Provincial Literacy Assessment
At Grade 2
Information Bulletin
November 23, 2010
Department of Education and Early Childhood Development
Assessment and Evaluation Branch
P. O. Box 6000
Fredericton, NB
E3B 5H1
(506) 453-2744
PROVINCIAL LITERACY ASSESSMENT AT GRADE 2
MAY-JUNE 2010
TABLE OF CONTENTS
Overview ....................................................................................................................................................... 1
Background ................................................................................................................................................... 1
Assessment Description…………………………………………………………….……………………… 1
Accommodations and Exemptions ................................................................................................................ 3
Reporting of Results ...................................................................................................................................... 4
Findings ......................................................................................................................................................... 4
Appendix A:
Reading Achievement Standards – End of Grade Two…………………………….……..7
Writing Achievement Standards – End of Grade Two……………………………………8
AA Exemplar: My Chickins…………………………………………………………….10
AA Exemplar: My dog Lucky…………………………………………………………..13
SA Exemplar: How to Plant a Flower………………………………………………….16
SA Exemplar: Going Fishing with Daddy and Grampy……………………………….20
Assessment and Evaluation Branch
NB Department of Education - 2010
PROVINCIAL LITERACY ASSESSMENT AT GRADE 2
MAY 26 to JUNE 2, 2011
OVERVIEW
The Department of Education administers a comprehensive Provincial Assessment
Program to monitor overall student achievement at particular points in the system. This
provides important feedback at provincial and local levels about students' knowledge
and skills.
Background
The Provincial Literacy Assessment at Grade 2 was first administered in May 2003. It comprises
three components: reading comprehension, reading records and writing. As a measurement of the
Department of Education’s commitment to early literacy, the assessment serves both as an indicator
of individual student performance in reading and writing, and as a broad system measure of literacy
achievement after three years of schooling.
Assessment Description
Students will be tested in English. The Provincial Literacy Assessment at Grade 2 will be
administered from May 26 to June 2, 2011. The assessment components will include writing and
reading comprehension components. The assessment will take place over four sessions of
approximately 45 minutes each, two sessions per component*.
*A student may be provided extra time to complete the Reading and/or Writing
component(s): up to 100% of the specified time per component. An accommodation form is not
required.
*A student may be provided extended time to complete the Reading and/or Writing
component(s): more than 100% of the specified time per component. An accommodation form is
required (please refer to the Protocols for Accommodations and Exemptions 2010 at the following
website: https://portal.nbed.nb.ca/tr/AaE/Pages/default.aspx ).
Reading Comprehension
The grade 2 reading comprehension component will consist of approximately six to eight reading
passages and approximately 35 to 40 multiple-choice questions from nationally normed standardized
achievement tests. Students will bubble their answers directly in their test booklets.
Classroom teachers will administer the reading component on a flexible schedule within the assigned
dates of May 26 to June 2. The reading comprehension component will take approximately two
sessions of 45 minutes. At the discretion of the teacher, these sessions may be subdivided into
sessions of shorter length.
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No portion of the reading comprehension component, other than instructions, may be read or
explained to any student. Dictionaries may not be used for the reading component. Passages may not
be read to any student. The reading comprehension assessment will be scored electronically.
Reading Records
Teachers will complete reading records to determine each child’s independent reading level. To
complete running reading records, teachers assess how students process print by listening to them
read orally. The Atlantic Canada Reading Assessment Resource provides books for completing
reading records. The texts used for reading records should not have been seen previously by students.
At the conclusion of the assessment period, teachers will indicate each student’s independent reading
level on the front of the appropriate test booklet.
Writing
The guidelines for writing are as follows:
•
The writing component will take approximately 90 minutes to complete. At the discretion of the
teacher, these sessions may be subdivided into sessions of shorter length. This will not be a
closely timed test. Writing is to be completed in the booklet. Computer generated copies are
acceptable and must be attached with a single staple inside the writing section of the booklet and
identified by student name, litho#, and school name.
•
Students may write a story, a description, a retelling (recount) of a personal experience or event,
an information text or a persuasive piece. They are not to submit a poem, questions and answers,
or a research report using research materials as these types of writing are more difficult to assess
with this assessment format.
