










Number all pages
Submit dark copies of essay to your essay coordinator so that it can be copied for review by essay
contest judges.
Check to see that all necessary information is on title page.
Did you include an outline?
Did you include one to three graphics/images or a table/chart (with captions) that relate to your
essay topic?
Check references carefully (end notes and bibliography)
Do not repeat information in order to reach the required number of pages for your essay contest
category
Submit an electronic copy to your essay coordinator
If you are submitting a hard copy to your essay coordinator, secure pages in a report folder or staple
pages.
Contact your essay coordinator when you have questions or need assistance
Submit completed essays and questions to [email protected] 5
WRITING RUBRIC FOR JUDGING HIGH SCHOOL ESSAYS
1
Does not meet
2
Partially Meets
4
Does not fully
Meet
6
Meets
8
More Than
Meets
10
Exceeds
CONTENT/
IDEAS
Writing is
extremely limited
in communicating
knowledge of
subject, with no
central theme.
Writing is limited
in
communicating
knowledge of
subject. Length is
not adequate for
development.
Writing is
disorganized and
underdeveloped
with no transitions
or closure.
Writing is brief
and
underdeveloped
with very weak
transitions and
closure.
Writing
communicates
some
knowledge of
subject, quality
paragraphs, with
little or no
details.
Uses correct
writing format.
Incorporates a
sound closure.
Writing is
purposeful and
communicates
vast knowledge
of subject.
Piece contains
some details.
ORGANIZATION
VOCABULARY/
WORD CHOICE
Careless or
inaccurate word
choice, which
obscures meaning.
Writer’s voice/
point of view
shows no sense of
audience.
Language is trite,
vague or flat.
Writing does
not clearly
communicate
knowledge of
subject. The
reader is left
with
questions.
Writing is
confused and
loosely
organized.
Transitions are
weak and
closure is
ineffective.
Shows some
use of a
variety of
word choice.
Writer’s voice/
point of view
shows that
sense of
audience is
vague.
Writing is
confident and
clearly focused.
It holds the
reader’s
attention.
Relevant details
enrich writing.
Writing includes
a strong,
beginning,
middle, and end
with clear
transitions and
a focused
closure.
Effective and
engaging use of
word choice.
VOICE
SENTENCE
FLUENCY
CONVENTIONS
Frequent
run-ons or
fragments, with
no variety in
sentence
structure.
Parts of speech
show lack of
agreement.
Frequent errors in
mechanics. Little
or no evidence of
spelling strategies.
Writer’s voice/
point of view
shows little sense
of audience.
Many run-ons or
fragments. Little
variety in
sentence
structure.
Inconsistent
agreement
between parts of
speech. Many
errors in
mechanics.
Limited evidence
of spelling
strategies.
Some run-ons
or fragments.
Limited
variety in
sentence
structure.
Occasional
errors
between parts
of speech.
Some errors in
mechanics.
Some
evidence of
spelling
strategies.
Uses a variety of
word choice to
make writing
interesting.
Writer uses
voice/point of
view. Writes
with the
understanding
of a specific
audience.
Uses simple
compound, and
complex,
sentences
throughout the
essay.
Maintains
agreement
between parts
of speech. Few
errors in
mechanics.
Applies basic
grade level
spelling
strategies.
Writing
includes a
strong
beginning,
middle, and
end, with some
transitions and
good closure.
Firm use of
word choice.
Writer has
strong voice/
point of view.
Writing
engages the
audience.
Frequent and
varied sentence
structure
throughout the
essay.
Consistent
agreement
between parts
of speech. Uses
correct
punctuation,
capitalization,
consistent use
of spelling
strategies.
Writes with a
distinct, unique
voice/point of
view. Writing is
skillfully
adapted to the
audience.
Consistent
variety of
sentence
structure
throughout the
essay.
Uses consistent
agreement
between parts
of speech. No
errors in
mechanics.
Creative and
effective use of
spelling
strategies.
Submit completed essays and questions to [email protected] 6
TITLE OF ESSAY
Participant’s Name
Address
Grade
School
City, State, Zip
Principal’s Name
Zeta Tau Sigma Chapter
Mount Rainier, Maryland
Kyla Flanagan
Mwanamugimu Essay Contest Chairperson