The writing is intended to reflect the student’s ability to write independently. Students should apply
the strategies that they have learned and which were modeled throughout the year. They are expected
to do their own individual brainstorming and select/use the normal classroom writing tools such as
thesaurus, dictionary, word walls, and student-selected graphic organizers, etc. without prompting.
Also, any edits or revisions will be initiated and completed by students with no teacher or student
conferencing. Students may use a computer or word processor (e.g. DANA, NEO), but the
spellcheck and autocorrect options must be disabled.
Classroom teachers are not required to assess the student writing pieces before returning them to the
Department of Education. Writing achievement will be scored by New Brunswick teachers at the
summer provincial marking sessions in June and July.
As the Atlantic Provinces work together under CAMET (Council of Atlantic Ministers of Education
and Training), the following achievement levels have been used for scoring by the Department of
Education s since January 2007:
•
•
•
SA - Strong Achievement
AA - Appropriate Achievement
BAA – Below Appropriate Achievement
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Samples of student writing, as well as the Grade Two Writing Achievement Standards, are included
in Appendix A. For reference purposes, titles have been added to student writing which did not have
titles; these titles are in quotation marks.
In order for a piece of writing to be scored as appropriate or strong, it must demonstrate the level of
performance described for all of the five traits within the level. A student may exceed the
performance described for one or more of the traits described under appropriate performance and still
achieve appropriate performance as an overall assessment of his or her writing.
Accommodations and Exemptions
The Provincial Literacy Assessment at Grade 2 is compulsory for all students presently enrolled in
the second grade in New Brunswick schools. The assessment is meant to be as inclusive as possible.
As these assessments are meant to be as inclusive as possible, a host of accommodations are provided
for students. Accommodations fall into two broad categories: universal and justified.
Accommodations should be fully explored before an exemption is considered.
A recommendation for exempting an individual student or modification to administrative procedures
should be provided using the appropriate form and bearing the required signature(s). Please refer to
the document Provincial Assessment Program Protocols for Accommodations and
Exemptions(2010) at the following website: https://portal.nbed.nb.ca/tr/AaE/Pages/default.aspx .
Assessment Procedures
The Provincial Literacy Assessment at Grade 2 will be administered between May 26 and June 2,
2011.
The principal of each elementary school is responsible for the security of the assessment materials
sent to his/her school and for ensuring that there is no unauthorized reproduction of these materials.
The NB Provincial Assessments Checklist describes step by step the responsibilities of administrators
and teachers administering the assessments.
The Administration of Provincial Assessments Protocols and Procedures and Provincial Assessment
Program Protocols for Accommodations and Exemptions (2010) are available on the Assessment and
Evaluation section of the portal at https://portal.nbed.nb.ca/tr/AaE/Pages/default.aspx. Any person
administering the assessment must read the Protocols and Procedures and the Protocols for
Accommodations and Exemptions documents carefully prior to the administration date. These
documents clarify how the assessment is to be administered.
A checklist is provided with the Packing / Return Packing Slip to assist the principal in preparing
materials for return to the Department of Education. This checklist must be signed by the principal
and by all teachers administering the assessments.
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Reporting of Results
All parts of the assessment will be scored by the Department of Education. Districts and schools will
be provided provincial, district and school level information.
Student writing will be assessed at a provincial marking session. Scoring will take place in late June.
Experienced educators, primarily practising teachers, will be invited to score student work according
to the Provincial Writing Achievement Standards – Grade 2. Marking sessions will be organized and
supervised by the Assessment and Evaluation Branch.
Early in the new school year, results will be reported. Districts and schools will be provided with
provincial, district and school level information regarding reading comprehension and writing
performance scores. The schools will be provided with reports including reading comprehension and
writing assessment results listed by class, by student along with writing assessment results by trait.
The reading comprehension component for students in the English program consists of questions
from nationally normed standardized achievement tests. To complete running records, teachers
assessed how students processed print by listening to them read orally. The writing task involved
students producing a single short piece of writing over approximately four sessions.
Findings 2010
• Approximately 5020 students participated in the Provincial Literacy Assessment at Grade 2, May
June 2010.
• Results for English reading comprehension showed that 84% of students met the provincial
reading standard for grade 2, including 28% who demonstrated strong performance. These
results are up from 82% and 23% respectively in 2009.
• From the reading record analyses, 77.6% of students were reading at grade level with 42.5%
reading above M level. These results are up from 2009 when 75.4% were reading at grade level
with 38.2% reading above M level.
• In writing, 71% met the provincial writing standard for Grade 2, including 11% who
demonstrated strong performance. These results are up from 60% and 7% respectively in 2009.
• Girls outperformed boys in reading comprehension: 88% of females met the standard (including
32% strong performance) compared to 79% of males who met the standard (including 24%
strong performance).
• Results in writing were stronger for Grade 2 girls than boys, with 78% of females meeting the
writing standard (including 14% strong performance) compared to 64% of males meeting the
writing standard (including 7% strong performance).
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APPENDIX A
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Reading Achievement Standards – Grade Two
Strong Achievement
Text Complexity
Students read independently and understand a variety of fiction and
nonfiction texts that include:
• a greater number of complex sentences providing more specific details
to the reader
• a varying number of lines of text per page; text is consistently organized
in paragraphs
• a standard-sized font with narrow word spacing.
• illustrations/photographs that offer minimal, if any, word-solving
support; text carries more of the meaning
• some figurative language and more sophisticated vocabulary with more
complex language structures
Appropriate Achievement
Text Complexity
Students read independently and understand a variety of fiction and
nonfiction texts that include:
• a variety of sentences with descriptive language
• a varying number of lines of text per page; text is consistently organized
in paragraphs
• a standard sized font with still some additional spacing between lines to
support reading
• illustrations/photographs that offer minimal word-solving support
• language is familiar but with more uncommonly used-words and
phrases than in earlier levels; some book language is beyond expressive
language
Fiction
- multiple events related to a complex plot; arranged in chapters
that require sustained reading over a period of time
- plot is expanded and requires some interpretation
- character development is a central focus; subtleties in characters’
actions are important to understanding
- a familiar theme which introduces more complex issues (loneliness,
fairness)
Fiction
- multiple events related to a single plot with an easily
recognized beginning, middle and ending; sometimes
arranged in short chapters
- plot is generally predictable
- characters develop through dialogue and/or predictable
events and actions, that require the reader to infer meaning
Nonfiction
- subheadings , pictures, captions and basic diagrams which support
meaning
- ideas are explicit; usually written in short paragraphs with a clear
topic sentence
- basic vocabulary with a few unknown words supported by
context clues
Comprehension and Word-Solving Strategies
Students
• monitor reading and self- correct when reading does not make sense,
sound right and look right; employ “fix-up” strategies (e.g., reread, read
on)
• combine context clues, word/language structure (syntax), and phonics to
decode unknown words
• read an increasing variety of words with automaticity
• read passages smoothly with appropriate phrasing and expression;
hesitation may occur with unfamiliar words
Nonfiction
- contain subheadings, illustrations, charts and more detailed diagrams
to augment comprehension
- ideas are explored in greater depth and with more details
- sophisticated and subject-specific vocabulary is introduced
Comprehension and Word-Solving Strategies
Students
• monitor reading and self- correct when reading does not make sense,
sound right and look right; employ “fix-up” strategies (e.g., reread, read
on)
• combine context clues, word/language structure, and phonics to decode
new or difficult words
• read an increasing variety of words with automaticity
• read passage smoothly and in phrases with expression (fluency);
hesitation may occur with unfamiliar words
Comprehension Responses
Students
•answer almost all literal questions or comprehension tasks that are text
specific
•retell a text, with detail, including most of the story elements or main
points; may require minimal verbal prompts or graphic organizers
•use text features (e.g., title, table of contents, index, captions, labels) to
gain additional information from the text
•explain the meaning of words from a text, using context clues and
background knowledge
•make simple inferences about a character’s feelings or actions, giving
relevant details in their rationale
•respond accurately to questions involving sequence of events when order
of events is significant to the meaning of the text; able to articulate cause
and effect
•make solid predictions, interpretations or comparisons from textual
information
•make text-to-self, text-to-text and text-to-world connections
•draw reasonable conclusions about a significant event in a story
justify preferences for and opinions about texts
Comprehension Responses
Students
•answer many literal questions or comprehension tasks that are text
specific
•retell a text including many of the story elements or main points; may
require verbal prompts or graphic organizers
•use text features (e.g., title, table of contents, index, captions, labels) to
gain additional information from the text; may require prompting
•explain the meaning of words from a text, using background knowledge
and obvious context clues
•make simple inferences about a character’s feelings or actions, giving
some general supporting details in their rationale
•respond accurately to questions involving sequence of events when order
of events is significant to the meaning of the text
•make obvious predictions, interpretations or comparisons from textual
information
•make text-to-self, text-to-text and text-to-world connections
•draw obvious conclusions about a significant event in a story
• express preferences for and opinions about texts
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Writing Achievement Standards – Grade 2
Appropriate Achievement
Students
Content
overall topic, degree of
focus, and related
details
Students
• choose a general topic; communicate message
predominantly through written words
• include ideas/events (may not be explicitly stated),
usually based on personal experiences, simple opinions
or basic information
• include some supporting details to expand upon the
ideas/events; may have some “gaps” or irrelevant
information
Organization
structure and form,
dependent on purpose
and audience
• decide upon a general purpose
• include a simple beginning that identifies the topic
• present ideas/events in a basic sequence
• link ideas with simple connecting words (e.g., and, then,
so)
• attempt a conclusion but may be abrupt
Word Choice
vocabulary, language,
and phrasing
Sentence Structure
variety and complexity
of sentences
Conventions
spelling, punctuation,
capitalization, and
usage (grammar).
Strong Achievement
• choose and expand upon a general topic;
usually able to sustain focus
• include a series of ideas/events, usually based
on personal experiences, opinions or
background information; these key
ideas/events may be stated explicitly as
connecting sentences
• include supporting details to expand the
ideas/events; most are relevant and support
the writer’s intent
• decide upon a general purpose
• introduce topic with an attempt to engage or
orient the reader
• present ideas/events in an appropriate
sequence
• link ideas in a variety of ways (first, next,
finally, because), creating some flow to the
writing
• include an apparent conclusion; often simply
restating purpose, feeling or opinion
See Text Forms for elements of narrative and
information texts.
See Text Forms for elements of narrative and
information texts.
• make many ordinary word choices, possibly some
repetition
• add to ordinary word choices with a few
interesting words or phrases
• may include a few descriptive words or phrases
• include a few interesting descriptive words
(e.g., adjectives, active verbs)
• use mostly simple and compound sentence structures;
many are complete
• attempt a few complex structures with use of
• include a few longer sentences and/or sentences which
begin in different ways (e.g., nouns, pronouns, phrases)
• include some sentences that vary in length and
• use correct end punctuation (e.g., periods, question
marks, exclamation marks) in many sentences
• use mostly correct end punctuation (e.g.,
• use capital letters for proper nouns (e.g., people, days
of the week, months, familiar place names), first word in
sentences, and pronoun “I” in many cases; may
capitalize some words unnecessarily
• begin to use commas, apostrophes and
• spell many high-frequency words correctly; attempt to
spell longer, more complex words using phonetic
approximations
• use many basic pronouns and verbs correctly; may
make some errors (e.g., She maked a cake.)
phrases; most sentences are complete
beginnings (e.g., nouns, pronouns, phrases)
periods, question marks, exclamation marks)
quotation marks but not always correctly
• use capital letters for proper names (e.g.,
people, days of the week, months, familiar
place names), first word in sentences, and
pronoun “I” in most cases, may capitalize a few
words unnecessarily
• spell most high-frequency words correctly;
spell longer, more complex words using
phonetic approximations
• use simple grammatical structures correctly
(i.e., use most basic pronouns and verbs
correctly)
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Text Forms: Grade 2
The following describes the specific elements of common text forms at the end of grade two. Refer
to the Organization Trait to distinguish between appropriate and strong achievement.
Form: Persuasive
Purpose: to convince someone to do something
or to think in a particular way
Opening statement - states an opinion or request
(I don’t think we should have homework)
Arguments and Reasons –provides two or three
arguments that might have supporting statements
(I think…because…); often based on personal
opinion or promises rather than facts (I’ll clean my
room if…)
Conclusion – concludes abruptly or with a
personal statement (I need… I want…)
Special Features
- simple connecting words (so, because)
- present tense
- first person singular or plural (I, we)
Form: Descriptive Report
Purpose: to describe a topic
Introduction - identifies topic (Rattlesnakes are
dangerous creatures; Penguins live in the Antarctic.)
Description of Topic - includes details related to main
topic (appearance, behaviour, food) and may include
personal comments (Cats are cute.)
Conclusion – may omit or may conclude abruptly (Now
you know about cats!)
Special Features
- may include a title or illustrations
- simple connecting words (and, they have, it is)
- present tense
Form: Explanatory Report
Purpose: to tell how/why something came to be or
to explain how something works
Statement or definition - identifies topic with a
statement or question
Explanation or how or why –attempts personal
observations (Thunder is the sound of lightning.) or
cause and effect (Tornados are made when hot
and cold chase each other.)
Summary – may omit or may include a personal
comment (Weather is awesome.)
Special Features
- may include a title or illustrations
- simple connecting words (so, because, when)
- present tense
Form: Instructions/Procedures
Purpose: to tell how to do something
Goal or aim - identifies by title (Apple Pie) or opening
statement
Materials/ingredients - may list materials
Method/process - includes some steps in order (First we
roll the dough…) with some details
Conclusion or Evaluation – may omit or may include a
personal closing statement (It tastes fantastic.)
Special Features
- may include illustrations, diagrams or labels
- numbered-steps or simple connecting words to show
sequence (first, next, then)
- present tense
- may be written in second person (You …)
Form: Recount
Purpose: to tell about past events (personal or
others’ experiences)
Orientation – identifies when, where, who, and
what
Key Events in Time Order - has 2 or 3 events in
sequence with some supporting details
Concluding Statement - concludes with last
event (I went home) or evaluative comment (That
was a good day!)
Special Features
- may include a title
- simple connecting words (then, so, first)
- past tense
- first (I or We) or third person (She or They)
action verbs
Form: Narrative
Purpose: to entertain with an imaginative
experience
Orientation (time, place and characters) – introduces
characters with little context (One night my friend Bob
had a sleepover..)
Problem – establishes a problem at the beginning (We
heard a freaky noise.)
Events – focuses on action loosely related to problem
Resolution – may conclude abruptly with a final event
Special Features
- may include a title or illustrations
- simple connecting words related to time
(then, so)
- past tense
- usually first (I, we) or third person
(he, she, they)
action verbs
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Rationale for Assessment of Writing
My Chickins - Appropriate Achievement
Content
•
•
•
The writer titled the work “My Chickins” and has provided a report that maintains a consistent theme as
identified in the title.
Details appear to be based on personal experience: (“I have some pet chickins.”, “Now I only have 6
chickins instead of 7…”)
The information about the chickens is basic- where they live: ( “in
the shed”), what they like: (”to sleep,
peack at echother, eat and run”) and we are given their names. The writer has included some personal
information with the explanation of why (“they are special to me”) and (“something vary sad”).
The writer has included some supporting details which expand on certain ideas. For example, included in
the description of the chickens, the writer tells us they are: (“orang with a red thing on top of there head,s”).
We are given details as to where the shed is located: (“…in my back yard by my tree hose”)
Organization
•
•
•
•
•
The writer’s purpose is to describe to us, his chickens.
The beginning is simple: (“I have some pet chickens”) and introduces the topic- chickens.
The writer has included elements of a descriptive report by telling us about the appearance of the chickens,
what they like to do and where they live. Personal comments such as: (“They are spiechel to me”) and (“I
love my chickens”) are also appropriate elements.
The writer uses simple connecting words (“and, because”)
A conclusion is evident but abrupt: (“I love my chickens and that’s all I got to say adout that”)
Word Choice
•
•
Words chosen for this piece are mostly ordinary. For example: (on top, thing, like eat run love)
It appears that the author has chosen some word phrases that are common to his vocabulary and tend to
make the piece more interesting to the reader. For example: (“orang with a red thing on top…”, “They
remind me adout…”, “6 chickins in sted of 7”, “something vary sad to say…” and “ to say adout that”)
Sentence Structure
•
•
•
The writer uses mostly simple and compound sentences. Some examples include: (“I have some pet
chickens.”, “I have had them for one year and two months.”, “ Ohw well I better get to the ending.”, “They
are spiechel to me because they remind me adout my old chickens that ran away.”)
There are a few complex sentences in this piece of writing. For example: (“…live in a shed in my back
yard by my tree hose.”)
The writer has used personal voice to begin sentences in an interesting way. Examples include: (“Ohw I
almost forgot…”, Ohw well…” and “Naw I only have…”)
Conventions
•
•
•
•
•
The writer has correctly used a period as the end punctuation throughout the piece missing only one at the
end of the sentence (“Ohw well I better get to the ending”.)
Commas are used to separate the names of the chickens and to separate the things they like to do: (…sleep,
peack at echother, eat, and run)
Capitalization has been used correctly for most proper nouns (names of the chickens and the month of
May) missing only the capitalization of the T in Thursday. The pronoun “I” is consistently capitalized and
each sentence begins with a capital letter.
High frequency words have been spelled correctly throughout the piece and phonetic approximations are
used for more complex words. Examples of these include: (chickins / chickens, orang / orange, echother /
each other and spiechel / special)
Basic pronouns are used correctly in agreement with the corresponding verbs: (I have… They are…)
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Appropriate Achievement , My Chickins
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Rationale for Assessment of Writing
My dog Lucky - Appropriate Achievement
Content
• The writer has a general topic and provides information that describes his dog Lucky.
• Details support the writers aim to give us a good description of the dog. The information about Lucky
is basic- what he looks like, something he has done, what he likes, where he came from and why he is
called Lucky. The writer has included some opinions: (“…he is very cute; He is funny…; I was
lucky….”)
The writer has also included some personal information with the
explanation of why he is called
Lucky.
• Supporting details expand on certain ideas. For example, included in the description of the dog, the
writer tells us he is: (“yellow on the top and white on the bottom”) rather than simply saying he is
yellow and white. We are given details about where he came from: (“I didn’t go to the pet shop to get
him, …”) and how long he has had him: (”I have had him for three years.”)
Organization
• The writer’s purpose is to describe to us, his dog, Lucky.
• The beginning is simple. The writer’s first sentence is incomplete but gives us the topic of his piece of
writing: (“My dog Lucky”. )
• Ideas are presented in basic sequence: What he looks like, what he is like, what he likes to do, where
he came from and why he is called Lucky. The details relate to the main topic, Lucky.
• The writer uses simple connecting words: (“and, because”)
• A conclusion is evident but abrupt: (“I like Lucky soooo much.”)
Word Choice
• Words chosen for this piece are mostly ordinary. For example: ( top, bottom, cute, funny, jumped and
like
• The writer uses color words to describe the dog” (yellow, white)
Sentence Structure
• The writer uses mostly simple and compound sentences. Some examples include: (“And he is very
cute.”, “I have had him for three year’s.”, “We call him Lucky because I was lucky to have him.”)
• There are a few longer sentences included in this piece. For example: (“He is funny because one time I
had a dog treat and he jumped on me and he got the dog treat.” “I didn’t go to the pet shop to get him,
some won gave him to me.”)
Conventions
• The writer has correctly uses a period as the end punctuation throughout the piece. A comma is used
correctly to separate the things Lucky likes to do:( “Also he like’s to eat, sleep and some time’s
play.”)
• Capitalization has been used correctly for the proper noun, Lucky. The pronoun “I” is consistently
capitalized and each sentence begins with a capital letter.
• High frequency words have been spelled correctly throughout the piece. The writer uses very few
longer words. Those he/she does use are spelled correctly: (bottom and treat)
• Basic pronouns I, we and he are used correctly in agreement with the corresponding verbs I had…
we call… he is…)
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Appropriate Achievement , My dog Lucky
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Rationale for Assessment of Writing
How to Plant a Flower – Strong Achievement
Content
• Writer has chosen to explain how to plant a flower and titled the piece accordingly. This focus is
sustained throughout.
• The piece includes a series of steps based on personal experience and prior knowledge. The steps are
stated explicitly.
• Supporting details such as: (“Make shore that you water your seeds ones or twise a week. …put some
holes in the soil with your figers”) help to expand the ideas. Most details support the writer’s intent to
guide us through the process of planting a flower.
Organization
• The purpose of the piece is to walk the reader through the steps to plant a flower.
• The writer introduces the piece with the introductory sentence: (“Do you want to plant a fantastic
gorgeous flower?”) This question immediately engages the reader.
• The writer sequences the steps starting with: (“find a good place to plant your flower”) and ending
with: (“water your seeds ones or twise a week.”)
• Flow is created with the use of such linking words as: ( first, second, next, third, and after)
• The writer concludes with: (“Injoy your flower!!!”)
Word Choice
• The writer has used some interesting words and phrases such as (fantastic, gorgeous, holes in the soil
with your figers, injoy your flower)
• He/she also uses technical language associated with gardening: (plant, seeds, watering can, gardening
glofs, soil)
Sentence Structure
• The writer attempts a few complex sentences with the use of phrases. Some examples are: (“Well if
you do here are the steps to do it…Make shore that you water your seed sones or twise a week.”)
• Sentences vary in length with some very short: (Cover the seeds up with the soil. Then water the
seeds.) and some long: (Next you need to get a watering can and fill it up with water . It mite take one
or two weeks for your flower to grow.) The writer has used a good variation in sentence beginnings,
including : (Well, First, Second, Third, Then After, Cover and Make)
Conventions
• The writer ends each sentence with the proper punctuation, including, periods, a question mark and an
exclamation mark.
• Obvious absence of commas: (After that you….. First you….)
• The first word in each sentence begins with a capital letter and the words in the title have been
capitalized. The pronoun “I” has not been used in the piece.
• Most high frequency words are spelled correctly and more complex words are spelled with phonemic
approximations: (shore/sure, glofs/gloves, figers/fingers, mite/might, Injoy/enjoy).
• Grammatical structures are used correctly with pronoun/ verb agreement.
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Rationale for Assessment of Writing
Going Fishing with Daddy and Grampy – Strong Achievement
Content
• Writer has chosen to describe an upcoming fishing trip with his dad and grampy. This focus is
sustained throughout.
• A series of events tells us what they will do to prepare: (“…we pack food and clothes…, put the four
wheelers and dirt bike on the trucks…,”), what they’ll do when they get there: (“…put the boat in the
water…bait on my fishing rod…start fishing…,”) and preparations for the trip home: (“…jump on our
atv’s…drive to the truck…”)
• Supporting details such as: (for three days; on July 12th; takes an hour; secret fishing spot; probably
fall asleep; Grampy will drive) help to expand the ideas. Most details support
• the writer’s intent to describe the fishing trip.
Organization
• The purpose of the piece is to describe what the fishing trip will be like.
• The writer introduces the piece with the introductory sentence: (“Every year my grampy goes
fishing”) and engages the reader by giving us a little bit of background about his grampy’s previous
trips before going into the details of the upcoming trip.
• The writer sequences the events starting with the preparations and ending with the drive home.
• Ideas are linked in a variety of ways. For example: (“Before we leave…, Then we put…,By the
time…,Once the boat is…,When were done…”). This creates a nice flow to the piece of writing.
• The writer concludes with: (“When we get home it will be time for bed. I will dream about catching a
million fish.”)
This ending reflects a feeling of contentment.
Word Choice
• The writer has used some interesting words and phrases such as: (lukewarm, probably, hit the road,
secret fishing spot, fast as a bolt)
• He/she also uses technical language associated with fishing: (bate, flinging, cast, rod, reel, trout and
chub)
Sentence Structure
• The writer effectively uses some complex sentences that help to give the piece flow. Some examples
are: (On July 12th me and my dad are going with him. Once the boat is in the water, we’ll drive it to
the secret fishing spot. When you feel a tug reel it in.)
• Sentences vary in length with some very short: (They stay for three days. Then we hit the road. The
water is lukewarm.) and some long: (One time my grampy thout he cought a big huge trout, but it was
just a little chub. By the time we get there it will be time for lunch.) The writer has used a good
variation in sentence beginnings including nouns: (The water…, Once the boat…, My Grampy),
pronouns: (I, we, he, it) and phrases: (Every year…, Before we leave…, When we get there…)
Conventions
• The writer ends each sentence with a period.
• The author is beginning to use some apostrophes and commas: ( “I’ll, Once the boat is in the water,
we’ll, …big huge trout, but, …our atv’s, and drive…”).
• The first word in each sentence begins with a capital letter and the proper nouns, Haistings Lake and
July are capitalized. The pronoun “I” is always capitalized.
• All high frequency words are spelled correctly and more complex words are spelled with phonemic
approximations: ( cought/cought, bate/bait, thout/thought)
• Grammatical structures are used correctly with pronoun/ verb agreement.
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